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This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

This paper describes a small research project undertaken in a technical college in Qatar on the use of iPads in the classroom. iPads were trialed for a semester each in mathematics and physics classes; students completed pre- and post-surveys. Classroom observations were carried out and interviews were conducted with both faculty (N=3) and students (N=19). Over 80% of students reported positively on the iPad as being “helpful” to “very helpful” for learning new things and course materials, for increasing their interaction with online course materials and getting course information and for exploring additional material related to course topics. Faculty perceptions of iPad use in class were also positive.

Graduates are expected to possess the knowledge and right skillset, commonly known as graduate attributes, which they need to become employable and work-ready. This study describes the approaches that were employed by an academic institution in developing an assessment framework for measuring the student achievement of the graduate attributes and learning outcomes.

It used thematic analysis in analyzing the 43 audit reports of higher educational institutions (HEIs) in Oman which have undergone the regional quality audit as well as the outcomes of the institutional standards assessment.

The analysis exposed the critical issues necessary for embedding graduate attributes and learning outcomes in higher education. Likewise, the study revealed that the assessment of the graduate attributes (GAs) and learning outcomes (LOs) is the area that garnered the most number of comments from the audit panel, and 69 per cent of the HEIs are still problematic in this area. Moreover, most of the HEIs in Oman lack the mechanisms to assess student learning as evidenced in the regional accreditation outcomes. Only 43.8 per cent of the HEIs, which have undergone the institutional accreditation process, have garnered a Met Rating in the Graduate Attributes and Student Learning Outcome criterion. Hence, this study presupposes its high relevance and usefulness to the work in this area, drawing from the experience of an HEI in Oman.

This study will present the relevant and meaningful content, especially good practices and potential gaps that inform HEIs regarding the current trends, policies, and practices relevant to the assessment of graduate attributes and learning outcomes in higher education.

This study extends the limited literature on the assessment of graduate attributes and learning outcomes, especially among the HEIs in Oman.

Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.

This article aims to present an examination of the first six months of a national college-level iPad implementation project involving 14,000 new students based on faculty shift from substituting their teaching methods with mobile technology to augmentation of teaching methods with new affordances of mobile technology.

A χ2 analysis of descriptions of teaching practices at a baseline sharing event among teachers (called iCelebrate) and a second similar event (iCelebrate2) was used to compare the abstracts for the events using an alpha of 0.05. The parameters examined were five indicators from the technological pedagogical and content knowledge (TPACK) model including the substitution, augmentation, modification and redefinition (SAMR) levels of technology integration.

No significant difference (p=0.069) was found in the technology focus of abstracts, although there was a significant (p=0.0015) difference in the content focus. There was no significant difference (p=0.129) for the pedagogical focus. For technology integration into content teaching, there was no significant difference (p=0.379) in level of substitution versus other levels (augmentation, modification or redefinition), although substitution increased to higher levels; with a corresponding decrease in abstracts that focused merely on substitution. For the level of technology adoption, there was a significant difference (p=0.0083) in levels, with a shift to higher levels of integration.

A limitation of the study is that it relies on volunteer faculty who were motivated to adopt the mobile learning tools and to share their approaches with colleagues. Thus, the findings show the development and potential of this self-selected group and may not generalize to non-volunteers. Indeed, the findings may generalize in very specific ways at different campuses. In seeking to understand why these faculty volunteered and why specific campuses were represented differently from others, the paper refers to the varying influences of the school context proposed by Clarke and Hollingsworth. The campus context may support or impede professional growth by influencing a faculty member's access to professional development opportunities, by offering incentives to participation, by creating a culture that values experimentation, and by providing supports for applying learning in the classroom. More data are needed in order to document linkages among campus factors and faculty TPACK.

This study is entirely original and has not been published elsewhere in whole or in part. Its intent is to guide education organizations in planning faculty development for mobile education programs.

The study aims to report on how electronic resources of Higher Colleges of Technology (HCT) library are being promoted through information literacy sessions and how quick response (QR) codes are created for patrons for ease of access to these electronic resources.

The QR codes created are displayed in the library to attract attention of the patron. Information literacy sessions include database training and how to access e-resources through the library website. Database posters and PowerPoint presentations are displayed in the library. Student Research blog and subject LibGuides are created with access to databases content as necessary. Library volunteer projects include extensive database searches.

While accessing the databases through Student Research blog, LibGuides, volunteer project work and QR codes the usage statistics of these resources have shown an increase. QR code poster attracted attention from many patrons, followed by curiosity to access the databases and eventual access of the databases as evidenced through email inquiry and troubleshooting.

Usage statistics harvested from vendor platforms is only available system wide and not per HCT campus locations. It is thus not possible to report per location or track usage per location. More advanced analytical tools are required in future to extract more specific data for further deeper analysis.

Findings recommend future online information literacy courses offered through the proposed virtual library platform to be easily accessible through the Blackboard Learn mobile application including more subject specific resources from databases in their content. The more the databases are used by patron, the higher the chances are they will be renewed for subscription.

Academic libraries work closely and collaboratively with database vendors and aggregators to promote information literacy. Vice versa if libraries are promoting their databases through information literacy sessions and easier access through QR codes – then it is a mutual symbiosis for growth benefitting the academic community.

A majority of HCT library patrons are UAE nationals – the future leaders of the country. Using rich resources through the databases and lifelong learning skills through information literacy sessions – provides them with authentic information enriching their knowledge and application of skills encouraging, which fosters innovation.

This paper discusses the implementation of Web 2.0 technology for work experience (WE) in a tertiary context. The technology, specifically social networking software, was implemented in an attempt to help overcome challenges experienced by students out on WE at the Sharjah Higher Colleges of Technology. Typically faculty visited WE students in the field every few weeks but had little other direct interaction due to time and travel constraints, and many students reported feelings of isolation. A social network tool that we named Tawasul was implemented to help overcome this issue by building a virtual community of practice that included both students and faculty. Student feedback revealed strong support for the online application as well as significant differences between male and female students. It is clear from the study that emerging technologies such as social networking tools can help learning during WE, although there are academic and cultural issues that need to be taken into consideration.

The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional).

The research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses.

There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups.

1. The study is limited to students of Higher Colleges of Technology in the UAE. 2. The study is limited to the General Studies Department at Higher Colleges of Technology. 3. The achievement test used in the study is a standardized test developed by the college.

This research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.

Food waste (FW) is a significant problem in the hospitality sector worldwide. The Covid-19 pandemic has imposed a health protocol on the hospitality sector to protect the customers and the community. This paper aims to evince a new understanding of the tourist city during the Covid-19 pandemic by exploring the effects of the new health protocol on FW management at the consumption stage in the hospitality sector in Dubai.

In this study, the authors use a scale assessment method and a survey distributed to 202 tables in 35 restaurants offering open buffet catering in Dubai.

The paper’s findings provide evidence that: first, the tourist city has faced substantial changes during the pandemic as the new health protocol imposed by the Covid-19 circumstances has mitigated the waste of food in the open buffet services. Second, the highest waste has been observed for vegetables, followed by grains (especially rice) and bread. The lowest waste has been observed for meat and fruits. Third, FW per table varies considerably by consumer groups. The FW quantity of residents is significantly higher than that of tourists. Family gathering tables with an essential number of children waste more food than the other group types. Fourth, consumers claimed to become more conscious about the quantum of FW as a direct response to the socio-economic circumstances imposed by the lockdown such as food availability, salary reduction, economic uncertainty and employment instability. Fifth, the attitude to keeping food on the plate does not change considerably.

This paper offers many practical implications. Using newly discovered pieces of evidence from practitioners, hoteliers and policymakers, this paper highlights current hospitality practices that can reduce the waste of food in a postpandemic world. Furthermore, our paper suggests a set of actions for restaurants offering open-buffet services to reduce FW at the consumption stage.

This paper adds significance to the extant tourist city literature. The tourist city served as an example of a recent urban development characterized mainly by tourist consumption. This research advances the understanding of FW management and customers’ behavior during the Covid-19 pandemic in an important touristic city “Dubai” and suggests a set of actions.

Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was facilitated by using a social justice pedagogy based on Gutstein’s (2006) model. The study involved 20 Middle Eastern women (ages ranging from 16-36). The findings suggest that the students have developed significant abilities to use mathematics as a tool to read and write their world. In addition, the findings show that, like their counterparts elsewhere in the world, these young women are also interested in social justice issues. This is particularly significant because of current ongoing social developments in the Middle East.