PurposeThe purpose of this paper is to show how images and videos of search strategies can enhance student experiences in reference interactions by providing a visual and/or auditory explanation, rather than written step‐by‐step instructions. This paper explores how online screencasting tools, such as Jing, can be used to quickly create and share on‐the‐fly videos and images.Design/methodology/approachA literature review briefly discusses uses of screencasting in higher education and the implications for Millennial students, followed by a discussion of how librarians at California State University, San Marcos are creating screencasting videos and images to enhance chat/instant messaging, e‐mail, and in‐person reference interactions.FindingsBased on chat transcripts and anecdotal evidence, students find librarians' use of screencasting helpful in illustrating complex search strategies to find information resources.Research limitations/implicationsFurther research is needed to determine if screencasting is an effective learning tool for Millennial students, as well as, other library users in both reference interactions and instructional settings.Practical implicationsOnline screencasting tools are easy‐to‐use, low‐cost, and can be used in any type of library, specifically for reference services. In virtual reference, librarians can quickly create and share instructional videos rather than type detailed instructions for accessing library and information resources.Originality/valueWhile screencasting tools such as Captivate and Camtasia are widely used in library instruction, they are new to reference delivery. Since many reference interactions include instructional components, on‐the‐fly screencasting can be a useful tool to enhance the user's reference and learning experience.

Purpose-The old relationship of librarians serving the faculty as research assistants is long gone. The purpose of this paper is to ask, how can librarians and faculty become genuine partners in student learning and move towards the common goal of getting students to think critically? The authors discuss the need for librarians to initiate more collaborative conversations with professors in order to establish true partnerships with them and go on to describe how they did this using a strikingly and alarmingly frank approach. Building on this foundation, the authors discuss the need to shift from a service orientation to a partnership in student learning. Design/methodology/approach-The authors describe their work with the New Faculty Institute, a multi-day workshop that serves as an introduction to the university, to build upon their assertions regarding the need for instruction librarians to shift from a service orientation to a partnership with professors. Findings-The paper offers an action plan to develop and implement a value system that can guide collaboration with faculty. The pieces of the plan include articulating a teaching philosophy, craft and clarify personal policies, develop and practice responses and have confidence in your expertise. Originality/value-Developing partnerships with professors may sometimes require librarians to respond differently to requests from professors that are problematic. Doing so requires a move away from a service orientation, but towards collaborative efforts to support student learning.

Reference service via instant messaging (IM) has significant potential to benefit distance learners. There has been wide experimentation with IM to expand reference services in libraries across the US, with mixed results. Concern has been expressed that IM cannot provide the same reference experience as face-to-face interactions. One academic library, California State University, San Marcos (CSUSM) has provided local reference service via IM since 2007 and the authors will present evidence that IM can provide distance learners, as well as other library users, with greater access to librarians, while fostering high user satisfaction.

Introduction This study aims to determine the adequacy of current institutional standard practice for CINV prophylaxis for EPOCH and R-EPOCH at The Ohio State University James Cancer Hospital. Methods Single-center, retrospective analysis was performed including all patients receiving EPOCH or R-EPOCH chemotherapy for Non-Hodgkin’s lymphomas from 1/1/2012 to 6/30/2017. The primary endpoint was rate of CINV events, which included usage of more than 50 percent of available doses of breakthrough antiemetics while inpatient, hospitalization due to CINV or related complications, or adjustments made to the CINV prophylactic or breakthrough regimen during current or subsequent cycles. Secondary endpoints included determining prescriber adherence to institutional standard CINV prophylaxis, characterization of adjustments to the antiemetic regimen following the incidence of CINV, and identification of high-risk patients that may benefit from additional CINV prophylaxis. Results Of 111 patients, 54 (48.6%) experienced CINV events with any cycle of EPOCH or R-EPOCH chemotherapy. Of those patients, 17 (31.5%) received institutional standard CINV prophylaxis at baseline, 8 (14.8%) received additional scheduled antiemetics, and 26 (48.1%) were prescribed additional breakthrough antiemetics with their first cycle of EPOCH or R-EPOCH. Younger age, diagnosis of anxiety, and previous susceptibility to nausea were significantly associated with CINV events. Conclusion This study illustrates the inadequacy of current institutional standard for CINV prophylaxis for patients receiving EPOCH and R-EPOCH, highly emetogenic chemotherapy regimens. With nearly half of included patients experiencing CINV events, and most initially receiving more than our standard prophylaxis, changes to our standard antiemetics used with this chemotherapy regimen are needed.