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This paper seeks to compare the accessibility features and ease of use of three tutorial creation products – Camtasia® 6 (by TechSmith®), Captivate® 4 (by Adobe®), and VoiceThread® – to determine which product creates the most accessible tutorials.

The paper tested the accessibility of the tutorials created using Camtasia, Captivate, and VoiceThread against the Voluntary Product Accessibility Template® (VPAT®) criteria. The tests were completed using JAWS®, a screen‐reading software application. Results were compared to determine which product(s) created the most accessible tutorials. The products' ease of use and user manuals were also evaluated.

Camtasia and Captivate exceed VoiceThread in terms of accessibility compliance. In testing the products, the paper concluded that the VPATs were accurate, with minor exceptions. All products provide user manuals and help guides; Camtasia and Captivate have steeper learning curves than VoiceThread.

This study compares only three of the available tutorial creation products. Accessibility features may change with new versions.

The results of the evaluation will enable other librarians to make more informed decisions when purchasing and using tutorial creation products.

Ensuring accessibility of online resources is everyone's responsibility. This paper will help readers to meet that goal.

While there are comparison studies of the features of Camtasia, Captivate, and VoiceThread, accessibility features are largely uncovered. This study adds this dimension to the literature, enabling librarians to make more informed decisions when selecting and using these products to create accessible tutorials.

This case study aims to describe the collaborative process used to embed an information literacy curriculum into the MA Teaching of English to Speakers of Other Languages (TESOL) program at university.

The study focuses on how this curriculum was conceived, implemented, and has evolved based on new ideas from the MA coordinator, the librarian, the students, and continuing review of the literature of librarianship and TESOL. The coordinator and librarian describe their approach to curriculum development and their analysis of curricular outcomes, and two graduates from the program describe the program's impact from the student perspective.

The paper finds that the MA TESOL coordinator and the librarian embedded information literacy through structured assignments, reflective essays, and librarian in‐person classroom visits. Ongoing assessment of student survey results and reflective essays provide impetus for ongoing changes to the curriculum. Students' perceptions about and practice of information literacy enrich their program experiences and improve their preparation for further academic work or subsequent TESOL teaching.

More follow up is needed with the three cohorts that have completed the MA program since the development of the embedded information literacy curriculum.

In their own teaching, graduates emphasize information literacy to their students, further increasing the impact of this program.

Students develop a closer relationship with the librarian and think differently and more regularly about libraries and information literacy principles.

There is a growing body of library literature on embedded librarianship and language learning students, but none focusing exclusively on the role of information literacy in the preparation of teachers of language learning students.

The purpose of this paper is to propose that librarians consider new ways of working in order to manage new types of electronic sources.

This paper is based on a literature survey, readings outside the literature, and observations in the field.

Librarians need to think out of the box, change how they structure their organizations and work, and cede more control to users.

This is an opinion piece urging librarians to think differently.

If librarians could think out of the box, give up their traditional organizational lines, and cede more control to users, managing new forms of electronic resources would be easier.

Changing ways of thinking is a long, difficult process.

This paper was originally presented at the IFLA conference in Milan in August 2009.

The purpose of this paper is to review the current state of e‐books, describing their potential scope, highlighting information from recent ebrary surveys in connection with the author's on‐the‐ground experience with students, and discussing the challenges of these evolving works.

The paper describes the need to broaden perceptions of e‐books in light of their extensive potential and scope. It highlights significant points in the ebrary surveys and compares them with the author's on‐the‐ground experience in a medium‐sized university with students who are less advantaged. It also presents the challenges librarians face, both currently and in the future, illustrating progress in some areas and emphasizing the growing complexity in managing these works.

Even as librarians cope with what can now be considered “traditional” e‐books, little attention is paid to the potential breadth and diversity of e‐books. The surveys show that librarians are only partially aware of students' perceptions about e‐books and that there are conflicting priorities among students, faculty, and librarians. Conclusions are that: even as librarians cope with the current state of e‐books, they must also plan for future types of e‐books; and there is a strong need for greater communication in the increasingly complex e‐book arena of selection, acquisition, collection integration, and instruction.

Much of the literature about e‐books deals with the pros and cons, either of e‐books or of e‐book readers. The paper lays out e‐book issues to foster further in‐depth discussion.

The purpose of this paper is to review current strategies in collections, selection and the access libraries provide, to present scenarios that illustrate the roles libraries are beginning to play and to discuss viable strategies for libraries in the future.

An extensive review of the literature was conducted to identify current strategies in collections and selection, and to explore innovations in access strategies that reveal future directions.

Librarians are redefining collections and selection, implementing new strategies to provide information that is more relevant to today’s needs, focusing more intently on niche collections and experimenting in access strategies to market information and increase use.

Libraries’ survival depends on re-thinking the philosophy and approach to collections, selection and access.

Libraries need this shift in thinking and approach to find their place in the new information world.

The paper provides an overview of current thinking in collections, selection and access, prompts thought about new directions in this area and provides a forum for discussion.

This paper aims to compare biographical content for literary authors writing in English among Biography Reference Bank, Contemporary Authors Online, Wikipedia, and the web.

A sample of 500 names was gathered from curricula and textbooks used in English courses and searched in the Contemporary Authors Online portion of Literature Resource Center, Biography Reference Bank, Wikipedia, and the web; the results and content were compared.

Each source has core content plus its own unique offerings and specific challenges, as evidenced in searching, evaluative techniques such as authority and currency, and content.

This study can only offer a small part of the picture of what information resides where and a single snapshot in time.

This study will help librarians decide whether to subscribe to a biographical database. It also reinforces the need for evidence‐based practice in librarianship.

While the study is only a small part of the picture, it still makes use of a significant sample size to validate/refute assumptions about the availability of biographical information and the sources studied.

The purpose of this paper is to explore whether faculty perceptions of Wikipedia have changed over a five-year period.

A survey was conducted of four universities in the California State University System – California State University, East Bay; Humboldt State University; Cal Poly San Luis Obispo; and California State University, Fresno. Following the survey, respondents who volunteered their contact information were interviewed about their perceptions and/or their assignments/projects involving Wikipedia.

The study showed that, overall, faculty perceptions of Wikipedia have shifted in Wikipedia’s favor and that some faculty members create interesting and unique assignments that involve Wikipedia or Wikipedia-like work.

This study sampled 4 of 23 campuses in the California State University System.

The growing acceptance of Wikipedia has implications for course work with students both in terms of assignments in the discipline and also for the need to ensure students understand how to evaluate sources.

The shift to Wikipedia is symptomatic of the larger shift to non-traditional research tools.

The literature discussing faculty perceptions of Wikipedia has not discussed whether faculty perceptions are shifting.