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Graduate students are often thought of as mature researchers capable of figuring things out on their own, but they face special challenges in developing as novice scholars. This study adopts the lens of socialization and uses semi-structured interviews with dissertating graduate students in the humanities and social sciences at a large public research university to investigate how they understand their own practices of skills development, information seeking, networking, and forging a professional identity. It finds that students face considerable ambiguity in terms of expectations for the dissertation and whom they can go to for help, and that many needs are not being met by their home departments. The existence of these unmet needs and variability in where students get help imply that there is a space for librarians to become a part of the developmental support networks of even advanced graduate students. [ABSTRACT FROM AUTHOR]

Academic libraries are providing more instruction than ever to increasingly diverse audiences. Librarians have also shown increased interest in learning theories and instructional design (ID). However, there has not yet been a systematic survey of the literature on how librarians are using ID models and systematic ID in professional practice. The researchers conducted this scoping review of journal articles published since 1990 to look at what ID models or systematic ID are used in academic library instruction and what is role and influence of ID. Nine databases were searched to identify articles. Of the 11,221 abstracts, 58 articles described use of a systematic ID or an ID model to create an instructional product. The review found that ID models were sparsely represented in the literature and that it often appeared in a simplified or adapted form. However, it held particular promise as a tool for collaboration and reflective teaching practices. While instruction represents a major skillset in academic librarianship, the application of ID needs further representation in the scholarly literature. Further reflection on librarian use of ID can inform teaching practices committed to accountability in higher education and learner centeredness for their populations. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The article discusses the proceedings of the February 19, 2010 conference "Mad World: Sex, Politics, Style and the 1960s," held at the University of Illinois. Topics discussed included various aspects of the television program "Mad Men" including its portrayal of historical change during the 1960s, masculinity and the Civil Rights Movement.

A personal narrative is presented which explores the authors' experience of teaching other teachers during a professional development seminar on teaching literature.