Solar salterns are extreme hypersaline environments that are five to ten times saltier than seawater (150-300 g L(-1) salt concentration) and typically contain high numbers of halophiles adapted to tolerate such extreme hypersalinity. Thirty-five halophile cultures of both Bacteria and Archaea were isolated from the Exportadora de Sal saltworks in Guerrero Negro, Baja California, Mexico. 16S rRNA sequence analysis showed that these cultured isolates included members belonging to the Halorubrum, Haloarcula, Halomonas, Halovibrio, Salicola, and Salinibacter genera and what may represent a new archaeal genus. For the first time, metabolic substrate usage of halophile isolates was evaluated using the non-colorimetric BIOLOG Phenotype MicroArray plates. Unique carbon substrate usage profiles were observed, even for closely related Halorubrum species, with bacterial isolates using more substrates than archaeal cultures. Characterization of these isolates also included morphology and pigmentation analyses, as well as salinity tolerance over a range of 50-300 g L(-1) salt concentration. Salinity optima varied between 50 and 250 g L(-1) and doubling times varied between 1 and 12 h.

Librarians recognize that they occupy an online presence in the lives of students, particularly with the rise in use of online resources and increased library integration with campus learning management systems. Self-regulated learning are personal behaviors that move individuals toward their goals. As students increasingly work at a distance, librarians must find ways to support self-regulation in online settings. Using Universal Design for Learning as their guiding framework, the authors share best practices from the literature, and their own experiences, to support self-regulated learning in learning management systems when creating library resources and teaching information literacy.

Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.

As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians. IntroductionAcademic librarians have conducted classroom instruction for well over a century, but only in the last 30 years has the focus of "librarian-as-teacher" evolved, thanks in part to the changes in academic curriculum, student body demographics, and expansion of information technology in higher education (Walter, 2008). The push on many campuses to integrate information literacy skills throughout the curriculum, the growing exigency to assess information literacy skills for accreditation, and the inclusion of these skills in learning outcomes assessment place academic librarians squarely in the middle of these campus discussions. More than ever, librarians collaborate with discipline faculty and take an important role in instruction (Meulemans & Brown, 2001). Academic librarians have "strived to expand bibliographic instruction (BI) into a larger concept -information literacy -as a method for ensuring their inclusion within the traditional professoriate" (Davis, 2007, p. 81). Many academic positions in the field now require librarians to teach "one-shot" classes where a librarian is asked to teach one session of a professor's class. In these oneshot class sessions, librarians introduce students to library resources and/or help with a specific research project the professor has assigned. In some cases, librarians also teach semester-long information literacy courses, often without formal training (Davis, 2007).

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