To what extent do special librarians and information workers read the literature of their own profession? What use do they make of it? Which journals do they read? Which books do they consult?

The value of the reports of scientific conferences, congresses, and symposia, published as separate volumes, has been questioned on several grounds. It has been alleged that the papers are not adequately refereed, that some have been published before, that some do not report original work, and that many are not noted in abstracting journals and are, therefore, not easily traced in retrospective searches.

Since Bernal made his pilot survey of the use of scientific literature for the 1948 Royal Society Scientific Information Conference, at least three dozen other investigations have been reported of the needs of scientists and engineers for information, of their information gathering habits, and the use to which they put information.

In this talk I am using ‘research’ in the widest sense, to include methodical fact‐finding investigations and experiments and I am interpreting ‘information and library matters’ also in the widest sense, to include matters which affect our work very much—such as publishing procedure, techniques of writing—but over which those engaged in bur field of research can seldom have much control. I am excluding, however, research mainly concerned with public library matters and non‐specialized information.

Strategies for Academic Success is a co-curricular workshop for first-year undergraduates on metacognitive skills and learning strategies that aims to support students’ achievement of their learning goals. After multiple iterations, self-reported data has been collected, which allows us to examine and reflect on the learning strategies and habits that students have put into practice as a result of participating in the session, as well as whether the timing of session plays a role in determining the impacts of the content of study habits in students. In sum, we have found that certain strategies resonate more strongly with students based on whether they are entering university or have had at least one semester of university learning experience. Whereas there are broad applications for the strategies, knowing which strategies students gravitate toward relative to the student life cycle is useful for instructors and student success practitioners more generally.