No abstract

I would especially like to thank the original managers of this project, Janis Makarewich-Hall and Kate Hitchcock, who were responsible for initiating this project and managing the survey itself.

This study examines the relationship between formal library instruction and undergraduate student performance and persistence in higher education. Researchers analyzed two years of academic and demographic data collected from first-time freshmen at Middle Tennessee State University in an attempt to quantify the effect of librarian-led one-shot classroom instruction on students' grade point averages and their likelihood of returning to school for the sophomore year. 49[ARTICLE]

Patient navigation represents an opportunity to further the integration of palliative care with standard cancer care. This article defines palliative and hospice care and describes some of the current challenges of integrating palliative care into other forms of care. It also considers outcomes that navigation might be expected to improve for patients receiving palliative care or enrolled in hospice. These outcomes include symptom relief; communication efficacy; transitions of care; and access to palliative care, hospice, and bereavement care for families. Although these outcomes may not have been specifically assessed in patients in cancer navigation programs, they represent important outcomes for patients receiving palliative care and their families. It is recognized that the types of outcomes that are important to track for patients and families receiving palliative care should be consistent with outcomes at other stages of illness. Cancer 2011;117(15 suppl):3585-

Phase I of a 2‐phase project funded by the NSF‐National Science Digital Library Project used focus groups to determine how undergraduate science students perceive journal literature and how they use digital library resources. Their perceptions and use are contrasted with faculty and graduate teaching assistants in engineering, chemistry, and physics. Undergraduates have difficulties understanding journal articles. Although they consider themselves experts on the web, they rarely use online indexes or e‐journals unless required to for class. E‐Journals should be incrementally introduced to students starting at the time they declare a major. E‐Modules developed by the library and faculty could introduce the structure and content of articles, including links to glossaries and encyclopedias, tutorials about the publishing process, and study of the structure of articles.