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The author first gained experience with library instruction scheduling at a large research university library as an Master of Library and Information Science (MLIS) graduate assistant.

The author would occasionally shadow the faculty librarians as they received instruction requests, which were vetted by an administrative assistant and entered into some mystical technology that would facilitate the reservations and populate a library staff calendar.

The author remembers it as a fairly mundane process that he did not think much of at the time.

The author soon became an instruction librarian who was put in charge of orchestrating the multitudes of course-integrated one-shots at a small, private four-year liberal arts college.

The author thinks back to this experience and marvels at the humble instructional requests (e.g. “just show them JSTOR”) and the primitive tool that their library used for scheduling their sessions: a spreadsheet on our network drive.

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.

Considerable overlap exists between the disciplines of library and information science and museum studies. Exploiting the overlap and examining those areas were library/museum instruction courses diverge may provide valuable insights for how to improve the quality of these courses and better prepare students for instructional roles in both disciplines.

Word frequency and thematic analysis of the instructional course descriptions for all 52 American Library Association-accredited Master of Library and Information Science programs in the USA and 49 museum studies and affiliated (e.g. MA in anthropology with museum studies concentration) programs is performed.

Each discipline has some specific language to describe tasks specific to itself (e.g. museums), but these comprise a small percentage of the total language usage. Among other terms and themes, overlap occurs at a rate of about 50%. The remaining 35-45% of terms and themes reveal areas that are emphasized in only one discipline, but could be beneficial to incorporate in the curriculum/content in both disciplines.

This research builds on a growing corpus of work demonstrating relations between museum studies and library and information science, and their status within a metadiscipline of information; this research presents a comparison of course content that may inform future curriculum/content development.

To the best of the authors’ knowledge, no study of this type has been performed with museum studies courses, nor has a comparison between the two disciplines been investigated at this level.

The purpose of this project was to develop a web‐based self‐training package for information retrieval using the distance education approach.

The package was developed using the distance education approach with STOU Plan, STOU Plan 2000 and GMS‐VU applied. The distance education model for the web‐based self‐training package was composed of five stages: identifying the learners, design of the package, production of the package, establishing the delivery system, and evaluation. The system development methodology was based on the system development lifecycle (SDLC) with a combination of waterfall, phased and prototyping approaches. There are several phase in SDLC to carry out: problem and objective identification, requirement determination, requirement analysis, package design, package implementation, delivery system and evaluation. Evaluation of the package was conducted in two phases: formative evaluation and summative evaluation using the focus group discussion method. Formative evaluation was conducted during the package development by experts in the field prior to the summative evaluation. The summative evaluation was conducted after the package development had been completed as a pilot study for field trial by target users, consisting of junior library staff and library users. All comments were reviewed and refined in terms of instructional content, design, overall opinion and learning progress before put on production.

The package consists of three main components: About the project, Study modules, References and further readings. Study modules, which is the most important component, consists of ten instructional modules focusing on information retrieval, and self‐assessment through pre‐test and post‐test. The package includes multimedia such as images and sound to attract learners during their learning session. The delivery mode for the self‐training package offers both online and off‐line modes. Online mode is offered when there is network facility and internet connection available, while offline mode is offered through CD‐ROM without requiring network and internet connection. The features and functions of both modes are identical. Moreover, print materials are also included as supplementary media.

Since the module is a self‐directed learning or self‐training tool in information retrieval it can be employed for junior library staff and library users; it provides a training tool for librarians to train library users and supports human resource and development to narrow digital divides and support the right to access information.

This study proposes targeted modernization of the Department of Defense (DoD's) Joint Forces Ammunition Logistics information system by implementing the optimized innovative information technology open architecture design and integrating Radio Frequency Identification Device data technologies and real-time optimization and control mechanisms as the critical technology components of the solution. The innovative information technology, which pursues the focused logistics, will be deployed in 36 months at the estimated cost of $568 million in constant dollars. We estimate that the Systems, Applications, Products (SAP)-based enterprise integration solution that the Army currently pursues will cost another $1.5 billion through the year 2014; however, it is unlikely to deliver the intended technical capabilities.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

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

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes 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 aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

This chapter explores specializations within academic librarian practices, focusing on librarian research and collaboration. Academic librarian roles are transitioning from service providers to specialists, researchers, and collaborators. Roles have shifted to incorporate interdisciplinary research and collaboration; embedded librarianship; research data management expertise; information literacy instruction; and core curriculum development. In order to understand this shift in roles, a mixed methods research project undertaken with a Purdue University researcher and Purdue Libraries faculty that prompted the development of a research diagrammatic metaphor modeling the components of librarian-faculty collaboration. The model demonstrates the dynamics and roles in academic collaboration and interdisciplinary research. A generalization of the model applied to two librarian-faculty collaboration scenarios exemplifies how these components facilitate engagement and project management. Potentially the model could be operationalized to understand disciplinary differences and provide a framework of accountability for both faculty and librarians engaged in research projects.