The aim of this paper is to identify scientific content and compilations related to circus arts available in subscription databases and in renowned and free academic information systems. After providing terminological definitions for circus and circus arts, the article describes the search strategies applied and the issues which emerged during the searches, and then introduces quantitative results, thereby also identifying the major periodicals and the most often referenced articles of the topic. The analysis provides useful input for representatives of other arts related to circus arts (e.g., performing arts, theatre arts, visual arts, musical arts) and of other academic fields (e.g., literary studies, history, media science); but first of all, it serves as an unparalleled library information service guide for navigating between electronic information sources.

How can instructors and librarians collaborate to provide the interpretive scaffolds for students to critically engage with visual primary materials? The authors, an English faculty member and a faculty instruction librarian at the University of New Hampshire at Manchester (UNH Manchester), used graphic fiction as the textual basis of information literacy (IL) instruction, encouraging students to interpret primary and secondary sources using visual literacy heuristics and critical inquiry skills. Their student-centered, inquiry-based IL session for a Capstone Shakespearean Adaptations course focused on critical thinking and research question design. Using woodcuts from primary historical texts and images from contemporary graphic fiction adaptations of Macbeth, the instructors decentralized the classroom, empowering students to ask probing questions about illustrations of witches in early modern English source materials. Students used their questions to explore interpretations of visual depictions of powerful women in historical primary texts and contemporary graphic adaptations of Shakespeare's Macbeth. Guided by the instructors, students decoded images using the metadiscourse of graphic fiction; generated questions to inform their own inquiry into the topic; applied their IL skills to new texts; and interrogated the biases of received narratives about women who transgress societal norms and expectations, both in the early modern period and in the contemporary world.

This article contemplates how cataloguing ethics might be taught within knowledge organization (KO). This exploration of cataloguing education considers the teaching of cataloguing ethics within an example Library and Information Studies programme. The first part focuses on how cataloguing ethics fits into the structure of KO teaching, including questions about whether it is a standalone topic or an integral part of the whole curriculum. The second part outlines three example activities with cataloguing ethics contents. Six pedagogical points are elicited, including ideas around the power held by the cataloguer, the relationship of cataloguing ethics to the wider library ecosystem and beyond, and the competing needs of library user/librarian/knowledge creator.