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The Association of College and Research Libraries Framework for Information Literacy for Higher Education has replaced the Information Literacy Competency Standards for Higher Education since 2016. The survey revealed how college and university librarians throughout the U.S. apply the Framework in their Information Literacy instruction, what barriers they encounter in applying the Framework, the lessons they have learned, and if they assess students' learning outcomes with the Framework. The findings indicate that other than course assignments, the Framework is librarians' most used document for their instruction. Despite the time constraints of the one-shot IL sessions, most surveyed librarians have adopted some Framework concepts in their instruction and have also managed to conduct assessment of student learning outcomes. Challenges still exist and librarians can benefit from more training to better communicate the Framework concepts to their constituents and to integrate the Framework in their instruction. This study depicts the status quo on the implementation of the ACRL Framework in the U.S. libraries from 2016 to 2020.

A number of factors are driving open access to full-text journals: constantly rising prices of journal and database subscriptions, granting agencies requirements for recipients to submit their research publications into open access repositories, and pressure on libraries to create Institutional Repositories (IR) to promote the institutions’ reputations. Research proves that open access promotes the dissemination and use of scholarly works and citations for authors. This article examines the interactions among open access, institutional repositories, and copyright management. The research described herein investigates how institutional repositories are managing copyright and licensing issues that can interfere with open access.

The impetus to incorporate instruction on the efficient and responsible practice of chemical information literacy into the undergraduate chemistry curriculum has become exceptionally urgent. At Rider University, Chemical Information Instruction (CII) has accordingly evolved from face-to-face sessions into online modules to embed information literacy skills into an Organic Chemistry II course. Through multiple methods of evaluation and assessment of student learning, the e-tutorial grew from a series of seven modules narrated by the science librarian, hosted on the University Libraries intranet, and created with labor intensive e-learning authoring software, into a series of 14 modules complete with detailed storyboards, narrated by the Organic Chemistry professor, hosted freely on the Internet, and created with simpler user-friendly software. This article describes the technological development, feedback-driven revisions, and assessment of student learning outcomes of this virtual tutorial series, while a...

To develop information literacy skills in chemistry and biochemistry majors at a primarily undergraduate institution, a multiyear collaboration between chemistry faculty and librarians has resulted in the establishment of a semester-long capstone project for Organic Chemistry II. Information literacy skills were instilled via a progressive research report, supported by a comprehensive modular virtual tutorial catered toward Rider University students, on the efficient use of SciFinder and related tasks for searching and using the primary literature. Over a six-year period, both the research report and the tutorial modules have been cyclically evaluated, assessed, and revised in order to meet our student learning objectives. This article describes the assessment-driven evolution of the research report assignment between 2010 and 2015, as well as student perceptions and learning outcomes. The technological development, feedback-driven revisions, and assessment of student learning outcomes of the SciFinder tu...