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Shows that undergraduates do have needs for user education programs but that existing programs are not well designed to meet these needs. Suggests that if librarians can better understand undergraduate needs, they then can redesign existing user education programs accordingly. Also presents models and theories that help to understand undergraduate needs and the factors affecting those needs. Concludes that it is unrealistic for librarians to serve every undergraduate’s needs. Effective segmentation is therefore necessary to identify realistic segments to be targeted. Suggests subject‐based segmentation to be an effective means.

Purpose – The purpose of this chapter is to explore the ways in which bachelor’s degree programs in library and information studies can support and enhance Master of Library Science (MLS) and Master of Library and Information Science (MLIS) programs.

Approach – The history of undergraduate library degrees is examined, followed by a brief discussion of the current landscape of library education. Finally, five ways in which library and information science (LIS) undergraduate programs can revitalize the MLS/MLIS are addressed and analyzed.

Findings – Bachelor of Science in Library Science degrees can impact the MLS/MLIS degree in five discrete ways. Undergraduate programs can interest student in future information work, allow for more specialization in graduate programs, allow paraprofessionals to advance their library education, support rural libraries, and can lead to more rigorous MLS/MLIS curricula.

Value – As libraries and library education are in transition, undergraduate LIS degree programs have the potential to transform LIS education as a whole.

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 presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 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 within 2021.

The purpose of this article is examine some of the most successful contemporary global business leaders in relation to undergraduate institution and undergraduate major in order to examine the value and return of higher education programs for global business leadership. This is an important topic in the modern global context, as there continues to be an increasing global push toward deemphasizing and defunding liberal arts education in favor of science, technology, engineering and math (STEM) fields for college and university students around the globe.

The educational backgrounds of the 2019 Fortune 50 CEOs were researched in relation to undergraduate institutions attended and undergraduate majors. The study also included an examination of graduate education, if applicable. Using available biographical information regarding the CEOs educational backgrounds, these business leaders were compared relative to the educational data.

An examination of the undergraduate educational backgrounds of the 2019 Fortune 50 CEOs revealed an exact split between 18 STEM majors, 18 liberal arts majors and 18 business majors, with 1 CEO who began university studies but did not graduate. Upon examination, it is also apparent that some majors were more directly related to a CEO's industry, while other majors ended up having little relation to the CEO's chosen career path.

The results of this study contribute to the very important discussion concerning the long-term value of a college education. At both micro and macro levels, stakeholders are constantly questioning the ultimate return on investment of a college education, and examination of the 2019 Fortune 50 CEOs indicates that the choice of college major is only one ingredient in the overall recipe for professional success. For these business leaders, there were a wide variety of educational paths, in terms of college academic preparations, that eventually led to the very pinnacle of professional and leadership attainment.

This study demonstrates that a particular undergraduate field of study is not going to make or break a career, and the examination of these Fortune 50 CEOs indicates that one's ultimate career achievement is not simply relegated to the specific field of undergraduate major.

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 paper aims to establish the use of information and communications technologies (ICTs) in education and training of undergraduate library and information science (LIS) students in two selected Kenyan universities and suggest recommendations to improve ICT education and training in the country.

The study utilised a qualitative method. A survey research design was used to collect data from various categories of respondents in LIS including lecturers, undergraduate students, information professionals and employers. Interviews and document analysis were also used to collect data from the respondents.

Findings show that the graduates lack preferred ICTs knowledge, competencies and skills important in the modern information environment such as web technologies, information programming skills, software development, distributed systems, virtual libraries and digital information systems. Information sciences education in Kenyan universities and other institutions of higher learning need to review the curriculum and provide ICT education and training that address the needs and demands of the current job market and performance requirements.

The study was effectively carried out at Kenyatta and Moi Universities being the leading universities offering LIS programmes in Kenya.

In the twenty-first century and beyond, students can no longer be confined to traditional practices of LIS education. Information sciences programmes from around the global have recognized the importance to fully integrate ICTs education and training in order to meet the needs and demands of students and employers.

Present employment and career opportunities favour information professionals with intensive technological competencies and skills.

This study aims to explore the perceptions and expectations of the undergraduate students toward the teaching-research-practice nexus (TRPN) and propose a framework for the integration of nexus components at each undergraduate level. It also intends to identify whether students' views differ depending on their specialization, year of study, academic performance and gender.

Quantitative analysis was employed to evaluate the views of 460 undergraduate students from faculties of education in the Southeast Anatolia region of Turkey. The data were collected through the survey with a five-point Likert scale. A t-test and one-way ANOVA were used for the analysis of data.

Significant differences in the perceptions and expectations of the undergraduate students in relation to the TRPN suggest a gap in their satisfaction with the present teaching approach. The factors influencing students' perceptions include specialization, year of study and academic performance. Student expectations of the TRPN are affected by their specialization and GPA. The influence of gender was not confirmed.

The lack of previous research on the TRPN creates a need for further development in this area of study. The sample limited to education faculty in one region precludes generalization of the findings beyond the study setting.

The present study provides preliminary information for education faculties on how to meet students' learning expectations through proportional integration of the TRPN components into the undergraduate curriculum.

The study contributes to the ongoing debate and scarce literature on the TRPN at the undergraduate level and proposes an original framework for linking teaching, research, and practice.

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.

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.