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In tandem, tiered instruction and assessment offer the opportunity to analyze the outcomes of specific levels of information literacy. Tiered library instruction establishes a framework to meet the instructional needs of students at all levels of enrollment. Assessment offers a value‐added dimension to a library instruction program. It provides a beginning point to ascertain the program’s effectiveness and to guide direction for future instruction. Although assessment is considered essential to program development, a review of the literature found little information on the use of a Web‐based evaluation tool. This paper describes the development of a curriculum‐integrated and tiered instruction program over the course of five years and the implementation of a Web‐based assessment tool as a mechanism for establishing levels of information literacy.

Retention rates, the development of quality first‐year experience programs, accreditation, learning outcomes, and the goal of creating life‐long learners place research instruction as an essential part of the academic curriculum. The ability to find information, evaluate information resources, and use quality resources to write and present research effectively is critical in this information‐rich society. This manuscript describes a research project based on a comparative analysis of randomly selected sections of English composition that include library research components integrated into their curriculum. The project implemented and analyzed pre‐ and post‐tests, the use of online instruction modules, literature cited analyses, grade comparisons, and varied instructional opportunities in an effort to identify and assess effective pedagogy for research instruction provided to entry‐level students. The results show that this collaborative model of working with teaching assistants and faculty coordinators to integrate research instruction into the writing curriculum is student‐centered and effective. This model can be readily implemented in a variety of core courses that include writing and research elements.

This paper seeks to describe the implementation of a peer review of teaching (PROT) instructional improvement program at the Mansfield Library at The University of Montana. The success of the PROT program is based on its teacher‐friendly collegial mentoring. This article provides a model for effective implementation in other academic libraries.

The paper describes a program implemented to improve teaching by librarians through a peer appraisal model. Built on best practices, the PROT program implementation is a three‐step process that provides a framework for integrating formative assessment into teaching.

Program evaluation documented that librarians valued their participation as both teachers and observers. Designed to encourage instructional improvement through formative and structured feedback provided by peers, the program has continued to grow as part of the assessment opportunities integrated into the library instruction program.

This paper provides a model for the effective implementation of PROT in academic libraries as a formative method to strengthen quality teaching.

This paper focuses on good teaching and formative assessment, both of which are vital to a quality information literacy program, and establishes the effectiveness of the mentoring environment to foster instructional improvement. It further identifies how this process can be integrated into a full spectrum of library instruction and instructional assessment initiatives.

The aim of this paper was to serve both as an informational tool identifying library services and resources and as a mechanism to gather input from campus staff to inform outreach services.

Surveys were distributed to all non-faculty and non-administrative support staff. Questions included direct choice and open-ended responses in four categories: demographics; general library use; information needs; and student interactions.

The results confirm that knowledge and awareness of the library can empower staff employees and that support staff are eager to learn about and use library resources and services. The results give guidance to liaison librarians to facilitate an effective outreach program to improve the ability of support staff to do their work and to share information with the students and faculty with whom they come into contact.

While these survey findings cannot be extrapolated to all academic settings, they build on similar research and authenticate the significance of library outreach to academic support staff.

Enormous potential exists in adapting these survey findings to expand information literacy programs across the academy.

Academic support staff are a frequently untapped user group whose information needs are essential to the academy. This case study highlights the value of staff outreach within the context of extending the Library Instruction Program by enhancing the information literacy skills of personnel who are in frequent contact with students and faculty across the campus.

This study aims to establish a set of best practices that reflect the spirit of the 1990 Americans with Disabilities Act (ADA) and comply with the new 2010 Department of Justice regulations.

At each of eight academic libraries in four Rocky Mountain states, the librarian most directly responsible for library services to students with disabilities was interviewed, comprehensive criteria to physical facilities, services, management practices, and investments were used, access leading to and within the library was considered, and data and observations to place each library in the framework of the diametrically opposed reactive or universal access service models were analyzed.

Self‐reporting students with disabilities were the largest minority group at three campuses and the second largest minority group at another three campuses. Five libraries based their services primarily on reaction to complaints, and three libraries incorporated most elements of universal access. No consistent approach or set of best practices to serve students with disabilities existed across the eight participating libraries.

The best practices identified in this research provide academic libraries the resources to meet the spirit of the ADA and comply with the new Department of Justice regulations to be implemented in 2012.

No other recent study documents the broad spectrum of service needs that can be proactively addressed by academic libraries for students and faculty with disabilities. This study underscores the value of universal access to information as a civil right of this user group while also improving services for all.

Describes a number of experiments with electronic document delivery, and the copyright problems that are affecting its use. Considers the inadequacies of interlending for the user, the interlending in Eastern Europe and Australia. Outlines the impact of CD‐ROM on document supply and suggests that interlending can be a social, cultural and economic measure.

Purpose – The purpose of this article is to investigate how effectively the library meets the research needs of deaf and hard of hearing students. Design/methodology/approach – The study was conducted by an anonymous survey investigating students' use, awareness and comfort level with the library and its resources. The survey was followed up with a small focus group comprised of volunteer deaf and hard of hearing students in the Deaf Studies and Deaf Education program at Lamar University. Findings – A variety of communication options should be available for deaf and hard of hearing patrons to contact librarians for assistance. Librarians need to establish clear and effective lines of communication to ensure these patrons are aware of library services relevant to their needs. Making the effort to establish communication with deaf and hard of hearing patrons encourages their use of the library by demonstrating that the library is interested in serving their needs. Research limitations/implications – This is a review of the literature concerning collaboration and cannot contain every example of library and writing center collaboration. Practical implications – Librarians can use the findings in this article to create a more welcoming environment for their deaf and hard of hearing patrons. Originality/value – There is a scarcity in the library literature of studies examining the research needs of deaf and hard of hearing patrons. This article is of value to librarians looking for ways to better meet these patrons' research needs.

This chapter uses critical race theory (CRT) and postcolonial lenses to critique the postrace concept and organizational power differentials mirroring an ethnically coded society. CRT reminds us that despite antidiscrimination laws around the globe, employers still normatively pursue workplace homogeneity; not necessarily a racist impulse, but in an effort to promote perceived organizational efficiency. Understanding how organizations have become hard-wired to perpetuate White privilege helps to dismantle systemic barriers which continue to stand between people of color and an ability to reach their full human potential at work.

Understanding of power and difference in organizations requires consistent diligence. Using ethnic diversity primarily as a means for advancing profit generation motives rather than as an opportunity to advance social justice, too many multinational corporations offer mere lip service to ethnic diversity. For example, organizations tend to imagine that they are more ethnically diverse than they really are and enable prejudice, racism and microagressions against people who constitute ethnic minorities. Among social researchers, attention to ethnic difference requires careful and consistent attention as well. Because skin color ranks among the most visible of social identity dimensions, diversity and ethnicity/race erroneously are considered synonymous and skin color becomes some default condition for diversity in social research studies. Chapter 5 explores these important subthemes: interrogating Whiteness and navigating diversity at work; exposing the “requisite variety” concept for its homophily thesis roots; examining effects of “othering,” liminal spaces and tokenism; racism and microaggressions have gone underground; and intersectionality of ethnicity with other social identity dimensions.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides: