2014 ACRL Excellence in Academic Libraries Award Application

Robert E. Kennedy Library application for the ACRL Excellence in Academic Libraries Award. Sponsored by the Association of College and Research Libraries (ACRL) and YBP Library Services, the ACRL Excellence in Libraries Award recognizes the staff of a college, university and community college library for programs that deliver exemplary services and resources to further the educational mission of the institution. The Robert E. Kennedy Library received the ACRL Excellence in Libraries Award in the university category in 2014

Research Agenda for Library Instruction and Information Literacy

This guest editorial summarizes the updates to the published research agenda for library instruction and information literacy within the Association of College and Research Libraries (ACRL)

FY2007 Association of College and Research Libraries (ACRL) Statistical Survey: University of Rhode Island Data

The main document posted here is a report generated from the online subscription service ACRLMetrics. The report contains FY2007 data as submitted by the University of Rhode Island Libraries for the Association of College and Research Libraries (ACRL) 2006-2007 statistical survey. It also provides additional metrics calculated by ACRL. Some files are included as supplemental content: ACRL academic library survey -- URI FY2007 data.xlsx, the report (above) in spreadsheet format; ACRL Statistics 2006-07 Worksheet.pdf provided by ACRL; ACRL Statistics Questionnaire 2006-07 Instructions.pdf provided by ACRL

Simultaneous Learning about Research and Filmmaking: Informed Learning and Research Guides

Christine Bruce has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn” (2008, Preface). Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment or topic specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-Fiction Film research guide that we created aligns with the three principles and seven faces of informed learning.https://source.sheridancollege.ca/lls_books/1001/thumbnail.jp

SACS Standards 2004: A Compliance Strategy for Academic Libraries

This article first provides an introduction to and summary of Principles of Accreditation accompanied by a detailed list of provisions specifically applicable to libraries in higher education. The provisions and importance of Standards for College Libraries, approved by the Association of College and Research Libraries (ACRL) in 2000, are summarized and examples of implementation are identified. In a 2003 revision, minimal changes were made to these ACRL standards, which received final approval as the ACRL Standards for Libraries in Higher Education in June 2004. These standards now supercede the three ACRL type-of-library standards produced separately for universities, colleges, and community and junior colleges. All institutions accredited by a regional accreditation agency or professional groups that expect outcomes assessment will gain valuable information and suggestions by reviewing these ACRL standards

Women in STEM in Higher Education: An ALA Carnegie-Whitney Grant Project

Springshare Rock Star ACRL 2019 Guest presentation; Association of College and Research Libraries Conference April 10-13 Cleveland, OH

FY2011 Association of College and Research Libraries (ACRL) Statistical Survey: University of Rhode Island Data

The main document posted here is a report generated from the online subscription service ACRLMetrics. The report contains FY2011 data as submitted by the University of Rhode Island Libraries for the Association of College and Research Libraries (ACRL) 2010-2011 statistical survey. It also provides additional metrics calculated by ACRL. Several files are included as supplemental content: ACRL academic library survey -- URI FY2011 data.xlsx, the report (above) in spreadsheet format; ACRL Statistics blank worksheet 2010-2011.pdf; ACRL Statistics Questionnaire 2010-11 Instructions.pdf; ARL Statistics FAQ August 1, 2011.pdf; and ACRLFY2011 questionnaire and definitions.xlsx

FY2006 Association of College and Research Libraries (ACRL) Statistical Survey: University of Rhode Island Data

The main document posted here is a report generated from the online subscription service ACRLMetrics. The report contains FY2006 data as submitted by the University of Rhode Island Libraries for the Association of College and Research Libraries (ACRL) 2005-2006 statistical survey. It also provides additional metrics calculated by ACRL. Several files are included as supplemental content: ACRL academic library survey -- URI FY2006 data.xlsx, the report (above) in spreadsheet format; 2006 ACRL data entry printout - URI.pdf, a printout of URI\u27s final FY2006 data as entered in the ACRL Web-based form; ACRL Statistics 2005-06 Worksheet.pdf provided by ACRL; ACRL Statistics Questionnaire 2005-06 Instructions.pdf provided by ACRL

FY2014 Association of College and Research Libraries (ACRL) Statistical Survey: University of Rhode Island Data

The main document posted here is a report generated from the online subscription service ACRLMetrics. The report contains FY2014 data as submitted by the University of Rhode Island Libraries for the Association of College and Research Libraries (ACRL) 2013-2014 statistical survey. It also provides additional metrics calculated by ACRL. Several files are included as supplemental content: ACRL academic library survey -- URI FY2014 data.xlsx, the report (above) in spreadsheet format; 2014 ACRL data entry worksheet filled out.pdf; 2014 ACRL data entry worksheet as PDF interactive form.PDF; ACRL Statistics blank worksheet 2013-14.pdf; ACRL Statistics Questionnaire 2013-14 instructions.pdf, and ACRL Statistics FAQ for 2013-14.pdf

Designing information literacy instruction for the life sciences

Information literacy for the life sciences differs from other disciplines and requires an approach that addresses the specific needs of the curriculum and its students. This chapter focuses on the important aspects to consider when designing information literacy for the life sciences, including characteristics of the curriculum and students, opportunities to collaborate with instructors to integrate information literacy, and strategies for developing assessment-based approaches. It provides recommended resources, specific guidance, and practical suggestions for librarians responsible for information literacy instruction in the life sciences disciplines