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Providing electronic document delivery (EDD) services to off-campus students can be a challenge. Methods of delivery that work well for one group of users might not work at all for another group. Knowing and using the different EDD service options to accomplish the goal of providing quality service to students results in a win-win situation. Student expectations of timely delivery of material are met and the department develops a reputation of dependable quality service. Library users have raised expectations from the 24/7 services available through the World Wide Web. Providing EDD of information to the researcher's desktop helps the library meet these needs and expectations. However, the options for desktop delivery can also be overwhelming, so knowing how and why different software and delivery methods work enables the practitioner to control the outcome of the transaction. This control over the service also ensures that quality service expectations are met by the library since the practitioner has the ability to use a variety of delivery options to the user's desktop. [ABSTRACT FROM AUTHOR]

Using interactive and mobile technologies enhances literacy instruction and outreach services. In the classroom, polling applications and clickers provide real-time assessment, inform future instruction, and encourage students to participate. Outside the classroom, we are creating instructional videos and media on topics such as search techniques, navigating the library, and publishing Web sites. These materials can be accessed via the library Web site, streamed onto handheld devices, added to course sites, and embedded throughout the library's physical site using quick response codes. These innovative methodologies help us reach students in a multitude of ways and broaden students' means and methods of access. [ABSTRACT FROM PUBLISHER]

Our adoption of cutting edge reference services sometimes outpaces our creation of management models capable of supporting them. Sci-tech libraries have been at the forefront of enhancing traditional services with a wide range of virtual reference services to help us meet our patrons' increasing demands for mobility. However, a unique set of practical management considerations are required in order to successfully move from quick setup to full service support. [ABSTRACT FROM AUTHOR]

Undergraduate students are increasingly being asked to con- duct higher-level research in their areas of study. In order to address under-graduate needs, many academic librarians, especially those charged with crafting instruction, take critical thinking as a given in the teaching of information literacy skills. However, this review of the literature has revealed that, though there was some discussion of critical thinking in a library context in the mid 1980s, the concept did not really take hold until the 1990s, when higher education reform began to appear on many campuses. Additionally, the literature regarding critical thinking skills during this period exhibits four themes: (I) a lack of agreement among librarians and others on what critical thinking is and how it can be defined, (2) the importance of subject and course integration in the teaching of critical thinking skills in libraries, (3) the necessity of reaching undergraduate students, and (4) the special challenges of teaching critical thinking skills in an age when technology is changing so rapidly. [ABSTRACT FROM AUTHOR]

In the past few years, the MIT Libraries has been focused on how to turn declining reference statistics, new modes of technology, users' increasing needs and expectations, and constrained staff resources into a robust and valued reference service. A two-year experiment based on chat technology raised questions about future reference service. This article describes how library staff worked together to envision a future of reference at MIT that would incorporate the values of reference, needs of the users, and infrastructure of the Libraries. The final product was the Reference Vision, which now guides all of our new reference services. [ABSTRACT FROM AUTHOR]