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Children with or at risk of faltering growth require nutritional support and are often prescribed oral nutritional supplements (ONS). This randomised controlled trial investigated the effects of energy-dense paediatric ONS (2.4 kcal/ml, 125 ml: cONS) versus 1.5 kcal/ml, 200 ml ONS (sONS) in community-based paediatric patients requiring oral nutritional support. Fifty-one patients (mean age 5.8 years (SD 3)) with faltering growth and/or requiring ONS to meet their nutritional requirements were randomised to cONS (n = 27) or sONS (n = 24) for 28 days. Nutrient intake, growth, ONS compliance and acceptability, appetite and gastro-intestinal tolerance were assessed. Use of the cONS resulted in significantly greater mean total daily energy (+ 531 kcal/day), protein (+ 10.1 g/day) and key micronutrient Preliminary findings of this study have previously been presented at 4th International Conference on Nutrition and Growth, Amsterdam 2017 as Sorensen et al. Improved compliance, nutritional intakes and growth with a high energy density, low volume paediatric oral nutritional supplement (http://2017.nutrition-growth.kenes.com/abstract-submission/2016abstract-book#.WMq_FtJ95hF) Communicated by Mario Bianchetti

This article argues that information literacy instruction has a unique role to play in increasing academic motivation among AfricanAmerican college students. Drawing on recent work in student motivation, this article argues that perception of faculty encouragement is the single most important predictor of African-American college students' academic self-concept, trumping both academic performance (e.g., grades) and school environment (i.e., historically Black colleges or universities vs. predominantly White colleges or universities). Given this link between encouragement and academic self-concept, information literacy instruction becomes an arena in which librarians may support the development of students' selfconcept, thus increasing motivation. This article discusses the role of encouragement in information literacy instruction and suggests how to achieve greater perception of encouragement both during and after instruction. Lastly, this article considers ramifications for instructional services programs at historically Black colleges or universities by reviewing recent experiences at Bennett College for Women in Greensboro, North Carolina.

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