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This paper reports results from a mixed-methods study about how college students engage with news when questions of credibility and "fake news" abound in the U.S. Findings are based on 5,844 online survey responses, one open-ended survey question (N=1,252),and 37 follow-up telephone interviews with students enrolled at 11 U.S. colleges and universities. More than two-thirds of respondents had received news from at least five pathways to news during the previous week; often their news came from discussions with peers, posts on social media platforms, online newspaper sites, discussions with professors, or news feeds. The classroom was an influential incubator for news habits; discussions of news provided relevant connections to curricular content as well as guidance for navigating a complex and crowded online media landscape. Respondents majoring in the arts and humanities, social sciences, and business administration were far more likely to get news from their professors than were students in computer science or engineering. The interplay between unmediated and mediated pathways to news underscored the value of the socialness of news; discussions with peers, parents, and professors helped students identify which stories they might follow and trust. Opportunities and strategies are identified for preparing students to gather and evaluate credible news sources, first as students and then as lifelong learners, based on the assumption that instructors discussing news in class can demonstrate intentionally,or unintentionally, that familiarity with news is a social practice and a form of civic engagement.

As more campus locations establish intentional informal learning spaces, what, if anything, is the unique value of these spaces within the physical academic library? Using mixed methods, this study examines the relationship between students' use, satisfaction, and productivity needs at five discrete locations at a large public university. Findings from unobtrusive observations, student surveys, and semistructured focus groups reveal an interconnected ecosystem of campus informal learning spaces in which the academic library is prominently situated, providing guidance for those making decisions around the availability and design of library learning spaces.

The intent of this study was to evaluate the Guide on the Side (Gots), an online learning tool developed by the University of Arizona Libraries, and a screencast tutorial for teaching information literacy and database searching skills. Ninety undergraduate students were randomly assigned into three groups: group 1 completed a GotS tutorial; group 2 viewed a screencast presenting identical content; and a control group. Each group completed an identical 16-item post-test. An analysis of variance revealed statistically significant differences between the control group and both treatment groups, however there was no statistical difference between treatment groups. Limitations of the study and future research areas are also discussed.

This article presents an exploratory study that examines how 11 first-year writing instructors' conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries' teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors' use and applications of the ACRL Framework increased after the program, showing greater personal engagement as evidenced by more preferential application of frames most relevant to their learning goals. Moreover, instructors integrated those frames more fully into their instructional practices. The authors' analysis of instructor-created artifacts provides a unique lens into disciplinary instructors' conceptualizations of and approaches to information literacy while examining the impact of one path for collaboration and scalability of information literacy integration within a curriculum. [ABSTRACT FROM AUTHOR]

The article looks at theories of impression formation and historical feminization of librarianship and suggests ways for librarians to take charge of their image and instruction including the role of librarians in teaching and pedagogy.