Canada is at an interesting point in its history, where the atrocious assimilation practices that were in place until the mid-1990s are being acknowledged in the hopes for a better relationship between Canada’s Indigenous and non-Indigenous peoples. Both the Truth and Reconciliation Commission report, and the Canadian Federation of Library Associations/Federation Canadienne des Associations de Bibliotheques (CFLA/FCAB)’s report from its Truth and Reconciliation Committee (n.d.) recognize the significant role of education needed to address changes. Where do academic libraries fit into this? I first discuss the colonial history of libraries, as extensions of education institutions, followed by a look at how library and information science (LIS) curriculum falls short in preparing students for working with Indigenous peoples and Indigenous resources. Finally, I examine how libraries can decolonize their services. Canadian academic library staff cannot continue to be so ill-equipped to serve Indigenous students and faculty.

The passing of the Indian Act in 1876 imposed cultural information poverty within Indigenous communities. Through this piece of Canadian legislation, Indigenous communities were forced to send their children to Residential Schools, and all cultural practices such as the potlatch and Sun Dance were banned. These policies disrupted education practices, and the passing down of information, creating a disconnect between younger generations and their communities. However the Indian Act’s goal of assimilation failed with some of these traditions going underground, being practiced in secret. Through strength and resilience communities today are experiencing a cultural revitalization, and what one Indigenous author calls a renaissance. The paper concludes by sharing ideas on how academic libraries can better engage with their local Indigenous communities.

Adopted in the late 1930s, the Library Bill of Rights grounded the profession in the core value of intellectual freedom. This core value was challenged in the 1930s, the 1960s, the 1990s, and again in recent years by calls for social responsibility within our ranks. The re-occurrent discomfort with upholding intellectual freedom is particularly evident today in the case of public library third party meeting room bookings by controversial speakers. Both the Toronto Public Library and the Vancouver Public Library (as well as the Edmonton Public Library for lending its support) have come under scrutiny by both specific voices within the field as well as the community more broadly. This is not the first time, nor will it be the last time, that publicly funded libraries are faced with controversy surrounding intellectual freedom.   Using critical information theory, this presentation examines important questions: How is intellectual freedom defined, redefined and confined today? What is the relationship between the core value of intellectual freedom and sister core values such as social responsibility, diversity and democracy? How do we uphold professional ethics (e.g., IFLA Code for Librarians and Other Information Workers) in instances when our personal, professional, institutional and/or association commitments do not align? As a 2019-20 SLIS research assistant, these questions are rooted in my ongoing academic explorations with Dr. Samek of the nature and extent LIS curricula (for both professionals and paraprofessionals) prepares graduates to negotiate the perpetually complicated core value of intellectual freedom from a position of confidence, and not fear, defensiveness or divisiveness.

The McKee Preserve is a new conservation area at Bandon Dunes Golf Resort, located on the southern Oregon coast. The Preserve is 250 acres in size and is made up of 13 different natural resource communities. One important resource is silvery phacelia (Phacelia argentea), which is a state threatened plant species and is a species of concern federally. The goal of this project was to perform plant inventories for silvery phacelia and kinnikinnick that will be used to establish a functional management plan for the Preserve. Other resources of interest to the Preserve have been included in the literature review and management plan. A proposed par 3 golf course has also been included in the analysis and management plan of the report. Using Geographical Information Systems and Global Positioning Systems to conduct the silvery phacelia inventory showed that there are 6,803 individual plants at the Resort and 5,078 plants on the Preserve. A silvery phacelia community was found north of Cut Creek, which has not been listed as a historical site for this species. The species most likely established itself through fill materials that were seed rich, when building the second golf course on the property, Pacific Dunes. The kinnikinnick meadows have been reduced from building and opening Bandon Trails Golf Course. The remaining meadows are 1.4 acres in size. The par 3 golf course, if built, will be located in the northern portion of the Preserve and would share access with Bandon Trails Golf Course. Out of the 11 proposed holes, 9 have been approved so that impacts to the silvery phacelia will be minimized. I would like to thank Bandon Dunes Golf Resort for providing me the opportunity to complete my Masters of Environmental Management Requirements at their Resort. Also, thanks to all of the Resort's employees who took time to talk to me and answer my numerous questions about the Resort, golf courses, and how things came to be in the world of Bandon Dunes. Working with the golfing community is something I greatly enjoy and hope to continue in the future. My thanks are extended to Tom Jefferson and Janet Rogers who both showed me around the Resort and provided extensive knowledge about the natural resources on the property and how golf ties into this natural aspect at Bandon Dunes. I also appreciate the funding the Resort provided me during the summer there. Thank you, Tracy Paris, for working in the Preserve with me last summer. To my committee, my deepest regards. Thank you, Dr. Maser, Dr. Lafrenz, and Tom Jefferson for taking time out of your schedules to participate in my talk. Dr. Maser, I appreciate all of the help you have given me during the development of my report. I would also like to Dr. Duh for sending me the student version of ArcGIS so I could start working with the data while at Bandon Dunes. Finally, thanks to all of my friends and family who have supported me through the entire graduate school process. They were kind to listen to the lengthy stories of ArcGIS crashing and data getting misplaced.