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This paper aims to describe the approach of using quick response (QR) codes in a large US research university library. It describes the reasoning behind the numerous decisions that were made throughout the process.

This project was carefully planned to keep detailed organized statistics, effective and clear signage and low expenditures. After one year, the patrons were surveyed regarding library QR use and those results were compared with scan statistics.

This preliminary research into the use of QR codes in a large research library validates that the codes effectively demonstrate the Library’s willingness to reach patrons in innovative ways. It also confirmed the need to promote the usefulness of scanning the codes.

Some patrons stated they did not own a smartphone or have an application (app) on their phone that could scan QR codes; therefore, alternate methods of accessing the information should be provided.

The survey established that not all patrons recognize what QR codes are by name and/or by function, and libraries should recognize this need for education when imploring new technologies.

This paper looks at the opportunities provided to libraries through the use of QR codes, including the benefits of using them as a point of need service tool and marketing device.

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.