This issue has 6 articles that focus on instruction in some capacity. The first article in the issue is called “The Reconquista Student”. It focuses on a librarian’s experience in the classroom when confronted with a student who openly espouses white nationalist, misogynist, or other bigoted view points. It explores ways to respond to these outbursts. In
“Transformative? Integrative? Troublesome?,” the researchers survey students about the six thresholds of information literacy. They determine that teachers of information literacy should directly involve students in their teaching and research practices. Students offer valuable insights that the researchers may not know about if they do not consult with them. In
“Library Experience and Information Literacy Learning of First Year International Students: An Australian Case Study,” the researchers seek to understand how international students interact with the library and how they feel about the approaches to information literacy the the librarians use. The researchers do a case study in which they have surveyed and interviewed international students to see what works and what changes need to be made to improve their library experiences. In
“SoTL in the LIS Classroom,” the researchers argue that it is important to introduce librarians in training to the concepts of SoTL like the “four critical stages of SoTL training: Exposure, Encounter, Engagement, and Extension.” By doing so, they argue that it will make the LIS students more well rounded and prepared academic librarians.
Overall, much of the work in this article is based on case studies, surveys, and in-person interviews. The overall loose theme of all of these articles is that student outcomes can be improved when teachers engage with them and ask them what works for them and what doesn’t. All four articles are based on working with people and coming up with solutions so that everyone’s information literacy skills and library experience is improved.