Rachel Scott, Professor and Head of Acquisitions and Cataloging Services, has been awarded the Johns Hopkins University Press Award for Best Article. Rachel and her co-author, Mitchell Scott, were named the 22nd annual recipients of the award by the editorial board of portal: Libraries and the Academy. The authors will each receive a commemorative item and a $250 cash prize from the Johns Hopkins University Press.
“A Comprehensive Study of Library-Led Textbook Affordability Initiatives in the United States” presents findings from a survey and interviews investigating library-led textbook affordability initiatives in the United States. The results document diverse considerations and divergences in workflows, challenges librarians face in establishing and maintaining textbook affordability programs, and the intersection of these initiatives with library and institutional strategies. Findings suggest that these programs have grown in number and scale over the past few years, accelerated by the COVID-19 pandemic lockdowns, and are sustained—even without permanent, designated funding—due to consistently positive perceptions about their impact on student success, just-in-time delivery, and alignment with library and institutional goals.
Speaking about the importance of this research, one editorial board member noted, “This article is so thorough and thoughtfully done, as well as being of practical use. Many libraries purchase textbooks, but this article displays the wide variety of processes and policies for these programs. It demonstrates the need for more sharing of information at the same time that it begins to fill this gap. Librarians don’t get enough chances to discuss in detail how we conduct regular operations, and this article helps us learn about each other’s work.”
“Receiving the award for this article was meaningful to me because textbook affordability initiatives have proven an important way for technical services librarians like me to contribute to student engagement and success. Sometimes technical services work feels distanced from the classroom, but acquiring and providing access to materials assigned in courses is a very material support for student success,” said Rachel.
Congratulations to Rachel for this outstanding recognition!
For more information, see the editors’ note in the July 2026 issue of portal: Libraries and the Academy and listen to the authors’ May 2026 interview.