Dealing with unaffiliated distance learning students can be a daunting task for many public as well as academic librarians. This article will discuss strategies for providing reference to these students by gathering information on what services they are offered via their home institutions, and helping them navigate the often confusing landscape of library resources and services. Authors will outline the challenges and opportunities for public libraries presented by distance learners and suggest some services that might be provided for them. Finally, we will discuss the opportunities for outreach to distance learning students from both public and academic libraries.Enrollment in distance education programs in the United States is surging. The recent economic downturn has displaced hundreds of thousands of workers, many of whom are older adults looking to learn new skills or gain new certifications delivered by a convenient distance education program. Internet savvy teens and twenty-somethings are also drawn to distance learning as a comfortable medium in which to learn and study. This article will give an overview of how this growth in online and distance education has affected public libraries, placing a strain on often overburdened and underfunded institutions. Strategies will be offered for both public and academic libraries to plan and deliver the best service to their patrons.

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When it comes to updating Information Literacy modules, it can be a daunting task to know where to start. This article will explore utilizing the ACRL Information Literacy Framework to identify skill gaps in the modules, create learner-centered experiences, and incorporate 21st-century literacy skills.

This large-scale study was conducted for the purposes of determining how representative library users are compared to the whole student population, to explore how library services contribute to student success, and to position the library to be included in the institution's learning analytics landscape. To that end, data were collected as students at University of Central Florida (n = 25,336) interacted with five library service points over four semesters. Analysis revealed a positive association between students who used one or more library services and higher end-of-semester GPAs. The article emphasizes how results were disseminated and ongoing work to build an interactive learning analytics library dashboard that complements existing institutional dashboards.

Purpose -The purpose of this paper was to ask librarian Rachel Mulvihill (Head of Teaching and Engagement) and colleagues at University of Central Florida libraries about the Foundations of Excellence Transfer Initiative, an extensive, university-wide self-study program examining their transfer student needs for success and retention. University librarians participated in Foundational Dimensions groups in the first year of the program and with action groups in the second year.Design/methodology/approach -This is an interview.Findings -Participation in campus-wide initiatives to reach transfer students improved the libraries' image in the university system, strengthened inter-department connections and supported the success of transfer students. Developing personal connections with transfer students and understanding your school's transfer population needs and dialogues with feeder school can help libraries better support their student populations.Originality/value -The integration of library staff into a system-wide transfer-student assessment program is rare, if not unique.