Stephanie Davis‐Kahl and Lisa Payne
The Compton Teacher Information Literacy Institute (CTILI) is a teacher professional development program funded by the Compton (CA) Unified School District and delivered by the…
Abstract
The Compton Teacher Information Literacy Institute (CTILI) is a teacher professional development program funded by the Compton (CA) Unified School District and delivered by the University of California at Irvine Libraries’ Department of Education and Outreach. Teacher professional development, university and library outreach activities and influences are discussed to give background on CTILI curriculum development. Institute goals and objectives are outlined, as is our curriculum remodeling effort after a mid‐year assessment. Plans for future institutes are included.
Details
Keywords
The purpose of this article is to prove that chick lit is a legitimate and important area of collection for academic libraries.
Abstract
Purpose
The purpose of this article is to prove that chick lit is a legitimate and important area of collection for academic libraries.
Design/methodology/approach
This article presents a definition of chick lit with an overview of the origin and significance of the term itself, discusses chick lit's impact on publishing, and its relationship to academia and women's writing.
Findings
Chick lit is an important area for libraries to collect in because it is representative of women's writing in the twentieth‐twenty‐first century, and because it is a cultural and economic force in the publishing and entertainment worlds.
Practical implications
This article presents guidelines on building a chick lit collection.
Originality/value
This article provides a perspective on chick lit lacking in the literature aimed at academic libraries. A search of Library and Information Science Abstracts (LISA), Library Literature and Library, Information Science & Technology Abstracts (LISTA) reflects the dearth of articles on this specific topic.
Details
Keywords
The purpose of this paper is to highlight undergraduates as an emergent student–scholar author group and to encourage institutions to take a future-oriented view, focusing greater…
Abstract
Purpose
The purpose of this paper is to highlight undergraduates as an emergent student–scholar author group and to encourage institutions to take a future-oriented view, focusing greater attention to and support of undergraduate’s publishing.
Design/methodology/approach
Highlighting benefits derived from undergraduate research (UR) experiences and publishing taken from the literature and experienced through local practice (Providence College), presenting pedagogical models for transforming students into independent thinkers (students as scholars) and responding to business and non-profit leader graduate skills requests of higher education, this paper argues for the need to cultivate graduate attributes (requisite 21st century workforce skills, abilities and behaviors), especially graduate demonstrated articulation and communication (publication) skills and abilities.
Findings
The conclusions drawn in this paper align with the literatures’ support of derived benefits from UR experiences and its completion through articulation and communication (publication). Final remarks reiterate that critical thinking, complex problem-solving and communication (publication) skills and abilities demonstrate graduate agency and preparedness for meeting 21st century challenges.
Originality/value
This paper layers several pedagogical engagement-based teacher–learner models, highlights benefits of undergraduates’ completing the research process through communication (publication) and underscores the importance of cultivating 21st century graduate agency.
Details
Keywords
Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares
– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.
Findings
Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.