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There’s little information available on Qatari students’ experience with information literacy. What little information does exists draws from outdated surveys and assumptions about the current population. The purpose of this paper is to describe how data collected from first-semester Qatari students who enrolled in a semester-long information literacy course at Carnegie Mellon University helped update perceptions of this population, drove changes made to content and instructional delivery, and enabled a reflective process for teaching and learning.

Pre- and post-surveys completed by students explore Qatari students’ pre-college experience with information literacy concepts, using libraries, and writing. They also compare the students’ attitude toward information literacy before and after taking the course. Qatari students’ data were extracted from the overall student population to focus on this population and analyzed descriptively based on cumulative responses. The pre-survey data were used to inform changes made to instructional content and delivery throughout the term.

Contrary to assumptions, first-year Qatari students expressed familiarity with information literacy concepts before attending college. The data indicated strong learning preferences and a positive attitude toward information literacy.

Since information collected in this study relied on student perceptions of their experience, results must be paired with performance measurement before drawing additional conclusions about information literacy competencies of first-year Qatari students. Further, the study did not explore gender and sociocultural differences; therefore no general conclusions should be drawn.

Instructional design should be based on a current understanding of local information needs and searching habits. In addition, this approach encourages reflective learning and teaching and help instructors avoid prior assumptions about their students.

This paper provides information on how Qatari students perceive their experience with information literacy before college, the importance of understanding information literacy concepts and its role in their personal, academic, and professional lives. It centers on a population for whom information literacy concepts remain both relatively challenging and critical for their future learning development and offers suggestions for future research.

The paper examines “lessons learned” from the COVID-19 pandemic by capturing the organizational and operational experiences of police departments in the state of Washington across two waves of survey administration. This study is among the first to document experiences at a state level, affording an opportunity to compare national results and allowing for documenting shifts between each wave.

This study draws from a state-specific replication of the IACP instrument fielded by Lum et al. (2020a) on the experiences of police departments working under COVID-19 and integrates specific questions from stakeholders in Washington. The survey was administered through Qualtrics, which was distributed by the Washington Association of Sheriffs and Police Chiefs (WASPC) 6 months into the pandemic and 18-months later.

Respondents reported operational and organizational reconfigurations including shifting to telecommuting for support staff and command staff, implementing online reporting forms for use by the public to report crimes and planning exercises for predicted budget reductions. While CDC and Washington Department of Health guidelines informed most of the respondents' policy, integrating that policy into the operational procedures demonstrated how quickly issues in staffing can transition from a challenge to a severe issue. Quarantining and staffing problems remained an issue across both waves, which were exasperated by staff turnover.

The response rate and response completeness, particularly a drop in response for Wave 2, limit the ability to supply more precise estimates documenting the experiences of WA police departments. Relatedly, an inability to match Wave 1 to Wave 2 results inhabits a direct comparison of changes 12-months later. Second, the responses reflect those of the chief law enforcement officer (Chief of Police, Sheriff) or the person designated by the chief, which may not represent the experiences of front-line officers.

Reflecting on the lessons learned across each Wave, agencies shared adaptations implemented to better protect the health of staff and their communities to effectively manage future health emergencies. Most directly, they learned how to conduct some business remotely and the necessity to innovate. The most important lesson learned, and implication for policy is improving the resourcing and logistics to secure adequate health protections. The data also highlight a concern for clarity, consistency, and credibility in supplying information to police departments in pandemic and emergency situations.

This paper fulfils an identified need to enhance “lessons learned” for police response in pandemic and emergency situations. These data supply insight into the anticipated and lived experiences of agencies adapting to the pandemic in Washington State. The endogenous and exogenous shock that is COVID-19 altered how police departments interacted externally and internally resulting in operational and organizational reconfigurations.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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