Yearly Archives: 2026

From Instruction Anxiety to Instruction Confidence: Lessons from an Accidental Teacher

Essay, , , , ,

Lindsay Grubin Wong
Georgia State University Library – Dunwoody
Learning & Engagement Librarian
lwong11@gsu.edu

Abstract

Many academic librarians enter instructional roles without formal training in education, often leading to feelings of anxiety, self-doubt, and imposter syndrome. This reflective article explores the process of developing confidence as a librarian instructor through lived experience rather than formal pedagogical training. Drawing on personal experiences, it examines common early challenges such as overpreparing, overexplaining, and focusing on performance over student learning. It also highlights key shifts that supported growth, including redefining instructional roles, prioritizing student-centered learning, embracing reflection, and seeking mentorship and community. By emphasizing vulnerability, authenticity, and gradual skill development, this article offers practical insights and encouragement for new librarians navigating instruction for the first time.

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Drawing Students In: Doodletober and the Power of Seasonal Creativity in Academic Libraries

Peer-Reviewed Article, , , , , , ,

Mary Katherine Kearns, MLIS, CA
Assistant Librarian/Assistant Professor
Nicholls State University
Thibodaux, Louisiana

Abstract

What if a simple doodle could transform a library into a hub of creativity, community, and seasonal engagement? Doodletober is a low-pressure, participatory art initiative designed to engage students in imaginative expression within an academic library setting. Inspired by Inktober, students responded to weekly Halloween-themed prompts through doodling, enabling participation across skill levels. A high-visibility display encouraged participation and informal peer engagement.

Over four weeks, 68 participants contributed to the activity. Many additional library users engaged with the evolving display as viewers. This case study suggests that small-scale, playful programming can provide meaningful opportunities for student engagement and reinforce the library as a space for both research and informal creative expression.

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Beyond Support: Librarians as Leaders in Study Abroad Programs

Peer-Reviewed Article, , , ,

Gretchen Dreimiller
Director of Library Resources
Beacon College

Introduction

I spent the fall 2025 semester leading my college’s study abroad program in Prato, Italy. I am director of the library, but I also hold a master’s degree in English and have several years of teaching experience in that subject as well as providing information literacy instruction. Eight years ago, while I was an English instructor, myself and my partner, an art professor, led the inaugural study abroad program at our college. Now in the role of librarian, I was unsure if my application to teach would be accepted. We have a small team in the library and are always busy teaching classes, holding workshops, meeting with students individually, and collaborating with others across campus to offer fun events for members of the college community. Some considered it a bit strange to have a librarian be one of the faculty representatives for our study abroad program. While I do have teaching responsibilities, there are many other tasks to juggle that would have to be covered by the assistant director. I would also be offering research-based classes in a program that typically emphasizes more fun electives connected with the travel abroad experience. Nevertheless, I was able to plan accordingly with the other librarians, and the administration did see the value in allowing me to be part of this program.

As the semester progressed, it occurred to me that college students would benefit greatly from having a librarian help them navigate the study abroad adventure and this is something I strongly advocate more colleges consider, especially with the incredible rise of generative AI in the academic environment. The information literacy skills librarians have been trained to promote makes it even more critical that those in the higher education environment are more comprehensively folded into the college experience, including being actively involved and even leading initiatives where formerly they took a more support service positioning. Librarians are uniquely qualified to lead study abroad programs, addressing information literacy lessons and extending learning beyond the classroom.

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Planning for Play: Models for Celebrating Ludomusicology Discourse in Academic Libraries

Peer-Reviewed Article, , , ,

Sabino Fernandez, Coordinator of Music Acquisitions & Processing, the University of North Texas

Steven S. Sellers, Music Metadata and Digitization Librarian, the University of North Texas

Kristin Wolski, Music Information Literacy and Outreach Librarian, the University of North Texas

Abstract

Research about video game music and sound design, often referred to as ludomusicology, is an emerging field of academic study that has experienced a surge of activity in the last two decades which correlates to the popularity of video games as a form of media. Despite this growing interest, there is a gap in library resources related to the field including scores, soundtracks, literature, and other materials. To meet the demand of this relatively new field of scholarship, the authors of this article build on the work of researchers like Karen Collins and Tim Summers and share their strategies for promoting and supporting video game music resources in the library of a large R1 research institute. Video game music is an important part of culture and has a worthy place in academic libraries to be researched and enjoyed, and the methods in this case study discussed are based on real world problems, solutions, and examples that the authors and their collaborators encountered when embarking on this project. The following strategies describe the practical steps taken by the University of North Texas Music Library to address resource gaps and promote the collection, serving as a template for other types of libraries and learning environments.
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The Design and Deployment of Research and Education Advisories for Graduate Medical Education Programs

Peer-Reviewed Article, , ,

By Lyubov Tmanova, MLIS
Research Librarian
Darnall Medical Library
Walter Reed National Military Medical Center
Bethesda, MD

Abstract

Objectives: This study aimed to design information support for medical residents engaged in research. It also sought to assist GME program leaders in enhancing GME programs trainees’ research skills and competencies by providing advice on research quality and evaluating scholarly research.
Methods: The study employed a qualitative research design to assess the scholarly publications of GME trainees and the Walter Reed National Military Medical Center (WRNMMC) scholarly community. Based on environmental scan and data analysis findings, two research projects, Research Quality Advisory (RQA) and Research Information and Education Advisory (RIEA), were developed.
Results: The study identified publication trends of GME trainees and the WRNMMC scholarly community. These findings were instrumental in enhancing library research support for GME program leaders and implementing research information mentorship in GME programs. Additionally, the data accelerated the development of a specialized guidance program to support medical residents in research and scholarly communication.
Conclusions: This study addresses the research gap in scholarly mentorship. A model integrating information, specialized support, and educational intervention has been developed in this study to improve information and research literacy in GME trainees. An Academic Research Advisory (ARA) initiative and research intervention models effective for research mentorship and collaborative educational effort of GME program directors and research librarian are highlighted. Additionally, recommendations for integration of research support and mentorship in military setting are included. The findings of this study will shape future strategies to enhance medical residents’ skills and competencies in information and research literacy.

Disclaimer: The views expressed in this manuscript are those of the author and do not necessarily reflect the official policy of the Department of War or the U.S. Government. The identification of specific products or scientific instrumentation is considered an integral part of the scientific endeavor and does not constitute endorsement or implied endorsement on part of the authors, DOW or any component agency.

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