Crossing a bridge: The challenges of developing & delivering a pilot information literacy course for international students

The article fits into the category of Case Study as defined by the Emerald Publishing Group : Describes actual interventions or experiences within organisations. May well be subjective and will not generally report on research. Purpose To describe the challenges involved in developing and delivering a pilot library skills course to a group of international Bridging Studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges. Design / Methodology / Approach The article documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined. Findings The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process. Research limitations / implications The project is still at a pilot stage of development. The paper provides a short-term view of one small academic library‘s experience of working with international students. No full-scale student survey has been conducted to date. Practical implications This account of WIT Libraries experience of developing and delivering an accredited information skills course for the Bridging Studies group is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. Originality / value Offers practical solutions for libraries in similar positions. The successful diversification of the traditional library role is likely to be of interest to all members of the library profession. Keywords: Academic libraries, ESL, Information literacy, International students, Learning outcomes, Learning support, User educatio

Breaking a leg : going on stage with the educators

This article is a sketch of developments to date in the area and is, more specifically, an account of the experience of the library staff involved in Learning Support at Waterford Institute of Technology (WIT). The article examines the background to the educational experience in libraries, and major trends and resources in the area of library education. It also considers emerging strategies, making particular reference to how they are being translated into practical activities at WIT

On the catwalk: WIT Libraries learning support model

The need for Learning Support programmes in academic libraries is discussed. The development and progress of WIT Libraries programme, from its origin in 1996 to its present day initiatives, is documented. The service began on a small scale in a small library building in 1996. Today, seven years and a new library building later, the service is going from strength to strength. Advances have been made in line with learner needs and expectations and according to the goals of the Library Strategic Plan. The programme currently consists of a number of modules, including a specific programme for 1st years, one for 2nd to final years and tailored research sessions for postgraduates and staff. Furthermore, it incorporates a combination of modes of delivery. Face-face training is complemented by an evolved online element

Exploring the impacts of microplastics and associated chemicals in the terrestrial environment – Exposure of soil invertebrates to tire particles

Highlights • Negative impacts of tire particles on soil invertebrates are possible at roadsides. • Tire particles slightly decreased reproduction and survival of springtail F. candida. • Tire particles decreased AChE activity of isopod P. scaber. • No dose-dependent effects of tire particles on enchytraeid E. crypticus observed. • Tire particles contained a variety of potentially harmful substances.Abrasion of tire wear is one of the largest sources of microplastics to the environment. Although most tire particles settle into soils, studies on their ecotoxicological impacts on the terrestrial environment are scarce. Here, the effects of tire particles (<180 μm) on three ecologically relevant soil invertebrate species, the enchytraeid worm Enchytraeus crypticus, the springtail Folsomia candida and the woodlouse Porcellio scaber, were studied. These species were exposed to tire particles spiked in soil or in food at concentrations of 0.02%, 0.06%, 0.17%, 0.5% and 1.5% (w/w). Tire particles contained a variety of potentially harmful substances. Zinc (21 900 mg kg−1) was the dominant trace element, whilst the highest concentrations of the measured organic compounds were detected for benzothiazole (89.2 mg kg−1), pyrene (4.85 mg kg−1), chlorpyrifos (0.351 mg kg−1), HCB (0.134 mg kg−1), methoxychlor (0.116 mg kg−1) and BDE 28 (0.100 mg kg−1). At the highest test concentration in soil (1.5%), the tire particles decreased F. candida reproduction by 38% and survival by 24%, and acetylcholinesterase (AChE) activity of P. scaber by 65%, whilst the slight decrease in the reproduction of E. crypticus was not dose-dependent. In food, the highest test concentration of tire particles reduced F. candida survival by 38%. These results suggest that micro-sized tire particles can affect soil invertebrates at concentrations found at roadsides, whilst short-term impacts at concentrations found further from the roadsides are unlikely

Adjunctive rifampicin for Staphylococcus aureus bacteraemia (ARREST): a multicentre, randomised, double-blind, placebo-controlled trial.

BACKGROUND: Staphylococcus aureus bacteraemia is a common cause of severe community-acquired and hospital-acquired infection worldwide. We tested the hypothesis that adjunctive rifampicin would reduce bacteriologically confirmed treatment failure or disease recurrence, or death, by enhancing early S aureus killing, sterilising infected foci and blood faster, and reducing risks of dissemination and metastatic infection. METHODS: In this multicentre, randomised, double-blind, placebo-controlled trial, adults (≥18 years) with S aureus bacteraemia who had received ≤96 h of active antibiotic therapy were recruited from 29 UK hospitals. Patients were randomly assigned (1:1) via a computer-generated sequential randomisation list to receive 2 weeks of adjunctive rifampicin (600 mg or 900 mg per day according to weight, oral or intravenous) versus identical placebo, together with standard antibiotic therapy. Randomisation was stratified by centre. Patients, investigators, and those caring for the patients were masked to group allocation. The primary outcome was time to bacteriologically confirmed treatment failure or disease recurrence, or death (all-cause), from randomisation to 12 weeks, adjudicated by an independent review committee masked to the treatment. Analysis was intention to treat. This trial was registered, number ISRCTN37666216, and is closed to new participants. FINDINGS: Between Dec 10, 2012, and Oct 25, 2016, 758 eligible participants were randomly assigned: 370 to rifampicin and 388 to placebo. 485 (64%) participants had community-acquired S aureus infections, and 132 (17%) had nosocomial S aureus infections. 47 (6%) had meticillin-resistant infections. 301 (40%) participants had an initial deep infection focus. Standard antibiotics were given for 29 (IQR 18-45) days; 619 (82%) participants received flucloxacillin. By week 12, 62 (17%) of participants who received rifampicin versus 71 (18%) who received placebo experienced treatment failure or disease recurrence, or died (absolute risk difference -1·4%, 95% CI -7·0 to 4·3; hazard ratio 0·96, 0·68-1·35, p=0·81). From randomisation to 12 weeks, no evidence of differences in serious (p=0·17) or grade 3-4 (p=0·36) adverse events were observed; however, 63 (17%) participants in the rifampicin group versus 39 (10%) in the placebo group had antibiotic or trial drug-modifying adverse events (p=0·004), and 24 (6%) versus six (2%) had drug interactions (p=0·0005). INTERPRETATION: Adjunctive rifampicin provided no overall benefit over standard antibiotic therapy in adults with S aureus bacteraemia. FUNDING: UK National Institute for Health Research Health Technology Assessment

Breaking a leg: going on stage with the educators

This article is a sketch of developments to date in the area and is, more specifically, an account of the experience of the library staff involved in Learning Support at Waterford Institute of Technology (WIT). The article examines the background to the educational experience in libraries, and major trends and resources in the area of library education. It also considers emerging strategies, making particular reference to how they are being translated into practical activities at WIT

Learning by Doing – Reactivating the Learning Support Programme at WIT Libraries

The purpose of this paper is to describe the process involved in re-designing Waterford Institute of Technology (WIT) Libraries’ information literacy programme for first year students. It is written by some of the members of the library learning support team, who deliver the programme. It describes the steps involved in the programme’s development and design, discusses the pedagogical principles that influenced the initiative, and summarises the evaluations we have undertaken to date. These evaluations have yielded positive informal and formal feedback from the students and lecturers who participated in the programme. The value of a pedagogically sound, active learning approach to information literacy training is highlighted throughout the results. By providing constructive solutions for incorporating active learning into library user education programmes, this paper is expected to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. It is likely to be of particular interest to librarians involved in information literacy education