The December 2013 issue of Australian Academic & Research Libraries is now online http://www.tandfonline.com/toc/uarl20/current#.Uttgw7R9LIV and in the mail. In this issue there are four scholarly papers, a call for papers for a special issue on new, emerging, and evolving research support services in academic and research libraries and eight book reviews.
The first paper, “A Chaotic Field of Practice: Financial Reporting of the Library Collections of Australia’s Public Universities, 2007–2011” reports on the accounting practices adopted by Australia’s 36 public universities in accounting for their library collections – including heritage and special collections.. The research was conducted by academic accountants, rather than librarians, which makes the paper a unique contribution to the field. It is always interesting to view one’s disciplinary practices with fresh eyes from beyond the discipline.
The next two papers are scholarly reviews in two quite different areas. The first, “Negotiating Self-presentation, Identity, Ethics, Readership and Privacy in the LIS Blogosphere: A Review of the Literature” focuses on academic librarian bloggers. The differences between library and librarian blogs are examined, followed by a brief snapshot of the history, evolution and current landscape of the LIS blogosphere. Key challenges are discussed and the blurred lines between the personal, public, private and professional in the world of blogs are observed. The paper titled “Learning Spaces in Academic Libraries – A Review of the Evolving Trends” reviews the professional discourse around the evolution of information and learning spaces in academic libraries, particularly in the first decade of the twenty-first century. The paper investigates the development of learning spaces focusing on the use of the terms which have evolved from the information commons concept. The language used to describe the different models is discussed and analysed to highlight shifts and emerging trends.
The final paper in this issue “Embedded Library Services: Beyond Chance Encounters for Students from Low SES Backgrounds” evaluates how embedding library services through a learning management system can contribute to improving the learning experience of students from low socio-economic status (SES) backgrounds. Based on the evaluation, an embedded approach has been adopted at the university in additional courses which have similar low SES student profiles. The outcomes may be applicable in supporting the case for embedded library practice for supporting diverse student populations and improving student outcomes.