Dali, KerenBell, NordaValdes, Zachary2024-03-252024-03-252021-10-28Dali, K., Bell, N., & Valdes, Z. (2021). The Expectation and Learning Impact Framework (ELIF): Evaluating diversity, equity, and inclusion professional development events for academic librarians. The Journal of Academic Librarianship, 47(6), Article 102456. https://doi.org/10.1016/j.acalib.2021.1024560099-1333https://doi.org/10.1016/j.acalib.2021.102456https://hdl.handle.net/10315/41981© 2021. This accepted manuscript is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/This study examines the experiences of academic librarians in Canada and the U.S. at diversity, equity, and inclusion (DEI) professional development events (PDE) and makes recommendations for improving PDE on DEI. It pursues the following overarching research problem: What accounts for the effectiveness of learning at DEI PDEs and what makes PDEs impactful and memorable? The study is framed through select theories of learning, epistemologically guided by hermeneutic phenomenology, and relies on the critical incident approach and qualitative self-administered survey, enriched by descriptive statistics. It results in the analytical Expectation and Learning Impact Framework (ELIF) for organizing DEI-related PDEs and a specific Checklist of recommendations for improving PDEs. This research will benefit academic librarians, LIS educators, as well as anyone wishing to organize meaningful DEI events. This is particularly instrumental when librarians have a wide variety of events to choose from but limited time and funding for attending them. It is also hoped that this study findings will expand an understanding of DEI PDEs, in general.enAttribution-NonCommercial-NoDerivatives 4.0 InternationalAcademic librariansChangeDiversityEquityInclusionLearningProfessional developmentArticle