Mental health and well-being is of increasing concern on college campuses. Grounded in feminist pedagogy and an ethic of care, this study asks what roles instruction librarians perceive themselves as having in supporting student mental health and what strategies they use in the classroom to address student affect and emotions.

The academic library field claims to value social responsibility, open access, equity, diversity and inclusion (EDI). But academic library journal practices do not always reflect these values. This article describes a mixed-method study designed to operationalise and measure these values in practice.

For almost 20 years, instruction librarians have relied on a variety of models to teach students how to evaluate printed and web-based materials. This paper presents a new evaluative approach for teaching students to see information as the agent, rather than themselves.

This quasi-systematic review uses a critical disability framework to assess definitions of disability, use of critical disability approaches, and hierarchies of credibility in library and information science (LIS) research between 1978 and 2018.

Research and course guides typically feature long lists of resources without the contextual or instructional framework to direct novice researchers through the research process. This research offers academic libraries an alternative approach to existing methods of helping students.