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Reports on the collection of papers of Reginald H. Parsons at the Knight Library of the University of Oregon, Eugene. Collection of documents of the financial, civic and philanthropic activities of Parsons; Family background; Purchase of the Hillcrest Orchard, near Medford, Oregon, in 1908.

This qualitative case study provides fresh understandings about first year undergraduate international students' library and information use at an Australian university, and their associated information literacy learning needs. The findings provide evidence to inform the development of library spaces and information literacy responses that enhance international students' transition and learning. The study was conducted in 2015 as part of a project that simultaneously investigated the same topic at three US universities. This paper presents the case study context, reviews relevant literature and identifies gaps in research about international students' library use and information literacy, and outlines the qualitative methodology--questionnaire, interviews and thematic analysis. The findings reveal international students' lived experiences of using the library and information, in general and for assignments. After presenting the students' recommendations to the library, the paper discusses the wider implications of the findings for university libraries and information literacy innovation. [ABSTRACT FROM AUTHOR]

This study is a systematic review of the library and information science (LIS) literature related to international students and academic libraries. A systematic review involves the methodical collection and analysis of a body of literature and is growing in popularity in the LIS field. Three wellknown LIS databases were systematically searched for articles related to the topic, and manual bibliography searches were conducted to find additional publications. Journal articles, book chapters, and conference papers were included or excluded based on established criteria. Findings show that articles published about international students and academic libraries have increased steadily between 1990 and 2014. The majority of authors are affiliated with universities and institutions in the United States, although an increase in represented countries is apparent. Fewer than half of the articles can be considered original research, and surveys are the most popular method for data collection. The LIS field--and international students--would benefit from further exploration of this topic, particularly from original research with practical implications. [ABSTRACT FROM AUTHOR]

Background - Compared to native English speakers, English Learners (ELs) often face additional barriers to academic success. Though typically competent in social English, Generation 1.5 ELs struggle with academic English at the postsecondary level and are still considered to be in the process of learning English. As colleges become increasingly linguistically diverse, academic librarians must adapt to support the growing numbers of ELs in the campus community. Objective - This paper aims to provide academic librarians with information on the scope of English Learners in K-12 through postsecondary education, academic challenges of Generation 1.5 students at the postsecondary level, and strategies that librarians can employ to support English learners in the contexts of reference and instruction. Methods - The author searched journals in the disciplines of academic libraries, higher education, Teaching English to Speakers of Other Languages (TESOL), and linguistics. Additional resources searched include education data and statistics, research institute publications, and English as a New Language (ENL) teaching resources. These sources were explored in regard to the topics of EL educational statistics, K-12 ENL programs, ENL pedagogy, ELs in postsecondary education, Generation 1.5 students, ELs' academic challenges and Results - A review of the literature on ELs in academic libraries, particularly Generation 1.5 students, reveals that Generation 1.5 is a population that is in need of support at the postsecondary level. Because Generation 1.5 students often hold strong social English skills, they may enter college without an EL designation or specialized academic support. However, research shows that Generation 1.5 students struggle with college-level academic English, specifically in grammar and vocabulary. These challenges impact students' communicative success both in college classroom and library environments. Conclusion - Academic librarians may adopt pedagogical strategies commonly employed in ENL classrooms to use in reference and instruction environments. Techniques include themes such as awareness of language use and reinforcement of content, and require low-stakes implementation into library practice. Though librarians may be unaware of the language learning needs of their students, such strategies have shown to be useful for all students. Because techniques that are helpful to ELs also typically benefit all students, these strategies are also applicable to native English speakers. [ABSTRACT FROM AUTHOR]

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In fall 2002, the University of Tennessee Preservation Office conducted a condition survey of circulating materials in the school's John C. Hodges main library. The objective of the collection condition survey was to evaluate the physical condition of the collection and the effect of human and environmental factors in order to develop a long-range preservation plan. The project used a random sampling method, and a database and online survey form created with SPSS software. The results of the survey contribute an understanding of the national preservation picture. Locally, the results indicate action should be taken in several areas, including environmental conditions, staff and patron education, and reformatting. Other libraries in the early stages of establishing a preservation program can employ the techniques used in Hodges Library to develop their own preservation plans. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study undertaken to determine the comprehensiveness of library collections of accounting periodicals at universities offering programs leading to an accounting degree. A questionnaire was sent to reference librarians at 231 American universities, divided equally among: (1) universities offering a doctoral degree in accounting; (2) non-doctoral universities having schools of business and/or accounting programs accredited by the AACSB; (3) non-doctoral, non-AACSB-accredited universities offering an accounting degree. The results revealed significant differences in the periodical collections of the three university groups. More important is the potential for the results to serve as useful guidelines to facilitate an orderly and efficient improvement in library resources. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates whether United States university libraries' commitment to increasing open access (OA) to scholarly outputs as demonstrated by their support of campus level OA policies translates into adoption of OA policies that apply specifically to library employees. Method: This mixed-methods study used an anonymous survey and optional open-ended interviews of scholarly communications librarians at Carnegie Classification Doctoral Universities (Very High Research [R1] and High Research [R2]) to gather information about OA policies or statements at their institutions and/or within their libraries. Results & Discussion: Variation in campus culture and governance structure meant the path from creation to adoption to implementation of a campus and/or library OA policy was similarly varied. The research reveals librarians' motivations for and contributions to advancement of OA on their campuses, and sometimes also within their libraries. Conclusion: Many of the rationales driving adoption of campus OA policies similarly drive adoption of library-specific OA policies. Those surveyed whose institutions did have library-based OA policies referenced both the importance of leading by example and alignment with institutional mission and values. [ABSTRACT FROM AUTHOR]

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes. [ABSTRACT FROM AUTHOR]

First-generation college students have a profound impact both inside and outside the classroom on the strategic goals of universities, yet in-depth, firsthand information about their experiences are difficult for researchers and university administrators to find. Oral histories are a data-rich method of collecting narratives that legitimize the perspectives of underrepresented communities whose stories are often absent from the written record. This article provides a brief overview of first-generation populations, a review of literature relating to the increasing involvement of libraries and archives in capturing and preserving the stories of underdocumented communities in the twenty-first century, and shares three case studies of first-generation initiatives at public universities in California, Colorado, and Nebraska. [ABSTRACT FROM AUTHOR]

Objective: This study investigated the existence of writing centers at medical and pharmacy schools, the location of those writing centers in a library or elsewhere, and librarians' perceptions of how writing centers are viewed by students, faculty, and staff. Methods: A twelve-question survey was sent to libraries affiliated with a medical and pharmacy school in the United States. Results: Respondents were curious about writing centers, how they were viewed on campus, and how to start one. Overall, respondents described engagement with writing centers: 68% had a writing center on campus, 23% had a writing center in their library, and 11% had a writing center on the health sciences campus, including in the health sciences library. No respondents reported hearing negative comments from faculty or students about the writing centers, and 60% of respondents with writing centers that were available to medical and pharmacy students would recommend one to health sciences libraries without access to a writing center. Conclusion: This exploratory study showed that the establishment of writing centers in health sciences libraries is a topic of interest. Future studies could further investigate health sciences libraries' roles in writing centers for pharmacy, medical, and other health sciences students. [ABSTRACT FROM AUTHOR]

This article reports original research conducted at a US university exploring how incoming first-year international graduate students transition to a new academic environment, learn to conduct research, and utilize library resources and spaces. [ABSTRACT FROM AUTHOR]

The article examines the proactive way to market first impressions of libraries. It explores the efforts of libraries in several universities in the U.S. including the University of Michigan, Indiana University, and Florida State University to reach first year students and the benefits of orientation programs to those students. It also cites the findings that there is so much to gain in the collaboration and connections at orientations and first impressions create positive and lasting effects.

Celebrating its 200th anniversary in 1954, Columbia University organized bicentennial symposia, publications, and ritual observances around the theme "Man's Right to Knowledge and the Free Use Thereof." While not part of the original bicentennial plan, libraries became emblematic of its message. As librarians strengthened their commitment to intellectual freedom, libraries throughout the United States and abroad hosted the Bicentennial Panel Exhibit documenting with quotations and illustrations the worldwide quest for knowledge. Using books, film, recordings, and discussion groups on the bicentennial theme, libraries at the height of the Cold War demonstrated their role in providing free access to information. [ABSTRACT FROM AUTHOR]

The article addresses the trends and challenges that impacted library instruction at community and technical colleges in the U.S. During the 1990s, collaborations and partnerships have continued to emerge, particularly given the acceptance of information literacy outside libraries. Community college libraries are considered unique to academic libraries they can determine specific feeder high schools and work to bridge the transition between high school and college information literacy instruction. One of the vital factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning.