2h
Emily Villanueva and Romany Craig write: “This article outlines the development and implementation of a pop-up reference service at the University of Lethbridge (Alberta) Library as an innovative response to declining reference interactions. This initiative was designed to connect with students who were unaware of the resources available at the library. Findings suggest that pop-up reference services play an important role in library outreach, providing individualized experiences that students desire while eliciting reference questions that otherwise would not have been asked.”
From lockdown to pop-up: Reimagining reference in a changed world
20h
Claire Baytas writes: “Librarians, faculty, students, and others across higher education are increasingly and understandably concerned about how widespread adoption of generative artificial intelligence (AI) tools is affecting the climate and the planet broadly speaking. In order for the higher education community to make informed choices about AI tools, AI literacy curricula must address these pressing environmental dimensions of the technology. We have published a LibGuide focused on the Environmental Impacts of AI. Its articles, reports, podcasts, videos, data trackers, and other types of resources address environmental impacts throughout the AI lifecycle.”
Ithaka S+R, June 9
23h
Eric Schwitzgebel writes: “Comparing online conferences now with what online conferences could become is like looking at Usenet in the 1980s and thinking that nothing much more could become of the internet. Just as few people in the 1980s could have imagined Facebook, Uber, and YouTube, few of us now have much idea what online conferencing could become if given the chance to flourish. So far, there’s no real equivalent to running across friends in the hallway and escaping for a coffee down the block. But other tools encourage one-on-one and small-group encounters in online conference applications.”
The Splintered Mind, June 11
1d
Hannah Arata writes: “Large-scale summer reading décor can transform a library, build excitement, and create memorable experiences for families. Whatever the theme, decoration often plays a major role in bringing the annual program to life. We asked three librarians with decades of combined experience planning impressive summer reading décor to share their best advice and go-to materials.”
Programming Librarian, June 9
2d
Lexi Kadis writes: “I was in a state of perpetual déjà vu throughout the spring 2026 semester. Just a year ago, I was on the academic librarian job market—revising CVs, writing cover letters, interviewing—and now, I was helping six MLIS graduate students navigate the job search process. I have learned that supporting MLIS students on the job market takes a great deal of time, energy, and emotional labor, and I wanted to share my experiences and perspective on how to provide effective and sustainable mentorship to MLIS students.”
ACRLog, June 11
2d
Greta Heng, Patricia Lampron, and Myung-Ja Han write: “While generative artificial intelligence (AI) shows some potential as a supplementary tool, it is not capable of replacing catalogers. Metadata creation is not merely a task of transcription or extracting information from a cover page; it requires critical judgment, subject expertise, and contextual understanding that current generative AI models are not capable of replicating. The inability of these tools to consistently follow detailed cataloging rules, validate authority data, or apply complex subject headings highlights their limitations and immaturity in the library domain. Responsible integration of AI into cataloging workflows must acknowledge these shortcomings and guard against overreliance.”
Information Technology and Libraries, vol. 45, no. 2, June 15
2d
Joey Wender writes: “On June 4, the Federal Communications Commission (FCC) released a draft proposal that should alarm schools and libraries around the country. Tucked inside a long document is a direct question: Should the E-Rate program be ‘limited or sunset’? When E-Rate began in the late 1990s, most schools and libraries had little or no internet access. Today, nearly every school in the country has a high-speed connection. The FCC points to that success and suggests the job is finished. The reality is the opposite. That connectivity exists because E-Rate supports it year after year.”
American Libraries Online, June 16, Benton Institute for Broadband and Society Digital Beat, June 11
