<p>Abstract</p><p> </p><p>Introduction</p><p>Academic health librarians are increasingly involved as members of research teams that conduct systematic reviews. Sometimes librarians are co-authors on the resulting publications, sometimes they are acknowledged, and sometimes they receive no recognition. This study was designed to query librarian supervisors’ understanding of the extent to which Canadian academic health librarians are involved in systematic reviews and the manner in which their work is recognized.</p><p> </p><p>Methods</p><p>A survey asking 21 questions was sent to supervisors of librarians at all 17 academic health sciences libraries in Canada, querying the extent and nature of librarians’ involvement in systematic review research projects and the forms of acknowledgement that they receive.</p><p> </p><p>Results</p><p>Fourteen responses to the survey were received.  Results show strong expectations that librarians are involved, and will be involved, in systematic review research projects.  Results related to the number of reviews undertaken, the amount of time required, the forms of acknowledgement received, and the professional value of systematic review searching varied greatly.</p><p> </p><p>Discussion</p><p>The lack of consensus among academic health librarians’ supervisors regarding most aspects of librarians’ involvement in systematic review projects, and the ways in which this work is and should be acknowledged, points to the need for research on this subject. </p><p> </p>

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The authors would like to thank Eka Grguric and Jessica Lange for their feedback on the survey tool, and thank the anonymous reviewers and editors at The Journal of Library Metadata for their thoughtful comments and suggestions on earlier drafts of this article.

The newly launched McGill Library Mentoring Program has two defining features: it is inclusive and holistic. It was designed not only to reach archivists and academic library staff at every career stage, but also to encourage them to participate in the program as both mentors and mentees in order to share their unique interests. For example, many new professionals are entering the workforce with coveted skills in information and education technology. While they may benefit from being mentored by their more experienced colleagues, they may also participate in the program as mentors so that others may benefit from their skills and knowledge. The holistic, or whole person approach to the design of the program offers mentoring on a range of topics that move beyond professional development and the promotion and tenure process, into issues of personal development and work-life balance. This paper describes, in detail, the mentoring program that was developed in less than one year by an ad hoc committee with administrative support. It includes the steps required to participate in the program as a mentee or mentor, training materials, and lessons learned. Grounded in best practices, the design is flexible and sustainable and is transferable to other environments for those that are considering or rethinking mentoring at their own libraries.

This bibliography compiles articles of interest in jazz music scholarship that were published in 2005 or 2006 and appeared in journals not specifically dedicated to jazz study.