This collection features essays, case studies, and pedagogical approaches that explore how educators managed the privacy, security, and safety concerns that rushed into our lives as we shifted into emergency remote learning in 2020. While the COVID-19 pandemic brought this concern into focus, privacy issues with online learning continue to exist alongside us and our students. This book provides readers insight into the current state of privacy issues, describes the challenges and rewards of developing more privacy-focused learning environments, and presents several resources and tools that readers can bring to their own teaching practices. Representing a variety of perspectives from K-12, higher education, and libraries, contributors describe the challenges they encountered and offer solutions to help ensure the safekeeping of students’ online lives. How do we navigate these online environments, who collects our data, and how can we protect our most vulnerable populations?

The Community College Library: Assessment, edited by Janet Pinkley and Kaela Casey, successfully weaves together a colorful tapestry of library assessment initiatives that are varied in their methodologies. While the approaches and objects of assessment are different in each chapter, they all strive towards two common goals: demonstrating the library's value and proving the connection between library use and student success. The chapters address key concerns including effective ways of assessing a library's impact, the importance of diverse areas of focus in assessment, the resources required to ensure a thorough assessment, essential research tools used for assessment, and strategies for revealing the library's direct link to student success. Pinkley and Kaela organize the volume in a manner that allows readers to identify the overarching themes of collaboration, assessment mentorship, flexibility, and reflection. Rather than centering on one area, the volume addresses both instructional assessment and services assessment. Readers will find that many authors underscore the significance of developing a clear plan, building on existing frameworks, and making assessment a structured, habitual activity for libraries.A common thread among the authors is the necessity of building teams for effective assessment. Creating partnerships with other libraries provides an opportunity to learn from each other. Establishing a team that includes teaching faculty, college administrators, and other key players outside of the library has a bonus effect of showing, not telling, the library's effectiveness. Michael J. Krasulski, Elizabeth Gordon, and Courtney Raeford's chapter, "A Library-Friendly Assessment Framework: Administrative, Educational, Student Support Services (AES) Unit Assessment at the Community College of Philadelphia," demonstrates the power of working with an institutional research office (IR) and assessment office when developing assessment plans for the library. Their chapter highlights the library's unique ability to lead assessment in both service and education due to the dual role libraries play at community colleges. As a result, the library's contribution led to an inclusive assessment framework that benefitted all AES units. The chapter concludes with recommendations to readers about pairing with the college IR and assessment offices.Similarly, Jamie Holmes and Amy Lagers provide an example of a successful assessment program at Tulsa Community College (TCC) Library that focuses on instruction. TCC Library's Instruction Development and Assessment initiative sets up a professional learning community involving mentorship and peer observations. The authors suggest adding faculty from outside of the library as participants. Collaboration with teaching faculty is also encouraged by Bryan Clark and Amy Glass from Illinois Central College (ICC). Clark and Glass describe the creation of a program designed to assess embedded librarianship initiatives and one-shots; teaching faculty at ICC were included in this proces...