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Based on 30 interviews with instructors who implemented affordable materials in their courses at a large research university, this study explored their motivations for using such resources, the processes they employed, and the extent to which the new course materials influenced teaching methods and perceived learning outcomes. Results suggest that most instructors were motivated by both student cost savings and hoped-for improvements in teaching and learning. Instructors' choices--such as the decision to adopt an existing textbook in full or to curate a collection of disparate materials--were strongly influenced by their perception of how well available resources aligned with their own teaching and learning goals. In general, instructors felt student learning slightly improved after they put the materials into use, but the extent of improvement seemed to vary across the approaches to implementation. Librarians can leverage these results to help motivate and support the selection and implementation of affordable materials.

Although information literacy has been fundamental to the work of teaching librarians for decades, the ways in which students develop their information literacy is not well understood. In addition, the sociocultural nature of information literacy is often neglected when attempting to assess students' information literacy development. The purpose of this study is to discover factors that could potentially enable or constrain the development of undergraduate students' information literacy through qualitative research that explores first-generation college students' experiences with research assignments throughout college.

Byline: Amanda L. Folk, Departments of Kinesiology; and; Christina A. Garcia, Departments of Kinesiology; and; Samuel H. Whitney, Athletics, Temple University, Philadelphia, Pennsylvania; Sara J. Kovacs, Departments of Kinesiology; and Abstract Folk, AL, Garcia, CA, Whitney, SH, and Kovacs, SJ. Relationship between strength and conditioning assessments and rowing performance in female collegiate athletes. J Strength Cond Res 36(6): 1618-1621, 2022--The purpose of this study was to examine the relationship between strength and conditioning variables and rowing performance, as measured by a 2000 m ergometer time, in female collegiate rowers. Twenty-four female collegiate rowers qualified for this study by completing both types of assessments and a demographic questionnaire. Pearson correlation coefficients (r) were used to determine the association between the total 2000 m ergometer time and each strength and conditioning assessment. The assessments included a 1 repetition maximum (1RM) squat and a 1RM hang clean. After this, all significant correlations were placed in a stepwise linear regression analysis to predict the total 2000 m ergometer time. The 1RM squat and 1RM hang clean correlated with 2000 m ergometer performance (p = 0.034 and p = 0.002, respectively). Only the 1RM squat emerged as a predictor of 2000 m ergometer performance. This study highlights that the 1RM squat may be a way to predict rowing performance and build successful female collegiate rowing teams.

Within the past decade, academic librarianship has increased its focus on critical librarianship and assessing student success, as well as undergoing a complete reconceptualization of information literacy. However, our assessment and scholarship related to information literacy and student success largely neglects the persistent racial and social-class achievement gaps in American higher education. This article draws upon a critical social theory commonly used in higher education research--cultural capital--to consider the ways in which information literacy as threshold concepts may enable or constrain success for students whose identities higher education has traditionally marginalized. Finally, Estela Mara Bensimon's equity cognitive frame is introduced to consider the ways in which we can ground our practice, assessment, and scholarship in our professional values of equity and inclusion.

This article introduces psychologist Carol S. Dweck's entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which librarians conduct information literacy and library instruction, as well as reference interactions. This article intends to provide a foundation for understanding if further research concerning theories of intelligence, instructional design and pedagogy, and reference practice in academic libraries is warranted. Contains notes.

This comparison seeks to determine if the three documents addressing information literacy skills and competence developed by professional library associations for postsecondary education in four predominantly English-speaking countries--the United Kingdom, the United States, Australia, and New Zealand--have similar or varying conceptions of information literacy. In a globalized society, postsecondary institutions not only prepare students to live and work within local, regional, or national contexts but also equip them to function in a global society. If conceptions of information literacy vary between countries, then graduates might not be well prepared to function successfully within this global society.

Despite the prevalence of studies exploring the effects of COVID-19 on our profession, the prevalence of Post-Acute COVID-19 Syndrome (i.e. Long COVID) and the experiences of employees suffering from Long COVID have not yet been explored in libraries of any type, including academic libraries. While many of us are now reflecting on what we learned during the pandemic and planning for the endemic period, the effects of Long COVID are still present globally. This article reports the findings of an exploratory study that seeks to address this significant gap in the literature through the administration of a voluntary online survey of academic library employees in the United States and Canada. The findings indicate that the participants experienced a wide range of symptoms, which affected their daily functioning at least a little bit. Fatigue, issues with memory and concentration (i.e. brain fog), and physical limitations were all salient to their workplace experiences, which often led to feelings of frustration and perceptions of reduced productivity. In general, the participants perceived many of their library colleagues being supportive of their Long COVID recovery; however, some did share negative and unsupportive experiences. Flexibility in completing work, as well as demonstrations of empathy and compassion, were identified as key supportive practices. [ABSTRACT FROM AUTHOR]

The purpose of this article is to demonstrate the potential relevance of academic self-beliefs to Gross's imposed query model as they apply to undergraduate students, particularly at the IQ2 (transferred) and IQ3 (interpreted) stages. The author argues that, at these two stages, students will decide if they have the skills required to be successful, how much effort they will put into the research process, and if they will seek help from an expert information intermediary. Furthermore, the author proposes an expanded model of the IQ2 (transferred) and IQ3 (interpreted) stages to be tested by future research seeking to understand how undergraduate students navigate the course-related research process. [ABSTRACT FROM PUBLISHER]

Open responses indicated that participants were interested in taking the course not only to learn more about information literacy but to learn how to teach information literacy in a more active, explicit, or reflective manner. All of the responses (15 of 15) indicated that the course was "very helpful" in I learning i more about information literacy and 13 of 15 indicated that the course was "very helpful" in I preparing to teach i information literacy. 9 For more information on the design process for the course, see Teaching Information Literacy: Developing an Online Course for Faculty (Hammons, [5]). Self-paced course The goal of the Teaching Information Literacy course is to help participants expand their understanding of information literacy, both as a concept and in practice, and to provide them with guidance for purposefully and strategically integrating information literacy into their teaching practices.[9] The course is divided into 6 main modules (see Table 2), each intended to take approximately 2 hours to complete. [Extracted from the article]

Developing a standardized protocol for pediatric exercise laboratories is challenging. Our objective was to report normal pediatric values for a continuous non-steady state cycle ergometer ramp protocol to achieve 8–10 min of exercise based on sex and weight. One hundred seventeen patients (117) [mean age 13 ± 2.8 years, range 7–18 years (51% male)] referred for chest pain with normal cardiac evaluation underwent cardiopulmonary testing on a cycle ergometer. Patients entered one of the four continuous ramp protocols (10, 15, 20, and 25 W/min ramp) to achieve an expected peak workload of 3 W/kg at an increase of 0.3 to 0.35 W/kg/min. Exercise test outcomes measured included duration, peak heart rate, work, respiratory exchange ratio, peak oxygen consumption, peak blood pressure, and ventilatory anaerobic threshold. An exercise duration of 8–10 min was achieved in a majority of the study population; however, interactions with age (older, longer duration) and sex (males, longer duration) were present. Using our algorithm (0.3–0.35 W/kg × weight), we demonstrated four non-steady state ramp bike ergometer protocols (10, 15, 20, and 25 W/min) that can be applied to males and females of different ages and weights to achieve an exercise duration of 8–10 min. [ABSTRACT FROM AUTHOR]