Connecting the Dots in a Research Program to Develop,Implement, and Evaluate Strategic Literacy Interventions for Struggling Readers and Writers

This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance.     

Untangling the jungle of e-journal access issues using CRM software

Librarians have been struggling for years with the variety of issues arising while troubleshooting access to electronic journals. This article outlines the advantages and disadvantages of using a Customer Relations Management (CRM) software, originally designed for a call center, to communicate with patrons and track access issues. Utilizing the e-mail software used by the Reference Department at the University of South Florida, we assign incidents, correspond with patrons and staff, write internal notes, maintain transactions, and pull statistics. Hopefully, library vendors will develop software oriented to the needs of libraries to assist in managing access problems for e-journals.     

Health education for Somali Bantu refugees via home visits

Background: Somali Bantu refugees, with unique health information needs, created challenges for health and social service providers. Objectives: A service innovation was developed (i) to raise awareness, especially among local health and social service providers, about the Bantu refugees’ presence in the community, their culture, and their information needs and (ii) to deliver needed health information, emphasizing child health, to the Bantu mothers in their homes. Methods: The project consisted of: (i) a community conference targeting local health and social service providers, describing the refugees’ presence in the community, their culture, and information needs. (ii) Focus groups conducted with members of the Bantu population elicited additional information needs. (iii) Curriculum was developed based on identified needs, and (iv) the curriculum was delivered to the refugees in their homes. A clinical informationist and MP3 technology enhanced the project. Findings: Conference attendees’ evaluation responses indicated improved understanding of Bantu culture. Focus groups’ identification of health information needs provided a framework for the health education curriculum. A project website made educational materials available to other healthcare providers. Conclusions: The project raised awareness of the Bantus’ presence, culture, and information needs. Identification of other unmet needs demonstrated that additional support for refugees is required.