This study examined information-seeking and its predictors (information needs and barriers) in low-income pregnant women. Eighty-four pregnant women from a prenatal clinic were interviewed using three scales that measured the frequency of information-seeking from eight different sources, information needs for 20 pregnancy health topics, and 15 barriers to seeking information, respectively. Most women were black, unmarried, between 20 and 29 years of age, high school educated or less, multigravidas, and in their third trimester of pregnancy. Information needs and barriers were significant predictors of information-seeking. Together, they explained 26% of the variance in the seeking outcome. High information needs and low barriers predicted more frequent information-seeking. First pregnancy and asthma during pregnancy were significant covariates for information-seeking. Information needs and barriers are related to information-seeking among low-income pregnant women. To facilitate pregnant women's information-seeking, health care providers may assess a woman's need for information and barriers that the woman experiences when seeking information, and factors such as first pregnancy and asthma.

A team of four librarians at the University of Houston (UH) Libraries partnered with the UH Office of Institutional Effectiveness and its Director of Assessment and Accreditation Services for General Education to conduct a campus-wide, exploratory assessment of undergraduate information literacy skills. The project evaluated a selection of graduating, senior-level student papers using a rubric developed as part of the collaboration. This paper describes and discusses the collaborative rubric development and rating process, the practical implications for other librarians seeking to conduct a similar assessment, and the impact the project is having on the library instruction program.

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In recent years, the University of Houston has engaged in a campus-wide effort to raise the university to Tier-One status. The initiative has led to a significant increase in faculty's research output in the field of psychology. This dynamic change inspired the Psychology Librarian and Collection Coordinator to embark on a citation analysis to investigate two questions: how has faculty been using information for their research and how does the library's collection meet the research needs of faculty? In addition to reporting these findings, the article also describes how to use features in Scopus to simplify the data collection process. KEYWORDS citation analysis, psychology collection development, usage reports, collection assessment methodologyAs a branch of bibliometrics, citation analysis has been used to serve a wide range of purposes and to a great extent to inform collection development. Citation analysis involves collecting details of the reference lists among a selected group of publications. By counting and analyzing the characteristics of the cited references (i.e., journal titles, document types, age, subjects, etc.) librarians then identify patterns of information use among users. The results give great insight into users' information behavior, which can help to determine which resources are most valuable to a specified user group. Because data generated via citation analysis is objective and inspires evidence-based © Irene Ke and Jackie Bronicki