Librarians learning together to enhance their evidence synthesis expertise

Guest post by Siobhan Bowman, Paul Breen, Stephanie Chen, Breeda Herlihy, Ronan Madden, Ben Williamson of UCC Library. 

Introduction 
Evidence synthesis or knowledge synthesis are terms used to describe a research methodology where information from multiple sources is brought together to answer a specific question and provide a comprehensive and reliable summary of available evidence.  The humble literature review or narrative review is a type of evidence synthesis along with many other types including systematic reviews, scoping reviews, qualitative evidence synthesis, integrative reviews and umbrella reviews.  Searching the literature for a review is a fundamental part of undertaking evidence synthesis and this is where librarians can support and enable research. 

A number of UCC Library colleagues, including the Library’s Learning & Teaching Team, decided to set up a Community of Practice on evidence synthesis earlier this year. The aim was to build on some existing experience and to develop the expertise to help meet the demand for support from UCC staff and students. One part of this involved undertaking some collaborative learning in the form of a free online course developed by the Evidence Synthesis Institute and Institute of Museum and Library Services (IMLS) from the US. The course “Evidence Synthesis for Librarians and Information Specialists” (Kocher, M., Riegelman, A., Kibbee, M., Young, S., Bostrom, M., Marsalis, S., Premji, Z.)  is a 15-module course developed by evidence synthesis librarians and subject librarians from various American and Canadian university libraries.  Over a period of a few months in a quieter part of the year, we set out a timetable for working through a group of modules on our own and followed each group of modules with a meeting to share insights, clarify complex topics, and relate the course material to our own experiences.

The outline of the course shows how relevant it is to librarians and information specialists and each of us gives an account further below of how we found the process of learning about evidence synthesis together. 

Module 1: Introduction to evidence synthesis
Module 2: Exploring different review methodologies
Module 3: Reproducibility: the importance of transparent evidence synthesis methods
Module 4: Evidence synthesis steps and librarians as co-investigators
Module 5: Systematic review guidelines/checklists/reporting standards
Module 6: Introduction to protocols and protocol registration
Module 7: Formulating a research question
Module 8: Frameworks and eligibility criteria
Module 9: Reference interview
Module 10: Selecting databases for evidence synthesis
Module 11: Search strategies
Module 12: Adapting searches across database platforms
Module 13: Grey literature
Module 14: Supplementary search methods
Module 15: Writing the methods section and PRISMA flow diagrams

Siobhan Bowman, Learning Support Librarian
As a newly appointed learning support librarian, this course was perfect for me, providing case scenarios, templates and toolkits that I have brought directly into my work. The interviews with librarians discussing the various levels of tiered support they provide really helped me as I begin to develop my role. The course has been like having a supportive mentor at my side, particularly Module 9 on the reference interview, which proved invaluable in bridging the gap between my emerging role and the expectation to provide 'expert' guidance on evidence synthesis.

While systematic reviews have traditionally been focused in the health sciences, we are increasingly encountering students from across disciplines, from education to engineering, who are being asked to conduct systematic literature reviews for their research projects. The module's practical framework for distinguishing between traditional and evidence synthesis consultations has proven immediately applicable, from undergraduates exploring their first literature review to funded research teams planning systematic reviews. What resonated most was the emphasis on contextual factors: learning to assess what type of review a researcher wants to conduct, giving me the confidence to negotiate our level of involvement and to direct researchers toward suitable methodologies, and resources.

Paul Breen, Mercy University Hospital Librarian
Having recently taken up the position of Mercy University Hospital Librarian, I found this course hugely beneficial. A key component of the services delivered by MUH Library is evidence synthesis support for staff and students on placement in the hospital. 

Of all my responsibilities as the new MUH Librarian, continuing the delivery of this service to a high standard was the one which I was most apprehensive about. Working my way through this course’s modules went a long way to easing my concerns. It provided me with an invaluable structured framework for developing and testing my understanding of processes related to systematic reviews and other forms of evidence synthesis. This was aided by regular discussions with my colleagues throughout the process. 

Finally, it’s worth mentioning that several useful external resources are linked throughout the course. I highly recommend it!

Stephanie Chen, Learning and Teaching Librarian
As someone new to systematic reviews/evidence synthesis, I found the course to be a great introduction to evidence synthesis projects. The content was particularly relevant as it was designed and developed by librarians. As such, it provided a good understanding of how library staff can support or participate in these types of projects. 

All of the modules were easy to complete and the interactive elements such as videos and ‘learn by doing’ questions were engaging. Links to external resources meant course content wasn’t overwhelming and the descriptive module titles makes it easy to revisit the course if you need a refresh on specific content.  

I enjoyed doing the course as part of a community of practice alongside my colleagues as it allowed opportunities for questions, discussion, and sharing of experiences. I would 100% recommend enrolling in this course and, if possible, completing the course with other library staff.

Breeda Herlihy, Quality and Planning Coordinator
This course was recommended to me by a fellow librarian, and I initially set it aside. In hindsight, I wish I hadn’t delayed—it's well-designed and paced. The content is clear and concise, a testament to the expertise of its creators. In a field with lots of guidelines on evidence searching, it takes real skill to distil complex ideas into accessible, digestible learning materials.

Taking the course alongside colleagues as part of our library-based community of practice added a layer of accountability. We scheduled regular meetings to discuss specific modules, which meant we had to complete them in advance. There’s nothing like a deadline to keep you on track! These discussions also proved invaluable—highlighting resources I might have overlooked and offering fresh perspectives on topics I hadn’t considered.

I’d highly recommend this course to any library staff involved in supporting literature searching for systematic reviews or their close relatives, systematised literature reviews. It’s a practical, well-structured resource that will make a real difference to your knowledge and confidence. 

Ronan Madden, Learning and Teaching Team Lead
The course was a valuable opportunity for me to build on some existing knowledge and gain a much deeper and more structured understanding of this very important area. Developed by librarians who are experts in evidence synthesis, the course is very comprehensive, including review methodologies, protocols, search strategies, grey literature, and reporting with PRISMA. Working through the modules individually allowed me time to reflect on the material, while the group discussions offered a space to share thoughts, clarify topics, and connect the content to our practice in UCC Library. This blend of self-directed study and group reflection was a great way to build confidence and skills.

Ben Williamson, Learning and Teaching Librarian
I found the course very encouraging and affirming with regard to my current teaching practices. It showed me that I was already covering many important points about search strategy development and use of resources, and also that I had gaps in my knowledge that ought to be addressed. The use and searching of Grey Literature, for example, is something I need to develop more confidence in demonstrating. 

One notable takeaway from the course was a potential use of the Boolean operator ‘NOT’ to test the effectiveness of new search terms against an existing seat. I had previously avoided using this operator myself and had actively discouraged others from using it. 
While I may not cover all areas of evidence synthesis in my present role, I found the course a useful overview of the wider picture. Librarians and researchers alike can benefit from completing it.

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From Dublin to Seoul and Back Again: A Transformative Vision for University Libraries

Congratulations to Emily Daly from Dublin City University Library, whose blog post was highly commended in the CONUL Training and Development Library Assistant Blog Awards 2025.

A Journey That Changed How I See Libraries
When I took a five-month break to travel in Asia, I thought I was stepping away from library work. But in Seoul, surrounded by books under open skies, my idea of what a library could be began to shift. It was October, the city buzzing after Han Kang’s Nobel Prize win, when I stumbled across the Seoul Outdoor Library. Soon, I realised libraries don’t have to stay behind four walls; they can be woven into daily life. Now, in my role as a Library Assistant in the Public Services and Outreach Directorate at DCU Library, that vision continues to shape how I see our work. Outdoor libraries aren’t a novelty, but rather a powerful way to connect with the community.

Seoul Plaza: ‘Sky Gazing, Book Gazing’
I had planned to visit the Seoul Metropolitan Library, but walking through the adjacent plaza, I stumbled across something unexpected. Thousands of books filled colourful trolleys and boxes. Friends, couples, and families read and relaxed on beanbags, while others played in activity zones woven among the seating. Classical music floated from a nearby stage. Playful and open, it invited not just reading but connection and discovery.

1. Readers sink into stories on pink and blue beanbags outside Seoul Metropolitan Library as evening falls. (Photograph: Author, 2024).

Gwanghwamun Square: ‘Mountain Gazing, Book Gazing’
A short walk away, Gwanghwamun Square unfolded beneath the gates of Gyeongbokgung Palace. Another 5,000 books mingled with food stalls, K-pop shows, and exhibitions. Children raced to pick books while tourists and locals browsed. It was part library, part street festival, in the heart of the city.

 

2. Gwanghwamun Square becomes a pastel sea of beanbags and books, set against Seoul’s iconic gate and mountains. (Photograph: Author, 2024).

3. A mother and child read under a tent at Gwanghwamun Square while a tired dad sneaks a nap (Photograph: Author, 2024).

Cheonggyecheon Stream: ‘Water Gazing, Book Gazing’

Another short stroll led to Cheonggyecheon Stream, where the mood shifted to a quiet intimacy with red chairs, book boxes, lanterns, and tables lining the waterway. Couples, families, and friends posed for photos, read side by side, and dipped their feet in the water. The gentle stream mingled with soft conversation. Tucked among the titles, I spotted some Irish writers.

 

4. Seats, tables, and book boxes line Cheonggyecheon Stream, offering calm spaces to read, chat, and unwind. (Photograph: Author, 2024).

5. Couples, families, and friends share intimate moments by the stream. (Photograph: Author, 2024).

A Library Network Woven into the City
What struck me was how seamlessly these library sites blended into public space. Though temporary and seasonal, they felt intentional, designed to meet people where they were. Each had its own mood, yet together they formed a citywide invitation to read in public. At their heart was a quiet trust: books left out for anyone to browse, linger with, and care for. That trust was met with joy and respect. Since 2022, Seoul’s outdoor libraries have welcomed over six million visitors (Park, 2025).

6. Official brochure maps Seoul’s outdoor library network across city spaces. (Source: Seoul Metropolitan Government, 2024).

Beyond the Walls: Reimagining Libraries in the Open
Since returning home, I’ve often wondered how Seoul’s outdoor library model could work in Ireland. At DCU, our Library Strategy (2023–2028) promotes innovative services and diverse spaces which “enrich experiences and enable creativity and connectivity” (DCU Library, 2024), aligning with the university’s broader mission to “transform lives and societies” (Dublin City University, 2025). The opportunity is right in front of us. Our campuses are full of green, open spaces — so why not bring the library out into them? Picture beanbags under trees, book trolleys by the coffee van, outdoor study zones during exams. We already join in events like Culture Night, but they’re occasional. Mobile libraries visit festivals, yet often remain on the fringes. Seoul’s approach is different: a daily, visible presence woven into public life. It showed me that transformation can begin with something simple: books outdoors, visible and inviting. That simplicity sparks curiosity, connection, and spontaneous moments of engagement. Why not open these spaces to the wider community too, turning campuses into living cultural landscapes?

7. Green spaces in front of DCU O’Reilly Library, a canvas for creative outreach. (Source: DCU Communications, 2022).

Conclusion: Envisioning a Living Library Landscape
Seoul’s outdoor libraries weren’t just outreach; they were a shift in thinking. They brought books into public life in a way that felt joyful, visible, and relevant. Back at DCU, I see that same transformative potential. If we step outside the traditional model, literally and figuratively, we can build a library experience that is lived, shared, and felt beyond four walls.

References
DCU Communications (2022) Our Campuses. Dublin City University. Available at: https://www.dcu.ie/commsteam/our-campuses (Accessed: 29 July 2025).

DCU Library (2024) Library Strategy 2023–2028. Dublin: Dublin City University. Available at: https://www.dcu.ie/sites/default/files/inline-files/dcu-library-strategy-2023-2028.pdf (Accessed: 29 July 2025).

Dublin City University (2025) DCU Strategy 2023–2028. Dublin City University. Available at: https://www.dcu.ie/strategy (Accessed: 29 July 2025).

Park, U. (2025) ‘Seoul’s outdoor libraries draw 1 mil. visitors in 3 months, exceeding expectations’, The Korea Times, 3 July. Available at:
https://www.koreatimes.co.kr/southkorea/society/20250703/seouls-outdoor-libraries-draw- 1-mil-visitors-in-3-months-exceeding-expectations (Accessed: 29 July 2025).

Seoul Metropolitan Government (no date) Seoul Outdoor Library. Seoul Metropolitan Government. Available at: https://english.seoul.go.kr/seoul-outdoor-library/ (Accessed: 29 July 2025).

Seoul Metropolitan Government (2024) Wow! Seoul Outdoor Library [brochure]. Seoul: Seoul Metropolitan Government.

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Call for submissions for Health Sciences Libraries Journal (HSLJ) - Summer 2026

Our friends over at the LAI Health Sciences Libraries Group are looking for submissions for the next issue of their journal. Over to them now

Thank you to all those who contributed to the first issue of our journal and for all of the great feedback we received.  

The winter 2025 issue is being finalised and will be published at the start of December so we are now seeking submissions for the summer 2026 issue. The deadlines will come around quickly.

HSLJ came into existence through the Health Sciences Libraries Group but is not just for librarians working in health. Research articles will be peer reviewed and the deadline for these is 10th of January 2026. We also welcome practice-based pieces as a means of knowledge sharing and so we can hear about your special expertise. If you are a recently qualified librarian, you might like to write up your dissertation for us and get on the publication ladder. That can make a difference when you are looking for a post. You could also write and tell us about what drew you to librarianship if you have previously been in a different career.

For our Professional Lives features, we welcome contributions on any aspect of working in a library setting, traditional or non-traditional. Tell us about a day in the life of your work. We love to receive historical pieces about interesting librarians or reflections on a life in librarianship. Readers will also want to hear about great CPD you attended or books or podcasts you would recommend. We are not looking for literary criticism, just something you enjoyed and think other colleagues might too.
The 2026 HSLG conference will be celebrating strength in difference and all that that means. The summer 2026 issue of HSLJ will be published in Pride month and in addition to our regular content, will have special features celebrating difference. So articles on any aspect of diversity, neurodiversity, equity, belonging or inclusion will be very welcome.  The deadline for all submissions that are not research pieces will be April 1st 2026.

So please put the deadlines in your calendar: 

Research submissions – January 10th and all other submissions – April 1st. https://journals.ucc.ie/index.php/hslj/index

Please feel free to email us at hslj.hslg@gmail.com,if you have any questions, concerns or ideas.
The Editorial Team

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Finding Peace Among the Periodicals: Reflections on working in an Academic Library

Congratulations to Holly Meade Kennedy from Maynooth University Library, whose blog post was highly commended in the CONUL Training and Development Library Assistant Blog Awards 2025

The MU campus begins to stir as 8.30 am approaches, and the quiet is broken only by the faint click of my staff card scanning at the library entrance. Steam curls from my cup as I unlock my computer and take the first sip from the water bottle I will inevitably forget exists for the rest of the day. I answer an email from a lecturer and double-tap a post on Instagram from a fellow academic library reminding students they can’t eat in shared spaces. I laugh as I remember the delivery driver who dropped off four pizzas to waiting students one evening during exam time, and how the sight of them amenably sitting on the green across from the library sharing slices in the fading daylight was oddly heartwarming. They had found the perfect loophole - food delivered straight to campus, but technically not eaten in the library. It was a masterclass in student logic: bend the rules just enough to survive, but not quite break them.

(Image is my own) Maynooth University Library 

I glance at this week’s to-do list. A meeting on Tuesday about our Athena Swan gender equality initiative. A webinar on Wednesday on ‘The Importance of Bibliodiversity’. Social media content to post about Pride Month on Friday. These are things I care about, and I feel lucky I get to engage with them as part of my professional world. My phone buzzes to tell me the New Yorker has taken their monthly fee in exchange for a digital subscription and I begin to roll my eyes until I remember how much I’ve spent on coffee this month and feel a sense of perspective.

I sip my cappuccino while it’s still hot - to get my money’s worth – and feel a sense of gratitude as I notice the peace that has fallen over my mornings since I took up my role in MU Library. Coming from a background in teaching and media, unsustainable levels of busyness became the norm. I didn’t go to work every day; I continuously existed within it. Assignment corrections late into Saturday evenings were standard and having completed three degrees along the way, I had forgotten what it meant to switch off.

(Image is my own) : Information sign for the MU Nature Connection Trail

But my life came to a halt three years ago with the passing of my dad, and the anxiety that accompanied my grief caused me to reflect on the role that work and study had come to play in my life. I began to reset my view on things when one rainy Tuesday evening my counsellor said “we’re on this earth to be, not to do.” It takes the right person at the right time to say something that strikes you exactly the way you need it to, and from there I began to consciously look at the work I wanted to spend my days doing.

I adore writing, and feel passionately about its therapeutic effects as it allows me to remove the scramble of thoughts in my head and share them with others as a means to connect. I wanted to find a job that would allow me to be creative and have time to write while still existing within the academic space as I am a self-confessed nerd. I attended a Montessori school up to the age of 12, and this alternative way of learning grounded my passion and belief in the transformative power education holds.

(Image is my own) ST Patrick's MU Chapel

As a past student of MU, I cherished the sense of community alive on campus and the beautiful grounds it exists within. So when I saw a job advertised in the university library, I began to think there may be a way for me to merge my passions and skills to achieve a work-life balance us perfectionists have only heard about! I began working here a year ago and within that time I’ve learned the work you do can be important, innovative and plentiful without being all-consuming. I am still learning about balance, but now when the work day is complete, I sign off without guilt.

Amid global threats to peace, equality and democracy, it's timely to reflect on how fortunate we are to work within the Irish academic library field. The quiet environment of the buildings we occupy, the grounds that surround them, the routines librarianship is built upon, the inclusivity of the community, the genuine collegiality of the people who work in the sector – these are all elements that lend themselves to a positive relationship to work, particularly for those of us dealing with anxiety in some way.

Routine, structure, respect and stillness – these can be truly cherished if you’ve lived without them. Like those students with their four pizzas and a plan, I’ve found my own loophole – learning to work and live with both purpose and peace.

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Libfocus Link-out for October 2025

Welcome to the October edition of the Libfocus link-out, an assemblage of library-related things we have found informative, educational, thought-provoking and insightful on the Web over the past while.

Images from the articles featured in this month's linkout

The Myth of Open: Academic Libraries’ Role in Open Movements and Its Contention with Capitalism.
Emma Beck and Tessa Withorn discuss in the inaugural issue of the Journal of Open Initiatives in Academic Libraries, an open-access, peer-reviewed, scholarly publication, the complex role of academic libraries in open-source software (OSS) and open access (OA) movements.

It’s ‘Absolutely Vital’ I Pursue My MLIS Now.
MLIS student Erica Sikma looks at her place as a school library volunteer and what ultimately convinced her to go back to college and earn an MLIS degree for School Library Journal.

Open educational resources should be central to the public mission of universities.
Niamh Tumelty and Caroline Ball argue on the LSE Impact blog that Open Educational Resources should form a central part of university strategies for public engagement.

Bob Geldof: Why We Gave The Live Aid Archives to the National Library of Ireland.
Bob Geldof speaks to Hotpress on the decision to donate the Live Aid archival collection to the National Library of Ireland, despite other institutional offers.

A tool in the fight against Amazon: independent bookshops to begin selling ebooks.
Ella Creamer's article in The Guardian looks at Bookshop.org. The online store is launching a platform through which independent bookshops in the UK will be able to sell ebooks as an alternative to Amazon’s Kindle offering.

Peer Review in Transition: Helen King and Christopher Leonard on AI and the future of peer review.
A nuanced look by Roohi Ghosh in The Scholarly Kitchen at how peer review might adapt, fracture, or reinvent itself in the AI era.

Uni students are using AI to ‘ask stupid questions’ and get feedback on their work.
Jimena de Mello Heredia reports in The Conversation that found almost half of students (49%) are using AI for feedback to help them improve their university work. Students found both AI feedback and teacher feedback helpful, but some feel safer asking AI “stupid questions”.

The Library's First Responders.
In The Purist, Dimitri Ehrlich reviews film festival favourite 'The Librarians.' The film documents the commitment of school librarians to making literature available despite attempts by public officials and lobby groups to ban 'inappropriate' titles.

Harry Potter and the Memory Gap: How cultural memory edits our shared reading list.
This one is for the book lovers - MD Kenney writes about the cultural trends and tastes that influence which books get passed down through the generations. The marvellous books that get forgotten can be rediscovered in second-hand bookshops, in family collections or through simple word of mouth.

Libraries are palaces for the people. Their ramparts need defending.
Richard Ovenden's Observer article argues that UK public libraries are essential “palaces for the people” — free, open institutions for knowledge and community — and warns that decades of funding cuts and closures are eroding their role, urging renewed public and governmental support to defend their future.

Publishing futures: Working together to deliver radical change in academic publishing.
Cambridge University Press reports on its recent sector-wide, empirical research into the strained state of the current publishing ecosystem. While many of the issues have been raised before, their objective was to understand the challenges in moving towards a more open future for academic publishing.

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Mentorship: Creating a fertile ground for character growth and academic advancement at DCU Library

Congratulations to Lorcan Cahill from Dublin City University Library, whose blog post was highly commended in the CONUL Training and Development Library Assistant Blog Awards 2025

Mentorship involves the guidance of individuals or groups towards a common goal. Mentors are those in a position of influence who adopt an attitude of forward thinking. They achieve this outlook by placing value on an individual or group’s trajectory in life. They understand that confidence breeds competence. Mentors empower others by delegating opportunities for character growth and possess the skill of anticipating the future by setting forth a vision that is grounded in the realities of today.(Burnison. 2012. Chap 6) 

At DCU Library, we are aware of the importance of mentoring students and staff. We hold the personal and academic development of our library users in equal measure. (DCU Library Strategy. 3) We endeavour to facilitate an engaging environment that simultaneously encourages people to academically succeed and grow in character. This culture is not born out of passive activity, but rather it is born through high-contact engagement and meaningful relationships with our users. 

The front-facing library assistant, who assists in identifying educational resources, is fundamental to mentorship. The initial interaction at the front desk is crucial as it can either positively or negatively impact the individual’s future relationship with the library. Moreover, the library’s greatest asset is its staff, especially those who are front-facing. Library users must feel comfortable asking for help. To seek assistance is to make oneself vulnerable to a lesser-known concept. It is the library assistant’s job to be conscious of that and address the user’s needs. These include explaining the use of an online search catalogue, showcasing the use of an online journal database, providing advice on a reading list, resolving library account queries, or even giving directions to a lecture hall. 

Patrick Dennan, DCU Library Assistant at Cregan Library, assisting students at our library reception

Credit: Kyran O’Brien

At Dublin City University, we value a shared mindset ‘to transform lives and societies.’ (DCU Strategy 2023 - 2028) This mindset permeates all positions within the library and is keenly felt at library assistant level as the help desk is where active engagement is most evident. The advantage of a front-facing role is that participation and interaction are inevitable. Similarly, the potential for authenticity and connectivity to flourish is paramount. Authenticity and connectivity, in this context, mean removing excessive individualism and favouring a shared sense of purpose. (Goffee & Jones.2015. Introduction) Once these conditions are evident, an environment is made fertile for not only academic advancement to occur, but for character growth to materialise. 

To achieve this climate of personal and academic development, DCU Library remains collegial and collaborative. (DCU Library Strategy 2023 - 2028. 3)We understand our geographical importance of being situated on the northside of Dublin and the close proximity we share to local primary and secondary schools. Mentorship at DCU Library, therefore, is not exclusive to DCU staff and students, but it is extended to the local community. Our outreach initiatives such as Leaving Certificate students availing of a study environment in the lead up to their examinations is illustrative of this. The library also offers Leaving Certificate students an opportunity to avail of free masterclasses in subject areas like English, Irish and Mathematics. Similarly, community engagement is fostered through long-standing campaigns including regular creative writing workshops and competitions, art exhibitions, and inviting members of the community to celebrate cultural heritage on Culture Night. 

Dave Rudden introducing a Leaving Certificate masterclass on English, Seamus Heaney Lecture Theatre, DCU St. Patrick’s Campus

Credit: DCU Library

As well as building engagement, mentorship is primarily provided to our students and staff. This provision is made possible by forward thinking. Forward thinking, in the context of an academic library, means drawing upon the real-life experiences of our users and implementing new strategies to improve their overall experience. It means, in other words, leveraging our user experience by enlarging and evaluating the already existing experience of our users. 

Woodlock Hall Library, DCU All Hallows Campus (Mahon and O'Neill)

                                    Credit: Kyran O’Brien 

Forward thinking occupies the liminal space between the ‘what’ and ‘why’ of an organisation. At DCU Library, we are particularly committed to championing and empowering users with neurodivergent needs. Woodlock Hall Library, which was opened to our users in 2021, was initially designed as a quiet alternative library. It has since become popular with patrons in need of a sensory-friendly study space. Consequently, the quiet study environment is frequently promoted via our social media channels. This is reflective of our commitment to mentor our diverse community by eliminating educational barriers and anticipating their needs. It is also illustrative of our adherence to value our people. 

We are aware that by valuing our users, DCU Library, as an organisation, grows in value itself. There is a symbiotic relationship between the library and our patrons. If one augments in value, the other follows. By committing to our purpose of mentoring both the academic success and wellbeing of our users, DCU Library remains inwardly sound and outwardly engaged. Mentorship is extended to our users by offering a study and social environment that encourages collaboration, engagement and participation. Furthermore, our ultimate goal is to equip users with self-confidence. By building confidence, the ground is made all the more rich for our patrons to gain self-awareness and thrive both academically and socially. 

Bibliography
PRIMARY MATERIAL 
DCU Strategy 2023 – 2028, Dublin City University (accessed 05/06/2025). 
DCU Library Strategy: 2023 – 2028, Dublin City University (accessed 05/06/2025), 
pp. 1-14. 

SECONDARY SOURCES 
PUBLISHED WORKS 
Burnison, Gary, The Twelve Absolutes of Leadership (New York, 2012, eBook edition). 
Goffee, Rob & Jones, Gareth, Why Should Anyone Be Led by You? With a New Preface by the Authors: What It Takes to be an Authentic Leader (Boston, 2015, eBook edition). 
O’Neill, Alana Mahon, & Shanahan, Rosemary, ‘All Hallows Campus and Woodlock Hall Library’, LibFocus, 18 July 2024 (accessed 05/06/2025). 

INTERNET RESOURCES 
Definition of Mentorship, Merriam-Webster Dictionary (accessed 05/06/2025). 
 

 

 

 

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