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Examines the relationships between five components of students′ quality of learning experience (resources, content, learning flexibility, student‐faculty contact, and involvement) and four criteria of college outcomes (students′ satisfaction with their college experience, perceived performance in college, commitment to their college and students′ grades). The major findings of this study indicate that students′ involvement and learning flexibility are the dominant predictors of all four students′ college outcomes, whereas resources and content are the weakest predictors. In addition, quality of learning experience indicators are effective predictors of students′ satisfaction with their college experience (R⊃2 = 0.27) and grades (R⊃2 = 0.20). Discusses the implications of these findings.

This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution.

Library science databases and online sources were reviewed for relevant information.

Community colleges are addressing the needs of their various student populations in a variety of ways.

The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.

College students and their alcohol use have been the subject of numerous studies over the last three decades and have received an increasing amount of attention (Engs, 1977; Hanson and Engs, 1984; Gadaleto and Anderson, 1986; Downs, 1987; Thompson and Wilsnack, 1987; Janosik and Anderson, 1989; Tryon, 1992). Studies on student alcohol use began appearing in the literature in the mid‐1970's (Penn, 1974; Rouse and Ewing, 1978; Newton, 1978). Subsequent studies (Scheller‐Gilkey, Gomberg, and Clay, 1979; Heritage, 1979; O'Connell and Patterson, 1989) have documented consistently high levels of alcohol consumption and a serious abuse problem on college campuses. Although some studies (Condon and Carman, 1986; Hanson and Engs, 1986) indicate that overall consumption has reached a plateau, Gonzalez (1986) reported that 89% of male students and 86% of female students surveyed drank alcohol, and many suffered from alcohol related problems. Further, both recent survey data (Eigen, 1991) and participant‐observer studies (Moffatt, 1989) suggest that collegiate drinking is a very serious health concern. Moffatt found that to a great extent college students' lives revolved around the acquisition and consumption of alcohol and constituted students' favourite collective activity. Surveys revealed that no other population group in the United States has a more serious drinking problem than does the college student population (Gonzalez, 1986). Both men and women drink more as they progress through the college, and those who drink more also experience more alcohol‐related problems (Gonzalez, 1989).

Academic franchising has provided opportunities for many thousands of students who would otherwise have been excluded from higher education. Yet, despite the continued presence of franchised courses, the approach has been, as far as possible, to make them fit in alongside traditional courses. Reports some of the work carried out by CERLIM at the University of Central Lancashire during the two‐year Library Support for Franchised Courses in Higher Education project, which was part‐funded by the British Library. Notes the differences in provision between college and university libraries and examines the student experience within this context. Identifies weakness in provision and describes the students’ coping strategies. Presents the practical implications of this work as suggestions to library managers for improving practice in the college and university libraries.

At this year's National Union of Students' Technical College Conference an NUS vice‐president, Mr Albert Swindlehurst, suggested that the age of technical college entrants be raised to 18. Such a move, so ran his argument, would put an end to teaching staff over‐ruling the students' unions in colleges where the students were very young, and would remove the present inhibitions on social life caused by the lack of bars where students could gather in convivial fraternities.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths' University Futures and Literacies.” A group of six educators convene to develop recommendations for English teachers and teachers educators that can be helpful when engaging with students regarding their college aspirations.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” We provide nine recommendations for English teachers and teachers educators to support students' college access and readiness.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper generates new insights to further develop college readiness and access within English classrooms.

This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education.

This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher.

In Sue Mar and Amora’s portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher’s support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models.

Researchers should explore refugee students’ experiences accessing higher education.

English educators should connect literature to the lived experiences of their students to show that they value their students’ knowledge and past experiences.

Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students.

As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students’ college-going.

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.