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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.

Despite increasing efforts to incorporate sustainability in curricula and practices of institutions of higher education, effective implementation remains challenging. The purpose of this study is to present an approach to incorporate sustainability into a practice-oriented research skills course, which was implemented at a small island state university in the Caribbean.

First-year university students followed a four-week course module, starting with the introduction of the sustainable development goals, and culminating in a symposium in which the students present the findings of their research projects to the campus community. Pre-course module and post-course module surveys measured the students’ knowledge and perceptions regarding sustainability. These survey results were also compared with the result of a similar survey held for the university’s employees.

The survey results suggested that following the course module increased students’ knowledge about sustainable development, as well as their support for the university campus and its community putting more emphasis on teaching, practicing and encouraging sustainability. Interestingly, university employees scored significantly higher on the latter component than students, suggesting that in this case a lack of interest of the staff is not a barrier toward a sustainable campus.

The presented course module offers a novel and low-cost approach to introducing sustainability into a broad range of academic curricula, specifically tailored to the needs of institutes of higher education in small island states. The survey results suggest that this type of education may not only ensure reaching academic goals but also increase students’ interest in sustainable development within their local environment.

This paper aims to highlight recent resources on information literacy (IL) 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 IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either 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 IL.

This chapter examines the design and impact on student learning in two STEM (Science, Technology, Engineering, and Mathematics) capstone undergraduate research courses at Saint Augustine’s University. It discusses how these courses help student metacognitive capabilities as they synthesize their learning across the program, demonstrate holistic development, and successfully negotiate the transition to their next academic and career pathway. It couples data from these capstone research courses with a review of the literature to elucidate the conditions and impact that undergraduate research STEM capstone courses have benefited students, faculty and the University. These best practices for the capstone courses may be used as a model for other HBCUs capstone courses or undergraduate research experiences. Throughout this chapter, the following questions are addressed: How do the capstone courses prepare students for graduate school and/or the STEM workforce? How are the capstone courses enhancing student undergraduate experiences? How do the capstone courses offer authentic research experiences for each student in spite of limited resources and faculty? How do students and faculty feel they have benefited from the capstone course experience? How have students overall learning been enhanced because of the capstone courses?

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 explores graduate students’ misconceptions about qualitative research and demonstrates how a learner‐centered approach can support formative adjustments in instructional design and delivery of a qualitative research course. Among the qualitative data sources used in the study was students’ work in the course, as well as observations made by the instructor. A two‐stage analysis process, using NVivo software, generated two broad categories of students’ misconceptions: technical skills and design considerations. An examination of the depth of students’ work provided insight into how they approached and corrected misconceptions. Among the implications of these findings is the need for qualitative research instructors to continually anticipate, monitor, and actively respond to students’ misconceptions to counter negative effects of students’ faulty thinking. An instructor who gives little forethought to the issue of systematically and formatively adjusting course content to resolve learning dissonance may be hindering student learning and encumbering the development of future qualitative researchers. On one level, students’ misconceptions become a diagnostic tool to help the instructor correct students’ flawed thinking; on a higher level, an in‐depth exploration of the origins of the misconceptions can engage educators in curriculum reform efforts to promote cross‐curricular building of research competencies. Rather than supporting the divisions between qualitative and quantitative research, graduate reform should promote a learner‐centered systemic approach to formative improvements, thus strengthening cohesion among all forms of research methodology.

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

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

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.

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.

This paper aims to describe a graduate level course in information research for thesis‐based Master's degree students in the College of Agriculture, Food, and Environmental Sciences at California Polytechnic State University for which the College Librarian served as the instructor of record. It also seeks to report the results of research conducted to investigate the impact of the course and its effect on graduate student confidence and preparedness.

Questionnaires were used to measure student perception of their confidence and preparedness for graduate study and research before and after completing a for‐credit course.

Students' self‐perceived levels of confidence and preparedness increased after taking the course. Most felt the course was useful and the content would help them to complete their theses more efficiently and effectively. The majority of students also completed the administrative tasks that are required for graduate‐level study.

For‐credit, course‐based information literacy instruction is common for undergraduates at institutions throughout the US, yet similar offerings for graduate students are rare. Graduate students have specific information needs that require a particular set of skills. A for‐credit course designed to meet the needs of graduate students is an effective way to prepare students. Research conducted in conjunction with the offering of this course examines the impact on graduate students' self‐perceived confidence and preparedness.

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.