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This paper seeks to present the findings of a series of experiments in embedding a librarian at a variety of levels into the undergraduate classroom. This study aimed to determine whether different levels of librarian embedment correlated with improvement in undergraduate students' information literacy (IL) skills.

Students from five undergraduate History courses and two undergraduate Women's Studies courses participated in the study. A librarian was embedded in each of the courses, at a variety of levels across courses. All student assignments were graded using a standardized rubric. Students' IL skills were assessed using the research component of the rubric, which measured their ability to locate, retrieve, evaluate, and incorporate sources into their assignments. Students' research and overall scores on their initial problem‐based learning (PBL) assignments and written assignments were compared to their final assignment scores in order to assess improvement over the course of the term.

There was significant improvement in students' scores when a librarian was conspicuously and obviously embedded in the academic classroom. Students' scores showed little improvement when the librarian was embedded but not explicitly identified as a specialist in information literacy, and when the researchers attempted to embed information literacy seamlessly in the classroom.

The research was conducted only in courses in the Humanities.

This study suggests that students' IL skills improve most when IL is identified in the classroom as a specialized subject taught by a highly trained specialist. The methodology used may be useful for others studying the impact of IL instruction.

Although embedding has been studied and reported on in the literature in a variety of contexts, the study of different levels of embedding, quantified using the same rubric is unique.

The purpose of this conference report is to provide a perspective of the LOEX‐of‐the‐West (LOTW) biennial conference from a first time attendee.

Reviews the conference from the perspective of a first time attendee and highlights several sessions that especially reflected the conference themes of experimentation and innovation.

The paper finds the LOTW biennial conference to be a valuable resource to all librarians in general; and especially valuable to new librarians.

The paper shows that the conference is of high value for reference and information literacy practitioners.

The purpose of this guest editorial is to provide an overview of the LOEX‐of‐the‐West 2008 Conference.

The paper is a review the conference, which was hosted by the University of Nevada, Las Vegas, and held from June 4‐6 on the UNLV campus.

The conference provided a forum for learning and thinking about gaming as it applies to information literacy instruction and for sharing ideas, techniques and concerns.

The paper gives an overview of the LOEX‐of‐the‐West 2008 Conference, and the issues raised there.

To share conference highlights and introduce new speakers.

A conference report of the LOEX‐of‐the‐West Conference held in June 2006 in Hawaii demonstrating trends and techniques in library instruction while addressing the use of current and emerging technologies in library instruction.

Library instruction must be relevant to students and compliment the academic programs in which they are enrolled. The theme of “Information literacy for a lifetime,” suggests how fluid the library landscape is and how necessary it is to incorporate appropriate technologies that are commonly used by students in their daily lives to support the goals for instruction.

Introducing sessions and presentations that utilized different instructional technologies this conference report suggests some rather creative strategies for teaching and offering bibliographic instruction.

The purpose of the paper is to provide a framework for reflecting on how different ways of configuring spaces in higher education (HE) condition the possibilities of learning. Second, the purpose is to construct a storytelling approach for the configuration of such spaces.

The paper’s conceptual purpose is achieved through a theoretical discussion of three concepts: performance, politics and storytelling.

Learning in HE needs reconsideration in terms of what kinds of learning are made possible through the discursive and material configuration of the spaces of research and teaching. In particular, the focus to some extent should move away from the management and control of learning toward what enables learning.

The literature on organizational learning and the learning organization comprise concepts, methods and tools that play different roles with regard to controlling, shaping and enabling learning. When the focus is on learning in HE, it is important to be aware of the tracks of learning these technologies enable.

The interest in managing and controlling learning is often problematic in relation to the potential of HE to produce new and innovative forms of learning.

This paper introduces the term “spaces of performance,” which directs attention toward the material, discursive and relational conditions for learning. It also introduces a space of storytelling as a new principle for learning in HE.

To present an analytical framework for conducting critical dialogic accounting and accountability-based participatory action research to further democratisation, social change and empowering marginalised groups, and to reflect on its application in a Bangladeshi nongovernmental organisation's microfinance program.

The framework, synthesising prior CDAA theorising and agonistic-inspired action research, is described, followed by a discussion of the methodological challenges when applying this during a ten-year, ongoing intervention seeking greater voice for poor, female borrowers.

Six methodological issues emerged: investigating contested issues rather than organisation-centric research; identifying and engaging divergent discourses; engaging marginalised groups, activists and/or dominant powerholders; addressing power and power relations; building alliances for change; and evaluating and disseminating results. The authors discuss these issues and how the participatory action research methods and analytical tools used evolved in response to emergent challenges, and key lessons learned in a study of microfinance and women's empowerment.

The paper addresses calls within and beyond accounting to develop critical, engaged and change-oriented scholarship adopting an agonistic research methodology. It uses a novel critical dialogic accounting and accountability-based participatory action research approach. The reflexive examination of its application engaging NGOs, social activists, and poor women to challenge dominant discourses and practices, and build alliances for change, explores issues encountered. The paper concludes with reflective questions to aid researchers interested in undertaking similar studies in other contentious, power-laden areas concerning marginalised groups.

Sure there's political instability, high inflation, and vast pockets of poverty. But that hasn't stopped planners from putting plenty of American dollars on the line.

BIM has much potential to improve the effectiveness of construction works with respect to design, construction and maintenance. However, many Architecture, Engineering, and Construction (AEC) firms are still lagging in the adoption and implementation of BIM in both developing and developed countries. The purpose of this study is to assess the barriers to BIM implementation, and examine the ways forward to improve BIM adoption within the Nigerian AEC firms.

A comprehensive literature review and questionnaire survey were used in the study. The survey targeted four different AEC firms. These include architectural firms, facility management firms, quantity surveying firms and structural engineering firms in Lagos, Nigeria. The data obtained were analyzed using mean score, standard deviation, Kruskal–Wallis test, and factor analysis.

The study identified 20 barriers to BIM implementation and identified ten ways forward to improve BIM adoption in AEC firms, particularly in Nigeria. The relative importance of both the identified barriers and the ways forward were gauged. The Kruskal–Wallis tests revealed that except for one (out of 20) identified barriers, and one (out of 10) identified ways forward; there is no statistical significant difference in the perceptions of four different AEC firms. The factor analysis result grouped the 20 identified barriers into three major factors to include: weak top management support and BIM environment related issues; cost of BIM software and training issues; and incompatibility, legal, contractual, and culture related issues.

The significance of the study cannot be over-emphasized due to BIM relevance to construction stakeholders and researchers at large.

The study findings would inform the decisions of the construction stakeholders to make some policy recommendations capable of positively influencing the full BIM implementation in AEC firms.