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Librarians at the Utah State University (USU) Merrill-Cazier Library started working with LibGuides in 2007, and USU subject librarians quickly adopted the system. USU is a land-grant institution with a main campus of 14,000 students and several smaller regional campuses and centers throughout the state, many of which rely heavily on online resources. After seven years of working with LibGuides, a product of Springshare, approximately seven hundred research guides had been published. The guides varied in purpose and design, and we did not have a consistent or clear view of how students found or used them. We also did not have a template or a structured design, beyond some general best practices. Over time, we started to consider questions around the visibility of LibGuides, more effective ways to integrate LibGuides into courses, and possibilities of using emerging technologies to reach students where they study and conduct research. While the library had already begun manually integrating guides into Canvas, USU’s learning management system (LMS), as a way to extend our online presence, we sought a more automated integration with course and subject guides.

. © 2016 Kacy Lundstrom, Pamela Martin, and Dory Cochran, Attribution-NonCommercial 3.0 (http://creativecommons. org/licenses/by-nc/3.0/) This study explores the relationship between course grades and sequenced library instruction interventions throughout psychology students' curriculum. Researchers conducted this study to inform decisions about sustaining and improving program integrations for first-and second-year composition courses and to improve discipline-level integrations. Researchers began with transcript analysis but soon incorporated student surveys and a faculty focus group to supplement the data and influence future directions. Findings confirmed that students benefit from meaningful collaborations with the library at strategic, sequenced points in their curriculum, including at the discipline level. This research also provided concrete information that brought about change at the classroom and programmatic level. IntroductionLibrarians at Utah State University (USU) Merrill-Cazier Library have partnered with select academic departments to map research-related student learning outcomes throughout the curriculum. The library instruction program has made large strides in moving toward a cohesive, integrated instruction program that targets students at strategic points in their curriculum, including at the general education level and in the disciplines.These efforts parallel the university's curriculum mapping goals, including encouraging departments to map learning outcomes across programs and courses. USU has also been involved in tuning processes in both the elementary education and history programs. These changes support a liberal education that defines outcomes clearly for students and future employers and that develops and reinforces skills throughout a student's college experience.While the library has strong integrations at the general education level, especially in writing composition courses, its integration at the discipline level varies widely.doi:10.5860/crl.77.2.212 Making Strategic Decisions: 213One of the departments that strategically integrates with library instruction is the psychology department. Currently, two courses that have research assignments incorporate the subject librarian for a session to work with students in fulfilling their assignment.In order to expand the program, engage more deeply with departments on mapping research skills, and ensure that students are more successful as a result of sequenced library instruction, more information was needed about the impact of current practices. A positive relationship between library instruction and improved academic performance would affirm the effectiveness of current practices for librarians, students, and stakeholders and would help garner similar collaborations with less integrated departments on campus. In addition, exploring the weaknesses and strengths of library collaborations for departments that did participate more actively would provide needed information about what assumptions might exist regarding those collab...

Purpose This paper aims to investigate how teaching information creation as a process in a decentralized library classroom impacts student learning and engagement. Design/methodology/approach By using mobile technologies (iPads) and a targeted lesson design, the authors explored how these devices can be incorporated into threshold pedagogy. The study took place in a second-year composition course and was taught by librarians during a class session. Findings The findings supported by pre- and post-test scores, textual analysis and observations show that iPads did add to the engagement and learning of some students. The discussion includes student responses to the iPads, the decentralized roles of the librarian and instructor, the use of social media as an engagement tool and possible adaptations to the lesson. Originality/value This paper provides practical ideas for using iPads in higher education to engage students, particularly in targeting learning outcomes that emphasize on the changing nature and impact of the information creation process.

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