Many tripartite motif (TRIM) proteins self-associate, forming dimers and higher order complexes. For example, dimers of TRIM5␣, a host factor that restricts retrovirus infection, assemble into higher order arrays on the surface of the viral capsid, resulting in an increase in avidity. Here we show that the higher order association of different TRIM proteins exhibits a wide range of efficiencies. Homologous association (self-association) was more efficient than the heterologous association of different TRIM proteins, indicating that specificity determinants of higher order self-association exist. To investigate the structural determinants of higher order self-association, we studied TRIM mutants and chimeras. These studies revealed the following: 1) the RING domain contributes to the efficiency of higher order self-association, which enhances the binding of TRIM5␣ to the human immunodeficiency virus (HIV-1) capsid; 2) the RING and B-box 2 domains work together as a homologous unit to promote higher order association of dimers; 3) dimerization is probably required for efficient higher order self-association; 4) the Linker 2 region contributes to higher order self-association, independently of effects of Linker 2 changes on TRIM dimerization; and 5) for efficiently self-associating TRIM proteins, the B30.2(SPRY) domain is not required for higher order self-association. These results support a model in which both ends of the core TRIM dimer (RING-B-box 2 at one end and Linker 2 at the other) contribute to the formation of higher order arrays.

Develops a model whereby information literacy competencies are formally adopted as learning outcomes for an undergraduate business curriculum. The information competencies are some of the mission driven competencies developed by a College of Business Administration at a regional university in keeping with the Association to Advance Collegiate Schools of Business standards. In one class, develops an assessment instrument to measure student learning of information literacy competencies tied to the course objectives. The performance measures and learning outcomes in the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education were used to plan an information literacy curriculum within an upper division discipline program. Provides an example of how the learning outcomes can offer guidance to course instructors when designing activities and assignments that seek to measure information competence in business courses.

The purpose of this literature review is to identify preferred instructional practices and generally accepted conceptual models for business information literacy as reported by evidence-based studies. This study examined articles from 1980 to 2009 that met criteria for evidence-based research studies of business information literacy in academic libraries. It synthesizes the research in terms of six components: study objectives; subject characteristics; theory, standard, model, or significant author cited; instruction method and assessment instruments used; results or outcomes of the study; and recommendations for future research expressed by the authors. This literature review compiles best practices for information literacy researched by academic business librarians and offers suggestions for future research that would move the discipline forward in meaningful ways.

Purpose -The purpose of this paper is to assess the body of business instruction literature by academic librarians against evolving models for evidence-based research. Design/methodology/approach -The paper used systematic review and inter-rater reliability of the literature of business information research instruction to test two attributes of research quality: the evidence-based levels of evidence and the EBLIP critical analysis checklist. Findings -Intervention questions and case studies are the most popular research methods on the EBL levels of evidence scale. The majority of articles score below 75 on the EBLIP critical appraisal checklist. Prediction questions are represented by higher levels of evidence and study quality. Intervention questions paired with the cohort design and exploratory questions paired with survey design indicate strong areas of research quality. The case study method, while most popular, showes lower scores across all question types yet revealed some high-quality benchmark examples. Research limitations/implications -Error is possible when distinguishing between cohort and case study -some articles may fall into one or the other study design. Rater training was conducted only once, and best practices for inter-rater reliability recommend multiple rounds to achieve higher rater agreement. Practical implications -Recommendations are presented for ways to improve the evidence base of research articles and suggest areas for professional development opportunities for librarian researchers wishing to increase the quality of research publications. Originality/value -The paper goes beyond the narrative review of the literature of business instruction to measure the research methods employed in those publications against two evidence-based standards. The results will show where the literature stands as a maturing discipline and provide recommendations for increasing the levels of evidence for future research.