In order to develop best practices for online video library tutorials, this research study used an interview-based research method to investigate usability, findability, and instructional effectiveness. The findings document student learner preferences and are the basis for guidelines for future tutorial development. 17

When I was an undergraduate student, I used a portable word processor to type all my research papers. (Does this date me too much?) In other words, formatting and typing a paper was a lot of work and had to be properly thought out ahead of time. I would write each reference on an index card, consult my dog-eared copy of the Publication Manual of the American Psychological Association, 3rd edition, and carefully write out each element of the citation, double-checking my work along the way. An errant finger could mean using White-Out on the mistake, or worse, retyping the entire page. Today' s students have it easy. They can import references into their own personal database, choose any citation style, and format a bibliography in seconds.When will we admit to ourselves that twenty-first-century students do not identify with the importance of citation style? It is an afterthought, a requirement added on to an assignment from which a professor can reliably deduct points. It is an aggravation to be dealt with right up until the paper submission date. When I was in college, we chose a citation style, usually according to our discipline, and got to know it intimately. This is simply no longer the case. As librarians, how have we adjusted to the emergence of the citation manager? With new products being released every semester and old ones being updated, should we stand behind a single product? Is it our responsibility to buy access for our students and faculty? The answer is, it depends.As librarians, we fuss over citation style details more than anyone else in the academy. As reference librarians, we endlessly answer questions about nuances of citation style management. As teaching librarians, we attest the value of academic integrity by illustrating the differences between intentional and unintentional plagiarism. As technology experts, we demonstrate and explain functions of the tool. And as discerning collection managers, we purchase citation management tools. But with so many choices available, how

Although recent archival scholarship promotes the use of primary sources for developing students' analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction, and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives' Student Life and Culture Archival Program

Amid movements that recognize undergraduate students as knowledge creators, transformative work is being done at the intersection of information literacy and scholarly communication. Absent from the literature so far is research related to students' perception and understanding of scholarly communication. This paper reports a mixed methods study at two major research universities in the United States, where undergraduate student researchers were surveyed and interviewed about their scholarly communication practices and perceptions. This work informs development of programming at the intersection of scholarly communication and information literacy in general, and for those involved with undergraduate research experiences in particular. The SettingThis research study was conducted over three terms beginning in summer 2014 at Purdue University and the University of Illinois at Urbana-Champaign. Both are public landgrant institutions, founded in 1869 and 1867, respectively.

In Spring 2009, the University of Illinois at Urbana-Champaign Library conducted a significant new survey of distance learners enrolled in offcampus or online graduate programs. Exploring distance learners' perceptions about and use of library services, the survey of 146 students reveals opportunities to better meet the research needs of distance learners whose graduate work may demand extensive use of library resources. The survey affords insights into distance learners' communication preferences, and their particular research needs. Findings from this survey have informed one academic library's strategy to begin addressing important questions in library instruction for distance learners.