New articles: EBP vs. ACRL; students prividing peer reference

Adams, N. (2014) A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice. College and Research Libraries, 75 (2), 232-24. "A comparison of the 'Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education with the commonly accepted Evidence-based practice (EBP) model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information." http://crl.acrl.org/content/75/2/232.abstract

Bodemer, B. (2014) They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction. College and Research Libraries, 75 (2), 162-178. "Peer learning dynamics have proven powerful in collegiate contexts. These dynamics should be leveraged at the undergraduate level in academic libraries for reference provision and basic information literacy instruction. Drawing on the literature of peer learning, documented examples of peer reference and instruction in academic libraries, and preliminary evidence from current practice at California Polytechnic State University San Luis Obispo, this article provides support from the pedagogical standpoint that undergraduates not only can provide peer reference and instruction, but should. The relevance to other institutions and additional assessment methods for establishing the efficacy of peer instruction are also discussed." http://crl.acrl.org/content/75/2/162.abstract
Photo by Sheila Webber: Alhambra from mosque garden, March 2014