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The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills.

This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment.

An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful.

Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies.

Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.

Library-related and resource access issues confronting students enrolled in an interinstitutional joint master’s degree program in public health are addressed in this chapter. It details a cross-institutional collaborative effort to identify and provide research resources to interinstitutional joint degree students and faculty and analyzes the program through the lens of literature on collaboration in higher education and in library instruction. Reports on findings from qualitative feedback and quantitative card sort analysis data were gathered to inform development of content for, and organization of, a library research guide. Bureaucratic structures and policies often affect library services to students and faculty in interinstitutional joint degree programs. Therefore, more salient information about library policies, services, and resources was needed in order for the affected libraries to coordinate instruction, collections, and services to best support such programs. One of the limitations of the case study was that limited qualitative and quantitative feedback was received. Also there was no prior formal needs assessment. Nevertheless, the chapter provides insight to challenges facing libraries and librarians supporting interinstitutional joint degree programs. It also points to administrative opportunities to create rich library collaborations. Existing literature does not adequately address obstacles of in-person interinstitutional joint degree programs. The contribution of this chapter is that it identifies the complications of access, library policies, and administrative procedure that will need to be address by two or more libraries that want to support joint degree programs at the college or university level.

Outreach in libraries has traditionally been considered the realm of public services, where librarians interact one-on-one with our patrons at the reference desk, run social media accounts, and other activities of a similar vein. In today's evolving library world, it is time to challenge outreach in its traditional sense and consider technical services work and its associated duties as outreach. This article delves into technical services work (including cataloging, archival processing, shelf maintenance, etc.) and how the results (bibliographic records, metadata, authority control etc.) are in themselves outreach.

Recent attention has been given to organizations that claim to run on faith-based principles. Activities such as at work bible study groups, charitable giving, and the individual practices of the owners are often the focus of such discussions. In such discussions little attention has been paid to those who not only hold strong religious views, but have chosen to put those views into practice‐even when it may not appear to make good business sense.

Since 1946, S. Truett Cathy, founder and chairman of Chick-fil-A Inc., has run his enterprises based on his understanding of Christian principles. Starting with his first restaurant, the “Dwarf Grill,” which he opened with his brother Ben in 1946, continuing when he opened the first “Chick-fil-A” in 1967, and even as he finished the remodeling of the companies headquarters in 1997, S. Truett says he tries “to glorify God by being a faithful steward of all that is entrusted to us and to have a positive influence on other people. . . .” In fact, this purpose is engraved in a bronze plaque that rests at the entrance to Chick-fil-A’s corporate headquarters in Atlanta, Georgia.

In practice, this purpose has lead S.Truett to never have his businesses open on Sunday, a time in the quick service industry that normally generates 20 percent of revenue. It has caused him to shut down another restaurant venture, Markos in Florida, rather than serve alcohol, which most patrons wanted. Despite his staunch adherent to principles that seem to run counter to “good business sense,” S.Truett Cathy has built a successful, privately held organization that operates in 38 states, has more than 1,300 franchisees, and generates over $2 billion a year in revenue.

In the following interview, S.Truett offers his perspective on why focusing on principles is more important than focusing on profits and what he thinks it takes to succeed in business and in life.

The author shares information about the American Library Association’s 133rd annual conference in Las Vegas. This conference served as an open forum for participants on incredible range of topics, namely, e-books, digital content, innovation and community engagement, library instruction, copyright, outreach, privacy, library advocacy, literacy, data-driven decision making, intellectual freedom, teen services, gaming, leadership and best practices on a range of library-related concerns.

This report is a brief outline of ALA 2014 annual conference in Las Vegas with focus on international programs. It summarizes selective events, including author’s presentation on e-books advocacy in India, International Librarians’ Reception and paper session organized by IRRT.

ALA annual conference at Las Vegas was one of the best professional development opportunities for librarians, with a large variety of programs, activities and exhibition. The event attracted librarians from all sectors and work environments from many countries and highlighted issues in librarianship and latest technology development; its use in libraries will be of interest to this journal’s readership, especially information professionals from all over the world.

ALA Annual conference in June 26-July 1, 2014 was the largest conference of librarians touched all topics in librarianship. It is difficult to describe the entire conference events even briefly in an article. The author’s experiences during the international events are highlighted.

It's no surprise that the early 1980s have witnessed a resurgence of interest in etiquette books, since that's that usual reaction after a period of loose morals. The current vogue features the New Right, short haircuts, and proper behavior, a predictable backlash after the “Age of Aquarius,” the hedonistic 1960s: the age of love‐ins, be‐ins, and smoke‐ins. Two bestselling etiquette books in particular have parlayed this social milieu into commercial success: Miss Manners' Guide to Excruciatingly Correct Behavior (1982), and Eve Drobot's Class Acts (1982). Ms. Drobot, a Canadian journalist, realizes that those of the tribal 1960s have “shucked blue‐jeans in favor of 3‐piece suits: we are junior members of law firms…we have to take clients out to lunch, attend cocktail parties, and travel on business.”