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Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units.

Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.

Academic libraries continue to face challenges communicating their value. One dimension of this challenge is in demonstrating how information literacy relates to important measures of student learning, like course grades and motivation. This study documents the development and exploratory pilot testing of the Informed Learning scale--which is intended to produce data for institutional reporting purposes at scale in alignment with contemporary IL theory, specifically Informed Learning. Preliminary findings include small correlations between the Informed Learning scale and course grades and moderate correlations between the scale and student perceptions of their learning climate and self-determined motivation.

U.S. colleges and universities are facing the challenges of eroding public confidence and financial support, along with high failure rates, especially at a time when increasing numbers of students are matriculating. The demographic profile of students going to college is also more diverse, with students coming from lower socioeconomic backgrounds. First generation students perform worse than their peers; many students begin their postsecondary studies not "college ready." And employers report that many graduates are not prepared for the workplace. These issues are even more critical as postsecondary education is increasingly required for economic opportunity. To increase student success, institutions have directed substantial resources toward infrastructure that surrounds the classroom (advising, LMS analytics, targeted inclusion programs, supplemental instruction). They have largely ignored the process of classroom teaching and learning in the classroom. Efforts to improve undergraduate education must target what transpires in classrooms across the entire institution. Classrooms initiatives must be engaging, relevant, and appealing to a diverse group of faculty and instructors. Such initiatives must also adapt to a broad range of disciplines so they can impact a large number of students across the institution. To positively impact student engagement, motivation, and learning, instructors must utilize "high impact" practices that do not simply conform to policies or allow one to "check a box." The Purdue University "Instruction Matters: Purdue Academic Course Transformation" (IMPACT) initiative is a comprehensive multi-year campus-wide collaborative effort designed to achieve greater student-centered learning environments by incorporating active and collaborative learning as well as other student-centered teaching and learning practices and technologies into courses. The creation of a student-centered learning environment aims to foster student engagement and student competence, as well as increased attainment of course-specific learning outcomes, retention, and degree completion. Since 2011, 321 faculty from "every" academic college or school at the Purdue West Lafayette campus participated in professional development activities within an IMPACT faculty learning community (FLC). Students exposed to highly student-centered classrooms developed in IMPACT report significantly higher levels of perceived competence, ability to transfer knowledge to other relevant courses and experiences, higher learning gains, and higher motivation. Faculty interviews and focus groups show that faculty view IMPACT as a valuable source of professional development that positively impacts both their own teaching practice and student outcomes.

This paper investigated how libraries can support the transition of first-year international undergraduate students to a large research university. The research explored the students' use of libraries, their use of information to learn, and their academic and information literacy learning needs. The methods were a survey (with 135 responses) and three semi-structured interviews. Libraries should focus on basic information for these students, such as the locations of physical spaces; should develop teaching and learning rather than marketing strategies; and should work to integrate the library holistically into programs and courses for international students.

BackgroundAnorexia nervosa carries the highest mortality rate of any psychiatric disorder. Even the most critically ill anorexic patients may present with normal 'standard' laboratory values, underscoring the need for a new sensitive biomarker. The complement cascade, a major component of innate immunity, represents a driving force in the pathophysiology of multiple inflammatory disorders. The role of complement in anorexia nervosa remains poorly understood. The present study was designed to evaluate the role of complement C3 levels, the extent of complement activation and of complement hemolytic activity in serum, as potential new biomarkers for the severity of anorexia nervosa.Patients and methodsThis was a prospective cohort study on 14 patients with severe anorexia nervosa, as defined by a body mass index (BMI)

Answering user questions quickly and effectively is necessary for the continued success of reference services yet it is not sufficient. What should the strategic goals of reference services be for the long-term? We explore two different strategies—the first focusing on community building and the second on student belongingness. We highlight possible themes to explore in this area including diversity, equity, inclusivity, and accessibility, alignment with campus goals, and developing new methods to assess efficacy. [ABSTRACT FROM AUTHOR]

It is becoming increasingly clear that the autonomic nervous system and the immune system demonstrate cross-talk during inflammation by means of sympathetic and parasympathetic pathways (1,2). Weinvestigated whether phagocytes are [...]

Author(s): Markus Huber-Lang [1, 6]; J Vidya Sarma [2, 6]; Firas S Zetoune [2, 6]; Daniel Rittirsch [2]; Thomas A Neff [2]; Stephanie R McGuire [2]; John D Lambris [3]; [...]