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This study examines data from a survey conducted at a U.S. public research university, focusing on students' behaviors and attitudes toward the library, both physical and online. The analysis categorizes student users and nonusers based on demographics such as full-time enrollment, first-generation status, college, and grade point average (GPA). Results indicate that first-generation students were most likely to never use the online library. Low GPA respondents visited the physical library most frequently, whereas high GPA students were more inclined to use e-resources. The discussion section includes suggestions for improving services and resources to support student success. [ABSTRACT FROM AUTHOR]

Using semi-structured interviews of faculty in literature, culture, and writing studies at a large public research university, this study investigates their research practices to help rethink disciplinary dimensions of information literacy. Findings showed a strong social dimension to their information-seeking practices and a reliance on informal methods. Themes that emerged were disciplinary perspectives, browsing and serendipity, colleagues and community, limitations in access and time constraints, and informal research training. The authors discuss implications for instruction, including ways in which librarians might demystify humanities research for graduate and upper level undergraduate students.