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This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation and assessment of the pilot prior to full implementation are discussed.

The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online while maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot.

The voluntary early-adopter model worked well for garnering and maintaining support from the English department: the authors had 42 per cent of English sessions piloting the new model for Fall 2013, surpassing the initial target of 25 per cent. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced.

Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering IL instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty.

The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups.

The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding.

This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants.

The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves.

The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.

The General Information Management (GIM) system defined in this paper is designed to: (1) be information independent; (2) be logically data independent (it is therefore question type independent); (3) honor requests for information in small and bounded search times; (4) provide a security system that is foolproof, virus proof and easy to use; (5) be economical and efficient in the use of memory and data communication systems; and (6) be modular in design to function in distributed or standalone environments. The basis of the GIM system is a context free language or data structure, called JOBLIST, and a simulated communications network, called SOLID. Queries, converted to JOBLIST, directly describe the information paths in SOLID that terminate with the location(s) of the referenced information. There is no directory. A proof‐of‐principle prototype has established that the JOBLIST/SOLID system fully meets the above specifications.

The purpose of this paper is to provide historical and legal definitions for categories of immigrants while helping educators use facts to address their students’ misperceptions about the terms “migrants,” “undocumented immigrants,” “refugees,” “asylum seekers,” and “internally displaced persons.” The 1951 Convention related to the status of Refugees and its 1967 Protocol provided a clear definition for refugees, also used to create the 1980 Refugee Act. However, recent political and media rhetoric have increased public misunderstanding of immigration terms.

The paper uses over 30 news reports to demonstrate recent perceptions of refugees and other migrants. Other citations provide historical accounts, international documents, and legislation to explain ways in which the USA and other countries have defined refugees.

Findings suggest ways in which leadership have ignored research by denouncing resettlement in spite of statistics indicating that refugees are not a threat to the American people.

The author’s perspective is as a researcher who has conducted research with resettled refugees for over 15 years. The author’s findings have created a pro-refugee stance.

This paper suggests the importance of exploring multiple perspectives and not settling for the claims of popular media. It also provides information for teachers to provide educational materials about refugees and other immigrants.

Readers are called to look beyond popular opinion to consider accurate information about refugees and immigrants. Refugees and asylum seekers flee from terrorism; they are not terrorists.

This paper confronts contentious popular media reporting on refugees and migration. This is especially valuable in the current time, as negative misconceptions about such people abound.

This article analyzes survey results of university students who used Morris Messenger, the instant messaging (IM) reference service at Southern Illinois University Carbondale’s Morris Library. It focuses on the complete results of two surveys, including a comparison of IM reference and traditional reference desk experiences. An overview of the IM reference system and usage data are also discussed. Survey respondents indicated overall enthusiasm for the IM reference service and provided useful suggestions for improvements, which are also listed.

Purpose – The purpose is to show that the influx of new seasonal and year-round residents to the small towns located in and around protected areas has numerous implications for governance associated with land management and regional planning including reconciling the competing values of wilderness (amenity vs. livelihood, motorized vs. non-motorized recreation, active vs. passive land management).

Methodology/approach – We use case studies from the Adirondack Park in Northern New York State and the Greater Yellowstone Ecosystem in the western United States to demonstrate the land management and governance challenges facing local communities in and around internationally renowned, protected areas.

Findings – We highlight how these transforming communities meet diverse needs and competing interests and how partnering with a non-governmental organization benefits local governance issues.

Originality/value of chapter – The paper presents research from the United States, which theoretically and empirically contributes to the scientific discourse on exurbanization, protected areas, and governance.

This study aims to illuminate the way in which consumers question the authenticity and worth of musicians, leading to a classification of selling out. The authors contribute to the debate on authenticity by attending to the question of worth that is under-examined in existing literature, by drawing upon French pragmatic sociology with specific attention to convention theory to understand conflicting interpretations of worth.

The considerations music fans go through navigating whether artists are selling out and the loss of worth were explored through 22 semi-structured interviews, complemented by focus group discussions (20 participants) and analysis of an online video blog.

The study identified three key themes: “Authenticity and Worth in the Inspired World”, “Selling Out as Loss of Worth” and “Signifiers of Selling Out”.

The emergent themes enable us to understand the worth that consumers place on musical artists, and the clash between the ideologies of the market world and the inspired world. The ideas regarding selling out and the signifiers may apply to other consumption experiences where the clash between the inspired and the market worlds exists and the conflicting ethos of each can lead to a loss of worth and selling out.

In this research, the authors examine situations in which consumers stigmatise as “sell outs”, artists who are marketised under the influence of capitalist social relations of production. As a result, these artists lose their authenticity and worth in the eyes of consumers. In doing so, this research contributes to the debate on authenticity by attending to the question of worth that is under-examined in existing literature.