As academic librarians with faculty status increasingly embrace research engagement as a core value and requirement, one of the little-studied questions is the extent to which they possess the requisite knowledge and skills to conduct high-quality research and scholarship and what further learning needs they might have within the organizational setting. This paper summarizes an institutional case study of the research knowledge of academic librarians employed at the University of Saskatchewan, encompassing their current research interests, experiences, competencies, environmental context, and learning needs. The goal was to develop a framework for additional educational activities and institutional supports that would enhance their knowledge and skills.

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Because there is considerable pressure on public librarians to censor materials in their collections, it is no wonder that some staff will go to almost any lengths to avoid challenges, criticism, and controversy over which titles and which kinds of materials should be made available to their communities. Nevertheless, while these reactions are quite understandable, a close reading of recent censorship research suggests that they are not solutions. The purpose of this article is to explore the reasons why this kind of avoidance behavior-"censorproofing"4s eventually doomed to failure, and to suggest alternative strategies that might make more effective use of the time, energy, imagination, and resources of public library staff.[Anicle copies available for a fee fiom The Haworth Documen! Delive~y Service: 1-800-342-9678. E-mail address: getinfo@haworth.com]