This qualitative, evaluative case study details the conceptual framing, development, delivery, and assessment of a privacy literacy workshop called Digital Shred. The workshop is a multi-institutional effort offered initially in-person in fall 2019 and adapted to virtual delivery in fall 2020. The conceptual framework underlying the workshop includes reputation management, behavioral surplus, data doubles, data governance, and information security damage assessments. Learning outcomes and activities were inspired by inclusive, responsive, active learning pedagogy. Anonymous formative assessment feedback suggests that participants are motivated by the personalized learning activities and value this theory-informed approach to privacy literacy.

Beginning in the summer of 2021, Alexandrea Glenn and Michelle Nolan launched a pilot undergraduate peer mentoring program and hired a cohort of four undergraduate students. Over the course of the summer semester, these students attended weekly seminars, explored the George A. Smathers Libraries, and created their own “Undergraduate Guide to the Libraries” aimed at first-year undergraduate students. In this Source article, Alexandrea and Michelle will briefly reflect on their own experiences entering academic libraries as college students, describe the peer mentoring pilot program and the creation of the guide, and showcase the perspectives of the student cohort. We interviewed the students from the cohort to hear more about what they learned, why they decided to make their guide, and what recommendations they have for better connecting the Libraries to the undergraduate student body.