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The purpose of this guest editorial is to provide an overview of the LOEX‐of‐the‐West 2006 Conference.

Review the conference, which was hosted by the University of Hawaii and held from June 8‐10 at the Fairmont Orchid Resort on the Kohala Coast of Hawaii's Big Island.

The Conference was a great success, and raised many interesting questions.

Gives an overview of the LOEX‐of‐the‐West 2006 Conference, and the issues raised there.

The purpose of this paper is to reflect on two announcements from The Library of Congress and OCLC, the Online Library Computer Center, with immediate, long‐lasting and profound impact on search and discovery.

Announcements from two organizations are explored for implications to libraries and users.

Libraries need to consider service implications of changes implemented in series authority cataloging by the Library of Congress, and to explore what the impact on access will be. The enhancements to search and access through WorldCat's search box will provide our users with improved discovery and information management.

This editorial offers a reflection on the importance to our users of both series authority work and access to the collections of the world's libraries.

The purpose of this paper is to describe the integration of information literacy into each year of a Bachelor of Arts and Science (BAS) program at the University of Guelph, Ontario, and to explain the role of librarian mentors in this program.

The paper reviews the literature related to mentoring and librarians, explains the BAS program, and outlines the library's integration into the BAS curriculum. It discusses mentoring, assessment, and future goals, and provides some librarians' observations and advice.

The paper demonstrates the benefits of librarian‐student mentoring and of integrating information literacy into each year of an undergraduate degree program.

Since the mentoring of students by librarians is rarely mentioned in the literature, this description of our mentoring program may inspire other librarians to set up librarian‐student partnerships at their institutions. Our successful application of information literacy into every year of a degree program and our partnerships with faculty and students may serve as models for other libraries.

The experience of the University of Guelph library may show other libraries how to integrate information literacy into a program efficiently and effectively.

The purpose of this paper is to illustrate some of the major uses and limiting factors of blogs and wikis, as well as the ways that these resources can be used by librarians and educators.

This paper analyses blog and wiki use from set‐up to practice in real‐world events including citizen journalism, disaster response and education.

The paper highlights the many ways that socially mediated, group‐edited web pages add value to research, information sharing, and collaborative, asynchronous modes of education.

This paper provides insights for educators and librarians about the ways that blogs and wikis can be used in classrooms and as primary sources of information.

The purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates and to determine which factors enhance online learning.

The tutorial was evaluated using 30 undergraduate students. Each test consisted of a pre‐tutorial questionnaire and a post‐tutorial questionnaire.

Data from the evaluative testing of the tutorial shows that the tutorial is effective in imparting information literacy concepts to undergraduate students. Students responded positively to the interactivity and game‐like nature of the tutorial.

The high degree of interactivity and the game‐like quality of the tutorial are key factors in its success. Thus, developers should aim to incorporate these elements into future online tutorials for undergraduate students.

The purpose of this paper is to provide a model checklist of information competencies for two‐ and four‐year colleges and universities.

The Checklist was a collaborative project developed by a team of two‐ and four‐year librarians from the California State University and California Community Colleges.

The Checklist demonstrates that it is possible for two‐ and four‐year librarians to develop a common understanding of student information competencies and use the process to facilitate inter‐segmental cooperation.

The Checklist is useful for planning information competency programs, designing effective library assignments in courses, and developing student learning outcomes throughout the curriculum.

The originality of the project is its collaborative nature and its success in advancing inter‐segmental cooperation in California public higher education, the largest system in the nation.

Provides an introduction to selected papers and an overview of the conference theme tracks, participants, and keynote address. The theme of the conference was “Teaching the treasures: connecting students, information skills and resources”. LOEX‐of‐the‐West 2004 marked ten years from the first conference held at Willamette University in Salem, Oregon. Presenters and attendees reflected on present and future trends in library instruction and information literacy within academic libraries and higher education.

The purpose of the paper is to describe the development of a series of forums on issues of the information age, created to address ACRL Information Literacy Competency Standard Five.

The paper presents a case study, including citations to relevant literature.

The paper provides a technique for addressing ACRL Information Literacy Standard Five, examples of topics, discussion of logistics, and value to students.

The ideas and methods presented in the paper may be used by other librarians to arrange forums at their own institutions. A checklist to assist in preparation is also included.

The paper seeks to argue that one of the ways librarians and library information literacy sessions can have a positive impact on students’ lifelong learning is to create and mark assignments.

If library information literacy sessions are to have a positive impact on students' lifelong learning, it is necessary to clearly define and delineate the term “lifelong learning” into its three components of cognition, behavior and information seeking skills. The three components are not linear, but intertwine. Multiple information literacy sessions must cognitively engage students to realize they have a learning need.

Information literacy instruction librarians are often overwhelmed with requests for 50‐minute one‐shot library classes which have questionable results in regards to student learning. Instead of having a marginal impact on thousands of students per year, information literacy librarians should use their time and resources by creating graded assignments with multiple IL classes and consider abandoning the 50‐minute one‐shot sessions. However, multiple IL sessions and marking assignments will take time.

By creating graded assignments, information literacy instruction librarians would have a close collaborative relationship with classroom faculty to reach perhaps fewer students but have a greater impact on students' information literacy and lifelong learning.