Objective -As librarians and researchers, we are deeply curious about how our library users navigate and experience our library spaces. Although we have some data about users' experiences and wayfinding strategies at our libraries, including anecdotal evidence, statistics, surveys, and focus group discussions, we lacked more in-depth information that reflected students' real-time experiences as they move through our library spaces. Our objective is to address that gap by using photographic methods for studying library spaces.Methods -We present two studies conducted in two academic libraries that used participantdriven photo-elicitation (PDPE) methods. Described simply, photo-elicitation methods involve the use of photographs as discussion prompts in interviews. In both studies presented here, we asked participants to take photographs that reflected their experiences using and navigating our Evidence Based Library and Information Practice 2017, 12.2 16library spaces. We then met with participants for an interview using their photos as prompts to discuss their experiences.Results -Our analysis of students' photos and interviews provided rich descriptions of student experiences in library spaces. This analysis resulted in new insights into the ways that students navigate the library as well as the ways that signage, furniture, technology, and artwork in the library can shape student experiences in library spaces. The results have proven productive in generating answers to our research questions and supporting practical improvements to our libraries. Additionally, when comparing the results from our two studies we identified the importance of detailed spatial references for understanding student experiences in library spaces, which has implications beyond our institutions.Conclusion -We found that photographic methods were very productive in helping us to understand library users' experiences and supporting decision-making related to library spaces. In addition, engaging with students and hearing their interpretations and stories about the photographs they created enhanced our research understandings of student experiences and needs in new and unique ways.

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Scoping reviews are a methods-focused type of literature review, which have become an attractive review type in social science disciplines. Scoping reviews allow researchers to address exploratory research questions and synthesize findings from a variety of study types including both quantitative and qualitative approaches. Although research shows steady growth in the number of scoping reviews being published each year, there are gaps in our understanding of the basic patterns and practices used in scoping reviews in the social science disciplines, in particular. The objective of this scoping review is to explore the disciplinary spread of scoping reviews in the social sciences, the search practices used in these reviews, and the participation of LIS professionals in this type of knowledge synthesis work.

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Our study reports on a scoping review examining the role of diagnosis within social work practice in Canada and the United States (US). Adopting the process laid out by Arksey and O’Malley, the search captured 189 academic and grey literature drawn from six health and social sciences databases and published from January 1980 to April 2020. The majority of literature were based in the US, and studies covered a variety of practice settings including hospitals, community clinics, medical health clinics, and private practice. Various versions of the DSM was mentioned in over half of the publications that made mention of the use of a diagnostic tool. Four themes emerged from the analysis: professional positioning, clinical activities and diagnosis, contextual factors, and education and training. The focus on holistic care through intersecting identities and social determinants of health in social work provides a balance to the biomedical model adopted by the DSM. Further inclusion of social work perspectives in the development of the DSM may help raise awareness and inclusion of ecological factors in diagnosis. In addition, the lack of uniformity in the inclusion of diagnosis in social work curriculum has been noted as an opportunity to offer higher quality instruction and supervision to students to better utilize diagnostic tools. We suggest that expanding the scope of practice for social work to include diagnosis can help increase the capacity of the healthcare system to identify and address mental health concerns.