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In chapter 13, Sarah P. C. Dahlen and Jeff D. Corrigan describe how their library developed an assessment tool to determine the information literacy skills and library knowledge of their transfer students to better understand and support them. This, combined with the fact that transfer student populations are growing, motivated the editors to encourage other librarians to share their transfer student programming success stories. Edited by Nancy Fawley, Ann Marshall, and Mark Robison. [Extracted from the article]

This case study details a library instruction activity developed by a team of academic librarians, which intended to leverage experiential learning to make students and faculty aware of the function, capabilities, and limitations of text-generating artificial intelligence (AI) tools like OpenAI's ChatGPT. The activity is described, with its development connected to key instructional theories and frameworks. Feedback is shared from student, faculty, and librarian perspectives, and future possibilities for academic librarians to grow and adapt similar AI literacy activities are explored. [ABSTRACT FROM AUTHOR]