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This study recounts the experimental implementation of a stipend program to incentivize and reward instructor use of open educational resources (OERs). The authors leveraged a statewide initiative to develop an award system based on specific criteria, and 24 instructors qualified. The authors surveyed awardees to explore their perceptions of using OERs and the utility of incentivizing that practice. All survey participants reported that the use of OERs had a highly or moderately positive impact on student learning and engagement. The majority of participants indicated curricular needs and textbook costs as the primary motivations for originally creating or adopting OERs; only one-third qualified the stipend program as either highly or moderately incentivizing. Participants also reported how they used their stipends, the challenges to OER adoption, and their recommendations for how to incentivize the practice. The authors discuss the implications for OER stipend programs generally, and they propose future research directions.

The author conducted a content analysis of papers submitted to the journal, "Communications in Information Literacy," from the years 2007-2013. The purpose was to investigate and report on the overall quality characteristics of a statistically significant sample of papers submitted to a single-topic, open access, library and information science (LIS) journal. Characteristics of manuscript submissions, authorship, reviewer evaluations, and editorial decisions were illuminated to provide context; particular emphasis was given to the analysis of major criticisms found in reviewer evaluations of rejected papers. Overall results were compared to previously published research. The findings suggest a trend in favor of collaborative authorship, and a possible trend toward a more practice-based literature. The findings also suggest a possible deterioration in some of the skills that are required of LIS authors relative to the preparation of scholarly papers. The author discusses potential implications for authors and the disciplinary literature, recommends directions for future research, and where possible, provides recommendations for the benefit of the greater community of LIS scholars.

The Editors-in-Chief of Communications in Information Literacy discuss the development of the journal's new generative artificial intelligence (AI) policy. [ABSTRACT FROM AUTHOR]

The world civilizations course is an increasingly integral component of undergraduate curricula in the United States. History instruction literature reveals much discussion about desired learning objectives for students in the course. Given today's complex educational environment, meeting those objectives can be a challenge. Instructors' frustrations are implied, and often expressly stated, regarding the poor quality of their students' research skills. This has an impact on instructors' perceptions and design of the course. As a solution, the author of this paper discusses faculty-librarian collaboration to integrate library instruction into the University at Buffalo's world civilizations curriculum. A multifaceted approach is described, which combines traditional, contemporary, and novel instructional techniques. Preliminary data collected to assess the usefulness and effectiveness of this approach are reviewed.

Introduction: A growing number of academic libraries have specialized their support for scholarly communication by creating new positions or by expanding units with a focus on providing relevant services. This study was undertaken to explore the extent to which librarians with scholarly communication responsibilities produce research and scholarship, their motivations for doing so, the nature of that productivity, and the perceived impact of that activity on their professional responsibilities. Methods: The authors administered a survey of librarians who identified as having their primary job responsibilities in scholarly communication. Results: Almost all study participants produced their own scholarly work. However, a high percentage indicated that they received no relevant training in their library degree programs, and the majority experienced imposter syndrome pertaining to their own scholarship. Although most respondents were motivated to produce research by institutional expectations for promotion and tenure, greater percentages were driven by personal or professional interests. In addition, participants indicated a strong correlation between producing their own scholarship and their ability to effectively carry out their professional responsibilities. Discussion: There may be an emerging convention for scholarly communication librarianship, i.e., one that includes open education services. Findings suggest a need for scholarly communication training to be more prominent in library degree programs. They also point to the utility of making research production a job requirement, regardless of institutional expectations for professional advancement. Conclusion: The authors argue for adjustments in library education curricula and the inclusion of research production in the portfolios of scholarly communication librarians. Future research directions are proposed. [ABSTRACT FROM AUTHOR]

Abstract Teaching information literacy skills is a major initiative for today's instruction librarians. The advent of web portals on the college campus provides a unique teaching opportunity. This paper describes [...]

The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations. [ABSTRACT FROM AUTHOR]

Copyright for articles published in Communications in Information Literacy is retained by the author(s). 13, NO. 2, 2019 Saluting Our Reviewers The original Communications in Information Literacy (CIL) review board was convened in 2006, about a year before the publication of the journal's inaugural issue. 13, NO. 2, 2019 Saluting Our Reviewers Christopher V. Hollister, Co-Editor Communications in Information Literacy Keywords: manuscript reviewers, CIL review board Hollister, C. V. (2019). [Extracted from the article]

This editorial commemorates the ten year anniversary of Communications in Information Literacy. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusess topics within the issue including information literacy classroom; information literacy learning experiences of international students at Australia's Queensland University of Technology; and literacy instruction.

The article presents notes that offer a range of strategies for developing pedagogically sound one-shot library instruction sessions or perspectives on how librarians can enhance their impact on their students' educational experiences. Librarians are reminded that students are being taught research and information literacy skills, and not nurturing proto-librarians. Ways to use learning styles to provide students with a variety of ways to learn and interact with content are provided.

The author reports on the formation of a digital archive created by students in the Introduction to Library Research Methods course that was offered at the University of Buffalo, New York. Specific information is provided regarding the course including the course's objectives and a description of the way in which the course has changed over time. The way in which wiki technology was used by students in the class throughout the semester is discussed, as are final projects that were completed by students in the class.

The article focuses on the occurrence of the inflation of scholarly periodical subscription prices which extends to non-scientific, technical and medical disciplines. The high costs of creating and maintaining electronic resources are also consuming a greater portion of the library's budget. Librarians are being forced to discontinue subscriptions to scholarly periodicals and having to explain to university students, faculty and researchers why they can no longer afford them. It is often the very publications that university faculty and researchers depend upon to remain informed and to publish their own works in to gain promotions and tenure. Libraries are being victimized by discriminatory pricing stratagems in which they, as institutional subscribers are charged more for scholarly serial publications than any other purchasing entity. Another way in which academic libraries are a captured market for the scholarly publishing industry is demonstrated in the difference between the institutional and individual consumer. he institutional consumer, which is the academic library, purchases items as separate commodities to fulfill the chronological completeness of a collection. The individual consumer is not motivated by chronological collection requirements.

An introduction is presented in which the editors demonstrate the leadership and publishing of the journal as well as the articles it covers.

An interview with Patricia Senn Breivik, author of "Higher Education in the Internet Age: Libraries Creating a Strategic Edge," is presented. She explains that librarians have been in the business longer but there is still a need to expand their role. She also shares that librarieans need to carefully design the learning experience to force students to go out and find the very ifnormation from which to do their learning and that it cannot just be done online. She also stresses the importance of pursuing information literacy within the university.

The author shares his point of view regarding "Communications in Information Literacy" ("CIL") and its availability in print form. "CIL," the author states, can be obtained through the print-on-demand service Lulu. He addresses concerns about access to the distribution of the journal, noting that print-on-demand is the future of paper-based publishing. The author comments that the model "CIL" uses generates modest but acceptable income.

The article discusses updates related to information literacy (IL) and technology. The article reports that researchers in the area of higher education provide further evidence of the need for journal literature which will focus on IL. It also adds that the launching of the "Communications in Information Literacy" has been successful and plans for CIL have been in progress since early in 2006. The author also assures the readers of more useful information in terms of collaborating, decision making and teaching.