Too many history students struggle with the citation practices that are central to the historical method. They document their sources incorrectly--or not at all--and do not know what to do with the footnotes and endnotes they encounter in the scholarly texts they read. This article describes the "Follow the Footnote" exercise, which…

Many of the research skills needed to succeed in higher education are never explicitly taught. Most students learn through experience and exposure. However, working-class students don't always grow up in academic environments that provide the same exposure to these skills. This paper will explore ways to help working-class and non-traditional…

The Quality Matters™ (QM) Program is utilized by over 700 colleges and universities to ensure that online course design meets standards imperative to student success in a Web-based classroom. Although a faculty-driven peer-review process, QM provides assessment from a student perspective, thereby identifying opportunities for improvement that may…

"ARL" is the bimonthly report on research library issues and actions from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). "ARL" reports on current issues of interest to academic and research library administrators, staff, and…

This study focused on assessing the learning outcomes for a five-session model of library instruction that was applied to three English Composition II classes taught at Valencia Community College East Campus in Spring 2003. ACRL's "Information Literacy Competency Standards for Higher Education" were used to develop learning outcomes.…

This column is a collaborative effort by library media specialists and K-16 educators who write about the motivational strategies that have worked for them in teaching IL skills. Motivational strategies include ways to gain and sustain attention, increase relevance for learning information literacy skills, build confidence in students' developing…