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Liaison programmes have been in existence in academic libraries for a number of years. A liaison programme is a co‐operative agreement between the library and academic units to foster better communication, improve services and enhance collection development. In order for it to be operated effectively such a programme needs to be assessed on an ongoing basis. Reports the findings of an assessment survey which was conducted in the spring of 1992 at Kent State University Libraries and Media Services, Kent, Ohio. The assessment of this programme offers some guidelines for assessing similar programmes at other institutions.

Public libraries providing family literacy programming make a sound investment in the future, by developing the future of the family, the community, the library and the nation. Family literacy programs help the adult parent or caregiver to successfully fulfill his role as the first and foremost teacher of his children. Public libraries are a natural as a family literacy provider. Many public libraries deliver many of the basic components of a sound family literacy program. And, family literacy programs bring more resources into the library than they use. This article explains why this is so and provides a thumbnail sketch of the first state‐wide, state‐funded, public library‐based, family literacy initiative, California’s Families For Literacy Program.

You want to create a series of programs for adult — ongoing programs that increase library visibility in your community as well as adult circulation and usage. You have no money earmarked for this endeavor. As the adult services librarian, you know your community. You are aware of adult patron tastes and reading preferences. While developing a well‐rounded collection, you are ordering books that reflect your community and, when funds permit, you are recommending innovative services. You plan programs at least six months in advance.

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

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.

This paper aims to illustrate the importance of a cultural shift to fully embrace and serve persons with cognitive, intellectual or physical disabilities into the library community.

Through a combination of staff training, age- and ability-appropriate programming, accommodating service models, management-led expectations and partnerships, Anythink Libraries in Thornton, Colorado, implemented AnyAbility – a program designed especially for adults with disabilities – in April 2014.

AnyAbility’s success has led to a number of positive impacts, including increased services and collaboration, shifts in user patterns and independent visits and a more inclusive library environment in which staff have increased awareness and a stronger interaction with this population.

The program has transformed the lives of the staff who work at Anythink Wright Farms and the community of Anythinkers who use transformations, the AnyAbility programming has been offered at multiple Anythink locations and libraries from across the country have contacted Anythink for inspiration and advice on programs and training on this topic. Most importantly, this approach has transformed the library experience for customers, specifically adults with cognitive disabilities.

This paper aims to describe both the development of a peer research consultant program – using student assistants to staff the reference desk with minimal supervision while providing high-quality research assistance to their undergraduate peers, and the steps taken to create buy-in for the program from campus and librarians.

The authors provide a description of peer reference services and describe how a remodel of the library building facilitated a redesign of services. The paper covers the process of developing program guidelines, securing funding, expectations of peer research consultants, the training process and lessons learned from a medium-sized academic library.

The findings after the first year demonstrate that undergraduates are highly skilled at providing high-quality reference services when provided with quality training and support. In addition, undergraduate students are now seeking out peer researchers for assistance with research items such as topic formation, keyword development in databases and proper citations.

No formal research or assessment of the program has been completed as of this time.

Well-trained Peer Research Consultants (PRCs) provide valued assistance to librarians in freshman composition classes, at the Ask Us reference desk, and to their peers. The program has allowed librarians to provide more outreach to their subject areas.

Students prefer going to their peers for research assistance rather than a professional librarian when given the choice. The training the PRCs are provided by librarians provides credibility and trust, which encourages undergraduate students to approach PRCs for assistance.

This paper draws on multiple iterations of peer reference models to create an original program, involving training student employees to provide reference services at a paraprofessional level, as well as providing the methodology for other academic libraries to develop and launch a similar program.

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

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

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

A variety of federal programs have provided financial assistance to public and college libraries since enactment of the original Library Services Act in 1956, or even the initiation of the federal depository library system in 1859. Although continued federal funding for most of these programs has been questioned, the programs have continued, and some of the smaller ones have experienced a modest expansion in appropriation levels and authorized activities. This article provides background information on these programs, including brief information on their structure, authorized activities, funding levels, available program evaluations, and issues.

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.