Purpose This study aims to report on a series of “essential audits” implemented by technical services personnel at Georgia Southern University to provide proactive troubleshooting of electronic resources. Design/methodology/approach These “essential audits” include bi-weekly link tests in the library’s A-Z database list, quarterly book and link asset tests in LibGuides and rolling authentication audits of link resolver records. Taken together, these techniques help to reduce access issues before they arise, improving overall provision of access. Findings Since implementing these “essential audits,” Georgia Southern has seen reductions in troubleshooting requests related to database-level authentication and access, as well as reductions in link-level troubleshooting requests originating from the library’s LibGuides platform and article-level troubleshooting requests originating from the link resolver. Practical implications Findings recommend implementation of regular audits pursuant to proactive troubleshooting of electronic resources and improved overall provision of access. Originality/value This case study contributes to the recent literature and discourse on electronic resource access troubleshooting by highlighting simple, proactive auditing techniques.

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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From trial to implementation, technical services staff play an important role in shaping awareness and expectations of new or updated electronic resources. With appropriate message control during the rollout process, technical services staff can positively influence understanding and awareness of resources while keeping co-workers' and patrons' expectations in check. At the same time, by embracing this public service role, technical services acts as a full partner with public services in mediating resources to patrons. This article explores technical services' public-facing role by describing a protocol for managing rollouts that emphasizes timing internal and external communications, providing training and support materials, and maintaining accuracy and objectivity in all rollout communications.

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