[{"source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog","id":3241512,"description":"Hello. The CALL Private Law Library Special Interest Group met October 2 for the first meeting of the 2024-2025 session. This year we are going to focus on soft skills in private law libraries, and we started with reviewing statistics and data-driven decision making. These decisions can be as simple as which books to weed based on circulation statistics to as in-depth as which products to cancel based on little use. We welcomed a number of private law librarians for a rousing discussion on the use of stats, how we make decisions, how we report the statistics to our managing partner / C-level team / lawyers, and everything in between.  We ended with a round table, as we often do, and came up with some ideas for future sessions, including how private firms bill / don’t bill for online research, how to use the stats to inform new training sessions, and will AI ever be able to run stats for us?  We concluded with a call for private law librarians to volunteer with CALL’s mentorship program, which is making a comeback this year. If any CALL members are interested in participating, please see the Mentorship Program page . Marnie Bailey Manager, Knowledge Services Fasken Martineau DuMoulin","pubDate":"Mon, 26 Oct 2026 07:55:53 +0100","titre":"Update from the Private Law Library Special Interest Group (SIG)","url":"https://www.callacbd.ca/CALL-Blog/13420344"},{"url":"https://www.callacbd.ca/CALL-Blog/12614092","titre":"Using Vinyl & Spotify to Understand Legal Information Online","pubDate":"Mon, 26 Oct 2026 07:55:48 +0100","description":"Hannah Steeves, the Instruction & Reference Librarian at the Sir James Dunn Law Library, Dalhousie University (Halifax), recently wrote an article on \"Using Vinyl & Spotify to Understand Legal Information Online\" . It originally appeared on Slaw.ca on February 15, 2022 . Most legal research is done online through a combination of open and subscription databases. Legal information is available at our fingertips through Justice Laws, LEGISinfo, CanLII, Westlaw, Lexis, ProView, SOQUIJ, [insert your preferred database here], and the list goes on. The availability of electronic resources has radically changed—and will continue to change—the way legal professionals conduct research. However, despite my enthusiasm for the improved accessibility and retrievability, I think the lack of engagement that new legal researchers have with print resources creates comprehension issues. The disconnect between a source’s print and electronic formats reduces their understanding of the process used to create the document. Understanding this process helps us understand the organization of information and makes a researcher more efficient. New legal researchers are often introduced directly to the electronic version of a source without fully understanding how it came to be. For example, a student might learn about legislation and be shown how to trace a legislative history using Justice Laws without ever interacting with the print, bound statutes. They are missing the benefits of seeing the tangible organization of annual, revised, and consolidated statutes. Another example is having a student use ProView without ever flipping through a physical binder and understanding how loose-leaf releases work. Although they know each source is unique, they all present approximately the same online. Unfortunately, limited class time and COVID-19 have made it nearly impossible to get students into the library to conduct research with print sources. I try to grab print copies of case reporters, volumes of statutes, and loose-leafs to show students in person or on Zoom, but the effect is not the same as engaging with the print source directly. Instead, when I meet with students, I often see ~18 tabs open in their browsers with sites ranging from course materials, Google, CanLII, and their preferred subscription platform. They ask me, “ Why does this have to be so complicated?” And they’re right! It does seem complicated, at first glance. If we had created these resources using our modern digital environment, they would be organized differently. Print established the rules, and the digital versions have been bound by them. When I try to explain why the digital versions might seem unnecessarily complex, but that understanding how to use the print sources will improve their navigation of the digital versions, I use the following analogy. First, assuming Spotify is the most common music app, I ask students whether they’re more likely to download/stream full albums or singles. Once they’ve answered, I explain that the point of this question is to determine that they understand that a single song is situated within an album—the album is a collection of songs. Next, I ask if they know why artists produce albums. This one takes a bit of waiting, and in a classroom setting a music aficionado may bring up the concept album (and rightly so!), but usually there’s someone who knows that the standard album is a result of the time limitations set by vinyl, specifically the 33 rpm LP record . (Or maybe they Google it as I’m waiting for an answer—who am I to judge?) With a brief explanation, it becomes clear that vinyl restricted artists to around 44 minutes of playing time, and this explains the standard album format still used today. The next step is to connect the persistence of the album through various eras of music. The album has survived the evolution of music distribution. Historically, it started with vinyl, but remained through transitions between audio cassette, the CD, through to","id":3241462,"source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog"}]