collapsed suddenly, killing two people, injuring many more, and destroying many of the community's services, including the public library. After describing the events leading up to, during, and following the destruction of Elliot Lake Public Library, I discuss five opportunities for community and institutional renewal that are not currently being realized by the library. The destruction of the library need not be an entirely negative experience but, rather, a catalyst for refocusing the library's role and improving its services and facilities in order to better meet the changing information needs of the community.The majority of the literature on library disaster management focuses on the development of a short-term disaster management plan that emphasizes, primarily, the protection of the library's collection and, secondarily, the safety of staff and patrons (Green and Teper 2006; Khan 2012). Although collection preservation and safety are essential components of any library disaster management plan, the myopic preoccupation with these concerns has caused most scholars and professionals to ignore the broader and longerterm concern of post-disaster recovery in the event of a library disaster.

In this essay, I develop a philosophy of liberal education based on an interpretation of Newman’s concepts of teaching universal knowledge, the cultivation of the intellect, and the enlargement of mind found in The Idea of a University. I argue that a close reading of Newman’s articulation of these three concepts reveals an understanding of the purpose of liberal education as animating truth with reason to produce knowledge that enhances faith and improves society. I also discuss how this philosophy translates into a pedagogy that directly informs my teaching, and, hopefully, contributes to the integration of faith and learning in the lives of my students.

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Abstract. Suggestions for classifying works on the subject of Pentecostalism in the most recent edition of the Dewey Decimal Classification System reveal a number of existing definitional and historical errors that could cause confusion for cataloguers as well as diminish access to works on Pentecostalism for users of libraries that rely on the Dewey Decimal Classification System. In the following article, I identify the sources of these errors, offer suggestions to remedy them, and argue for the importance of regular consultation between librarians and subject specialists in order to maintain both the accuracy and social responsibility of a classification scheme.

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