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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.

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.

During the NEA’s early years, the higher education community formed the core of the organization’s leadership, and higher education issues in turn represented a key area of NEA policymaking. The late 19th and early 20th century Association was fundamentally a professional group with a large teacher membership but little teacher representation in its leadership. In fact, it was only after the first 100 years of the NEA’s existence that the organization made an effective transition toward becoming a labor union, led by teachers and faculty members and focusing its primary energies on collective bargaining – first in the K-12 arena and soon after in higher education. Most recently, the NEA has sought to synthesize the two roles – that of professional association and union.

Faculty unionization is growing, and library faculty members are included in many collective bargaining units. Yet there is a dearth of information on how well collective bargaining contracts address the sometimes unique nature of library faculty work. This article explores contracts in a number of Ohio universities and from selective institutions around the country to see how well they accommodate the professional and work-related needs of librarians. Major contractual issues addressed include governance, academic freedom, workload, salary, and the retention, tenure, and promotion (RTP) of faculty, among others.

This chapter discusses the challenges of safeguarding academic freedom during leadership transitions and organizational change in universities. Examples from a large public university illustrate current challenges and provide perspective for proactive measures to protect academic freedom. While the context and details are unique to the institution featured in the chapter, the lessons gleaned from each vignette offer valuable insight to faculty and university leaders who are motivated to better understand and uphold the principles of academic freedom and, more broadly, protected speech with higher education. To support academic leaders in achieving these goals, a conceptual framework for shared leadership through shared governance to support academic freedom is presented. The chapter concludes with recommendations for leveraging shared leadership to foster a university culture that supports of academic freedom.

The paper aims to make the case that attention to student learning outcomes provides a pedagogical bridge between the expectations of community college faculty and the performance of underprepared students.

Critical examination of research studies in the professional literature and examination of the work of Bob Barr and John Tagg, as well as of Paulo Freire presents a model in which students take responsibility for their learning and faculty attend to that, using clear standards of evaluation.

Studies show clear disparities between faculty expectations of community college students and these students' readiness to meet those expectations and to be active participants in their education. Faculty need to take responsibility for defining student learning outcomes and using them in embedded assessment. The work of Barr and Tagg and that of Freire are key frames in moving toward closing the gap between student preparedness and faculty expectations, because they focus on the conditions within which the students are learning. Their shared emphasis is to translate the goals in a way that creates the conditions under which students can make progress, whatever their goals.

This is a view from the front lines, where educational theory intersects with the realities at Los Angeles City College.

This paper aims to examine the new teaching universities created in British Columbia and Alberta over the past 10 years in the context of the multiple challenges faced by higher education today, including issues of purpose, culture, governance, accountability and finances.

The essay provides a historic overview of the challenges universities face today. In this context, it presents the new Western Canadian universities as a possible model, even while identifying the challenges these institutions face in the future.

This case study concludes that universities must change if they are to meet the expectations of students and the needs of society. It outlines the challenges faced by the new universities, how they have responded, the successes they have experienced and the challenges they confront.

To the best of the author’s knowledge, this is the first study of the new Canadian universities.

In a general way it is obvious that the developmental cycles of libraries reflect those of their parent institutions, the universities. Thus, libraries, like universities, have experienced a period of intense growth and diversification in the past four or five decades. This has been followed by a period of increasingly severe resource constraint relative to need while high expectations have continued almost unabated. It is now widely acknowledged that basic changes in the way information services are provided are inevitable, even though there is not yet complete consensus about what the nature of those changes can or should be. Clearly there is a powerful connection between the new Fiscal realities of universities and our capacity to resolve the information management requirements of this new era.

The annual rate of growth of the average salaries of faculty at universities and colleges has fluctuated considerably from year to year. Analyses annual academic year data on salaries from 1971‐72 to 1991‐92. Results are presented for continuing faculty (faculty on staff in both the reporting year and previous year), and for total faculty, in both cases disaggregated by rank. Two macroeconomic variables, the expected rate of inflation and whether or not the economy is in recession, provide a good explanation of how large the percentage increase in salaries will be for the forthcoming academic year, and in conjunction with the actual rate of inflation, the behaviour of real salaries of academics. The estimates provide a gloomy outlook for real academic salaries.