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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 paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

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 study aims to investigate how domestic and international undergraduate students from a university in Ontario, Canada, defined locally grown food and examined the factors behind their locally grown food purchase intentions.

Questionnaires were distributed in the School of Hospitality, Food, and Tourism Management undergraduate classes. A total of 196 complete surveys were returned. Using multiple regression analysis and theory of planned behavior (TPB) as a theoretical framework with an additional construct, moral norm, proposed hypotheses were tested.

Domestic students narrowly defined locally grown food based on distance (e.g. food grown/raised within 100 km of where a person lives) compared to international students (e.g. food grown in Canada). The multiple regression analysis revealed that 36% of variance in purchase intention is explained by the four independent variables (i.e. student status, attitude, perceived product availability and moral norm), with perceived product availability as the strongest predictor of intention to purchase locally grown food.

The convenience sampling method limitations are as follows. First, the sample size was small for international students. Second, there was a possibility of underrepresentation of certain origins of international student populations. Third, the undergraduate respondents were from the School of Hospitality, Food and Tourism. Finally, another limitation is that the four variables in this study (i.e. attitudes, subjective norms, perceived product availability, and moral norm) only explained 36% of the variance of this model.

Perceived product availability, moral norm and attitude constructs positively influenced the locally grown food purchase intention. A perceived product availability construct revealed the strongest influence in locally grown food purchase intention of students. Particularly, five key questions were created based on the major research findings of this study, which can be used as a guideline for locally grown food providers and farmers when promoting locally grown food to students. These questions include: Where can I find it? When can I find it? Who grows it? How can I benefit others? Why is it good for me?

The results of this study shown that which factors influence locally grown food purchase intention of students. Hence, local restaurateurs and university dining facilities may incorporate these factors in their marketing message to serve students population better who might be interested in buying food products using locally grown ingredients. Research results also allow local farmers to communicate and inform their current and potential student consumers about the advantages of locally grown food. Overall, findings can contribute to economy and business of local community.

Current research findings verified that there is a significant use of a moral norm construct to predict locally grown food purchase intention of students. The moral norm construct positively influenced the locally grown food purchase intention in this study, and this construct seemed useful to predict locally grown food purchase intention of students. Additionally, the research discovered that there were differences in domestic and international undergraduate students' perception in the locally grown food definition.

The purpose of this paper is to contribute an illustrative case study on the application of participatory and learner-centred model, using a highly international cohort of students’ tacit knowledge and shared experiential learning in the context of integrating mainstreaming sustainability-focused topics in business education at undergraduate level.

This paper is about the development of a participative experiential learning pedagogical framework which the authors named “experiential simulation learning approach”, with the acronym ELSA, designed to meet the specific needs of a highly international cohort of rather sustainability-reluctant undergraduate management students.

Using students’ diverse tacit knowledge and developing a relevant experiential active learning (EAL) model stood out as being a most powerful teaching-and-learning tool. It seemed to help to enhance critical thinking and trigger cohesiveness in class; this favoured a collaborative learning climate which in turn might lead to the tacit acquisition of life-long skills.

The main limitations to the development of this approach were: the lack of context-specific updated and academically reliable bibliography; the undergraduate students’ widespread tendency to refer mainly to “digests” of information (preferably online), rather than engaging in critical analysis of contents in academically acknowledged books and journals; the international undergraduate students’ personal challenges as “foreigners” which may affect them mainly in relation to: group work, independent learning, confidence and communication.

It seems that integrating EAL is quite effective in the context of undergraduate management students, particularly in view of leading rather reluctant students to understand and be willing to positively apply sustainability-based principles to their own change management process and to become active leaders of organisational change.

The methodological framework hereby presented is quite innovative, as it seems to be among the very first to be implemented in view of enhancing undergraduate students’ learning experience, instead of targeting post-graduate students. This is extremely relevant in regards to embedding sustainability concepts, frameworks and tools, as they prove to be much more significant and long-lasting if integrated in the early stages of training of future business management professionals.

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.

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.

The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America.

Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009).

Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns.

Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions.

This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

There is little research into small higher education institutions and international students’ choice in selecting these institutions. The purpose of this paper is to understand the factors that influence international student choices in selecting a small institution. In particular, this study compares the differences between Chinese students and other international students in selecting an institution, specifically based on sources of information used, usefulness of the information, pull motivations, and reference groups/items.

This research study examined undergraduate international students at a small-sized Canadian higher education institution. “International students” were surveyed – as the total population included all students who are studying at the institution on a study permit or a temporary resident (visitor) visa. All full-time and part-time international students attending the institution were eligible to participate in the survey regardless of their faculty or major. For the sampling process, international students at the institution were intercepted on campus using convenient sampling and personal interview method to participate in the survey. In addition, students were invited within the classroom to volunteer to complete the survey. They were able to complete either a paper-based survey or an online survey by following a hyperlink.

Results indicate that international students considered “the university’s website” as the most used information source but perceived “direct communication from the institution” as the highest ranked usefulness of the information when selecting a small institution. Further, findings indicate that international student cohorts perceived “environmental cues and educational facilities” as the most important pull motivational factor and the institution itself as the reference that has the most significant influence on student decision making.

This study was conducted on students who were surveyed following their enrolment and attendance at the institution. Students were surveyed at various stages of their undergraduate studies. As a result, some of these responses may be several years from the actual decision of selecting an institution and student recall may not be accurately reflected. In addition, examining student decision making prior to, during, and immediately following their choice of institution would most likely create better information as student attitudes and perceptions would be recorded closer to the actual decision. In addition, given that these students are attending the institution their actual experience on-campus may have impacted their responses either positively or negatively.

This study provides insight into international student choice in choosing smaller institutions. These findings can support recruitment policy and strategy for international students and may assist in enhancing institutional performance.

The study reinforces the need for policy makers, institutional leaders and recruiters to understand motivations to pursue overseas studies and to ensure push, pull, and structural factors are aligned for successful student recruitment outcomes. While there is commonality among international student cohorts, there are also significant differences that need to be addressed by institutions and destinations for international students. These findings are presented from one small higher education institution in Canada.

This study created new knowledge regarding international student decision making in choosing to study at a small higher education institution. The study compared the key factors that influenced decision making and identified differences among Chinese students and other international students. There is little research into the international student decision making and small institutions. This study provides unique insight into international student choice and influences on their decision making.

International students develop perceptions about leadership based on cultural practices in their home country. What is the leadership experience of international students in the United States? This study sought to describe the lived leadership experiences of international graduate students. A total of 17 participants, from 11 different countries were recruited for face-to-face in- depth interviews. The participants were enrolled in a large public university and served in a formal leadership position on campus. Four themes emerged concerning graduate students’ leadership experience with leadership and were categorized as: (1) contextually challenging; (2) essential; (3) task and people oriented, and; (4) rewarding. Recommendations are made for campus personnel and leadership educators who support international students.