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The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester.

A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy.

Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other.

This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.

The purpose of this paper is to discuss the use of Google Forms in the university library instruction classroom. Librarians at the Richard J. Daley Library at the University of Illinois at Chicago (UIC) began using Google Forms as a way of increasing active learning and as an instrument of formative assessment. The paper describes the information literacy context at the UIC and gives examples of best practices for using Google Forms in library instruction.

The authors collaborated with other instruction librarians at their institution to develop Google Forms for use in library instruction sessions and used them primarily in sessions geared toward first-year students.

Google Forms provides an easy and inexpensive way to incorporate both active learning and assessment in library instruction sessions. Students and faculty were receptive to their use in the library classroom. These early findings will be incorporated into the longer assessment study by the authors, currently underway.

While Google Forms has heretofore been used in primary and secondary school settings, it is only now being more widely adopted for use by instruction librarians at the university level. This paper will be of value to those who wish to use Google Forms in library instruction in college and university settings, among others.

The author shares information about the American Library Association’s 133rd annual conference in Las Vegas. This conference served as an open forum for participants on incredible range of topics, namely, e-books, digital content, innovation and community engagement, library instruction, copyright, outreach, privacy, library advocacy, literacy, data-driven decision making, intellectual freedom, teen services, gaming, leadership and best practices on a range of library-related concerns.

This report is a brief outline of ALA 2014 annual conference in Las Vegas with focus on international programs. It summarizes selective events, including author’s presentation on e-books advocacy in India, International Librarians’ Reception and paper session organized by IRRT.

ALA annual conference at Las Vegas was one of the best professional development opportunities for librarians, with a large variety of programs, activities and exhibition. The event attracted librarians from all sectors and work environments from many countries and highlighted issues in librarianship and latest technology development; its use in libraries will be of interest to this journal’s readership, especially information professionals from all over the world.

ALA Annual conference in June 26-July 1, 2014 was the largest conference of librarians touched all topics in librarianship. It is difficult to describe the entire conference events even briefly in an article. The author’s experiences during the international events are highlighted.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.