RSS 1.0University of Arizona Libraries
ABOUT THE COLLECTIONS
The University of Arizona Libraries are a vital and exciting entry to a world of discovery and creativity for individuals and communities of scholars. We provide unlimited access to information in a customer-centered environment where traditional and emerging information services converge.
The University Libraries hosts collections of unique digital materials in a variety of locations, including the UA Campus Repository. For more information on digital collections made available by the Libraries, visit the Digital collections & exhibits page on the Libraries' website.
QUESTIONS?
Contact repository@u.library.arizona.edu.
Sub-communities within this community
Collections in this community
Recent Submissions
-
The Journey Toward Implementing Trauma-Informed Practices to Support Patrons and Staff in an Academic Library SettingThe University of Arizona Libraries (UAL) has engaged in learning and applying trauma-informed concepts since 2020. These efforts followed conversations about how to compassionately uphold the libraries' Code of Conduct (CoC). Conversations occurred against the backdrop of the global COVID-19 pandemic, a national racial reckoning following the murder of George Floyd and a series of local incidents including border control, racial aggression, insecure access to basic needs and mental health services, and the recent on-campus homicide of a faculty member. In response, the library's Diversity, Social Justice, and Equity Council (DSJEC) began working to identify resources for trauma-informed services and leadership. UAL has interrogated the ways in which the CoC serves both as a response to expressions of trauma and a potential perpetuating source of trauma for patrons and staff. Moreover, many staff members have experienced trauma that occurred either within or outside the workplace that affects their work experience. UAL contracted with relational healing and life coach Nisha Mody to deliver a series of webinars introducing trauma-informed concepts and connecting them to academic library work. A result of trauma-informed training was a deeper knowledge of trauma-informed principles and their connection to systemic inequity and power. For this reason, UAL and other academic libraries may encounter challenges when applying trauma-informed practices within the administrative and cultural context of higher education.
-
Digital POWRR Peer Assessment Program Participant Case StudiesThis volume presents 25 case studies authored by participants in the Digital POWRR Peer Assessment Program (2021–2025), a professional development initiative focused on building digital preservation capacity in under-resourced libraries, archives, museums, and community organizations. Each case study offers a unique, grounded perspective on digital stewardship challenges, institutional context, and progress made during the program. The narratives reflect a range of organizational types and maturity levels, highlighting shared barriers such as limited staffing, technical infrastructure, and institutional buy-in. Participants document their self-assessment work, implementation efforts, and lessons learned, often emphasizing themes of relationship-building, incremental progress, and advocacy. Compiled as a companion to the white paper "Beyond the Checklist: Healing, Connection, and Capacity-Building Through Digital Preservation Peer Assessment," this collection offers a rich, practitioner-centered view of digital preservation work in the field today.
-
Beyond the Checklist: Healing, Connection, and Capacity-Building Through Digital Preservation Peer Assessment: A white paper prepared for the Institute of Museum and Library Services for the Digital POWRR Peer Assessment ProgramThis white paper documents the development, implementation, and outcomes of the Digital POWRR Peer Assessment Program (2021–2025), a cohort-based professional development initiative focused on building digital preservation capacity at under-resourced cultural heritage organizations. Funded by the Institute of Museum and Library Services (IMLS), the program combined self-assessment tools, peer mentorship, and community-informed learning to support 36 participants across two phases. The report highlights key design elements—including emotional safety, reflective goal-setting, and peer validation—and introduces Navigating Uncertainty: A Human-Centered Assessment Compass for Digital Preservation Practitioners, a new evaluative framework shaped by participant experiences. Drawing on participant feedback, mentor insights, and external evaluation, the paper offers recommendations for funders, administrators, and future implementers seeking to cultivate inclusive, emotionally sustainable models of digital stewardship. A companion volume of participant-authored case studies illustrates how digital preservation goals were translated into institutional action across a wide range of contexts.
