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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 about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study investigated possible moderating effects on the relationship between job satisfaction and nurses' intention to quit. Using data collected from 327 registered nurses in three large private hospitals, moderator regression analysis revealed significant main and moderating effects for employee age. When the effects of education, employment status, and marital status were controlled, the main and moderating effects of age on the relationship between job satisfaction and nurses' intention to quit remained significant. Alternative explanations of the results are discussed, along with implications of the findings for nursing turnover research.

This paper presents a novel mesoscale RF (mRF) relay that integrates advanced high resolution stereolithography (SL) and micro wire electro discharge machining (μEDM) technologies. Methods and infrastructure for reliable batch assembly of electromechanical actuators and structural parts less than 5 mm³ in volume are described. Switches made using these techniques are expected to have greater power handling capability relative to current micro RF relay products.

The conjecture is that the integration of SL and similar rapid additive manufacturing with other mesofabrication technologies can yield innovative miniature products with novel capabilities. A series of mRF prototypes consisting of a contact mechanism and actuator with return spring were fabricated assembled, inspected, and characterized for electromechanical performance. Characterization results led to specific conclusions regarding capabilities of the mRF product, and the integrated manufacturing technique.

The microassembly apparatus and epoxy‐based fastening system led to durable prototypes within 4 h (excluding a 16‐24 h cure cycle). Relay stroke ranged from 560 to 1,650 μm indicating a relative assembly accuracy of 90 percent. Prototypes demonstrated insertion loss of 1.3 dB at 100 MHz and isolation of better than 30 dB through 300 MHz.

Results indicated that fully functional and robust mesoscale relays are possible using integrated manufacturing with SL. However, prototypes exhibited high contact resistance and lacked assembly precision in the context of contact mechanism stroke. Opportunities exist to reduce contact resistance and switching time.

The research provides a practical new product application for integrated mesoscale rapid manufacturing.

This work represents one of the first examples of a mesoscale relay rapidly manufactured with a combination of μEDM and SL components.

This paper aims to describe the unique library, research and information literacy skills that transfer students need, specifically at the University of North Carolina Wilmington, which led to the creation, recruitment and appointment of a Transfer Student Services Librarian at William Madison Randall Library (Randall Library).

Along with a brief review of the relevant literature, this paper describes the specific needs that were identified that led to the creation of the position; the unique gaps in information skills that transfer students have; how the university was addressing the needs of transfer students; how the library became focused on the needs of this population of students; how the library began collaborating with campus partners to address these needs; and, to date, how the position has impacted transfer students.

An increase in the number of transfer students from community colleges, four year institutions and military service combined with the institution’s information literacy curriculum requirements, led to the creation of a new position called “Transfer Student Services Librarian”.

Academic libraries wishing to explore the creation of such a position, or wanting to assess their own institution’s needs for their transfer student population, will benefit from this paper.

Few, if any, libraries have adopted a position specifically for transfer student services and this paper addresses how to assess the need and decide on practical applications for other academic libraries.

The aim of this paper is to profile the evolution of library services and information literacy instruction provided for transfer students in collaboration with other campus units at a Master’s level institution and for librarians wishing to develop services for this population.

This paper is a case study enhanced by a literature review, outlining the development of services, resources and instruction for transfer students at one institution.

This paper provides information about the need for library services designed specifically for transfer students at four-year institutions and the importance of cross campus collaborations to develop and offer these resources.

The literature on the provision of library services to transfer students is minimal. This case study details the development of cross campus collaborations that resulted in enhanced library services for this population.

The aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population.

Library and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions.

Several key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success.

This review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services.

Despite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.

This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration.

The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes.

In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class.

This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information.

This paper is the first to situate IL instruction as a factor in transfer success.

This study was designed to explore the library and information science research on international students and information literacy published between 1990 and 2014.

Systematic review was used to identify and analyze publications from a 25-year period. Three major library information science (LIS) databases were searched for publications meeting the study criteria, and then manual bibliography searches were performed on all those included.

Twenty-one of the 23 included publications were papers published in scholarly journals. There was a slight growth in number of publications by year between 1990 and 2014. Most of the research was conducted in the USA, Australia or Canada. Surveys and interviews were the most commonly used research methods, and nine of the studies used mixed methods. “Library experience” and “information seeking” emerged as the most common research topics. Key findings presented in these papers were often related to library and non-library resources, library instruction, language issues and research difficulties experienced by international students. Author recommendations were generally related to campus collaboration, staff training, assessment, cultural awareness and library instruction.

The findings of this study will be of value for LIS practitioners who wish to develop or improve information literacy training for the international student populations on their campuses.

Systematic review is a useful and rigorous method that can be of value in LIS research. This paper provides a thorough review and assessment of the original research related to international students and information literacy, and summarizes the resulting recommendations.

The purpose of this paper is to highlight the steps taken by the library, English faculty and administrative stakeholders to create an information literacy exam for transfer students.

The paper outlines the need for the exam, the student learning outcomes assessed by the exam, the process by which test questions were created and the technology used to create and deliver the exam.

Experiences and suggestions relevant to developing an information literacy exam and a related website portal and tutorials are provided.

The report will have significant value to anyone considering implementing their own original information literacy exam and those seeking advice on test question creation and development.

The purpose of this paper is to discuss the planning, implementation and assessment of a personal librarian (PL) program for transfer students at a four-year private university. It highlights best practices to ensure the success of such a program, emphasizes the importance of collaboration with other campus units and explores the possible applications for other underserved student populations.

This paper explains why the PL model is particularly appropriate to serve the needs of transfer students. It clearly describes the assessment methods to evaluate such a program and proposes best practices to ensure success and sustainability.

Transfer students respond very positively to a PL program as shown by the number of interactions they have with their PLs and their responses to a survey. Librarians also appreciate the chance to develop meaningful relationships with students despite the addition to their workload.

Institutions looking at ways to reach out to transfer students or other underserved populations can easily adapt the PL program described here.

The PL concept is not new but, to the best of the authors’ knowledge, it is the first time it has been applied to transfer students. The program described here is also unique because of its “boutique” approach, which emphasizes customization and personalization.