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Special collections and archives workers have unique experiences in providing service to their patron base while also working to overcome disruption and physical displacement. The disruption may take the form of a major renovation, a closure due to natural disaster, being forced out of a library space, budget cuts, or other operational issues. This article captures the experiences of twenty-eight staff members providing access services to their subset of users, in the form of interviews, in order to reflect upon how our profession connects with, provides services to, and places value on the relationships we cultivate with the public. We sought to gain insight from those who have experienced disruptions to their services in the past in order to apply this knowledge to the pandemic situation of 2020 and 2021, as well as those experiencing major disruptions in the future. The interview responses are a general representation of what staff may endure when embarking on a project that is a major disruption to service delivery. The experiences of the participants revealed a cyclical interconnectedness between the themes, indicating the complex nature of work involving human beings. The responses provide tangible recommendations to those planning for, beginning, or experiencing a disruption. [ABSTRACT FROM AUTHOR]

During the summer of 2014, the Research and Instructional Services Unit of Meyer Library reviewed services offered on-campus, and concluded a consultation service for distance students was missing. A face-to-face research consultation service has been utilized for more than 10 years. Due to the success of this existing service, the unit wished to offer it to students unable to come to campus. The goals of virtual consultations are to give distance students the same options for research assistance as on-campus students. Namely, help students find materials, provide a degree of information literacy instruction, and establish a positive view of the library. [ABSTRACT FROM AUTHOR]

For-credit, online information literacy instruction is gaining momentum in academic libraries. It provides library outreach to a broader spectrum of students, and reinforces information literacy skills and concepts more than once. In this article, librarians from a small, private, rural, four-year university will provide an overview of their library's for-credit online research skills course for nontraditional students in the university's degree completion program. The article will identify student learning barriers, share factors that contribute to and prevent instructor burnout, and describe how data-informed decision making is used to make improvements to the curricular and course design. [ABSTRACT FROM PUBLISHER]

The purpose of this research study is to identify whether academic librarians teach upper-division students about print reference resources, and how they teach students to use them. Questionnaires were sent to library instruction and reference services e-mail discussion lists. After analyzing results, researchers found that responses focused on the themes of pro-print, pro-electronic, relevance to instruction, collection development, and marketing. Using print reference in library instruction is related to the type of research assignment and electronic format availability. Librarians may want to consider engaging students in hands-on use of print and electronic reference material, so students are able to navigate the breadth of information sources. [ABSTRACT FROM PUBLISHER]