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Working together in groups is a common and emphasized feature in today's society, and higher educational settings often utilize group assignments to enable students to develop collaborative skills. Therefore, the purpose of this article is to describe and analyze applied strategies and the patterns that emerge during students online collaborative writing in higher education group assignments. The research questions that this article aims to answer are (1) which patterns of students online collaborative writing emerge in higher education group assignments and (2) what strategies of online collaborative writing do higher education students apply in group assignments?

This study's design builds on Conversation Analysis to explore visualizations of Google Docs revision history of online collaborative writing documents. Documents from 25 student groups were the basis of the analysis. The visualizations used in this project are produced with the DocuViz Chrome extension.

The findings suggest that visualizations can provide a quick and fairly accurate estimate of collaborative strategies used when students write together online. Three patterns of document growth were identified, two of which could be directly linked to strategies for collaboration. Cramming patterns are indicative of low collaboration and concentrating patterns with high levels of collaboration.

The findings provide useful insight for teachers regarding the nature of collaboration taking place during online collaborative writing tasks. By visualizing the revision history, much can be learnt about the nature of the collaboration and of the individual group member's contributions in a student group that otherwise remains largely invisible to the teacher.

Prior studies have combined visualizations with extensive analysis of document content. This investigation shows that an examination of the visualization of the document's revision history can be used to draw conclusions about the nature of collaboration during the online writing process.

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 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 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 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.

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).

The importance of critical thinking disposition (CTD) in second language (L2) university students' writing is a topic rarely discussed. The purpose of this research paper is to examine L2 university students' CTD during the writing process. Research questions discussed in this paper encompass the CT dispositions and characteristics of L2 university students in online writing environments. Measuring CTD and CTD training via online collaborative peer review were the two grounding themes of this study.

A five‐point Likert scale online questionnaire which included two open‐ended questions was developed to assess CTD. A factor analysis and a cluster analysis were preformed on the data. A discriminate analysis determined the number of viable clusters and a one‐way ANOVA was performed to compare differences, with qualitative interview data to supplement. The data set for CTD measurement was a matrix consisting of 27 participants and P variables.

The findings reveal that the CTD characteristics of L2s include open‐mindedness, systematicity and inquisitiveness, and low interaction/motivation.

Limitations include a small sample size that mimics the researcher's anticipations, but the findings would be strengthened by a larger sample. A lack of sensitivity and generalisability could be corrected in the future by using broader subject matter within an online educational web site.

Knowledge of the CTD characteristics of L2s would allow interface designers to take into account different CTDs in developing L2 online collaborative educational web sites. This study outlines the first step in developing online collaborative educational games that allow L2 university students to improve their writing abilities by considering various CTDs.

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 is provided about each source, and the paper 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.

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.

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.

The paper 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.