Introduction Chapter 1 Open access for student success Teri Oaks Gallaway and James B. Hobbs Chapter 2 The library-bookstore revisited James Lund Chapter 3 Librarians and MOOCs Loren Turner and Jennifer Wondracek Chapter 4 Trends in medical library instruction and training: a survey study Antonio DeRosa and Marisol Hernandez Chapter 5 Using digital badges to enhance research instruction in academic libraries Susan David deMaine, Catherine A. Lemmer, Benjamin J. Keele, and Hannah Alcasid Chapter 6 The librarian and the media producer: creating an audio-archive based on a unique collection Helen Fallon and Anne O''Brien Chapter 7 York College Library''s school media specialist: a new library model for easing the transition from high school to college Christina Miller and John Drobnicki Chapter 8 Unleashing the power of the IPad Michelle Currier and Mike Magilligan Chapter 9 Training library staff with badges and gamification Cyndi Harbeson and Scott Rice Chapter 10 Gamification and librarianship: a new DART-Europe ready to roll Diana Parlic, Adam Sofronijevic, and Mladen Cudanov Chapter 11 Creating connective library spaces: a librarian-student collaboration model Alexander Watkins and Rebecca Kuglitsch Chapter 12 Merging Web 2.0 and social media into information literacy instruction Rachel Wexelbaum and Plamen Miltenoff Chapter 13 Library instruction in the age of constructivism: engaging students with active learning technologies Anthony Holderied and Michael C. Alewine ng the power of the IPad Michelle Currier and Mike Magilligan Chapter 9 Training library staff with badges and gamification Cyndi Harbeson and Scott Rice Chapter 10 Gamification and librarianship: a new DART-Europe ready to roll Diana Parlic, Adam Sofronijevic, and Mladen Cudanov Chapter 11 Creating connective library spaces: a librarian-student collaboration model Alexander Watkins and Rebecca Kuglitsch Chapter 12 Merging Web 2.0 and social media into information literacy instruction Rachel Wexelbaum and Plamen Miltenoff Chapter 13 Library instruction in the age of constructivism: engaging students with active learning technologies Anthony Holderied and Michael C. Alewine ng the power of the IPad Michelle Currier and Mike Magilligan Chapter 9 Training library staff with badges and gamification Cyndi Harbeson and Scott Rice Chapter 10 Gamification and librarianship: a new DART-Europe ready to roll Diana Parlic, Adam Sofronijevic, and Mladen Cudanov Chapter 11 Creating connective library spaces: a librarian-student collaboration model Alexander Watkins and Rebecca Kuglitsch Chapter 12 Merging Web 2.
0 and social media into information literacy instruction Rachel Wexelbaum and Plamen Miltenoff Chapter 13 Library instruction in the age of constructivism: engaging students with active learning technologies Anthony Holderied and Michael C. Alewine ng the power of the IPad Michelle Currier and Mike Magilligan Chapter 9 Training library staff with badges and gamification Cyndi Harbeson and Scott Rice Chapter 10 Gamification and librarianship: a new DART-Europe ready to roll Diana Parlic, Adam Sofronijevic, and Mladen Cudanov Chapter 11 Creating connective library spaces: a librarian-student collaboration model Alexander Watkins and Rebecca Kuglitsch Chapter 12 Merging Web 2.0 and social media into information literacy instruction Rachel Wexelbaum and Plamen Miltenoff Chapter 13 Library instruction in the age of constructivism: engaging students with active learning technologies Anthony Holderied and Michael C. Alewine R> Chapter 9 Training library staff with badges and gamification Cyndi Harbeson and Scott Rice Chapter 10 Gamification and librarianship: a new DART-Europe ready to roll Diana Parlic, Adam Sofronijevic, and Mladen Cudanov Chapter 11 Creating connective library spaces: a librarian-student collaboration model Alexander Watkins and Rebecca Kuglitsch Chapter 12 Merging Web 2.0 and social media into information literacy instruction Rachel Wexelbaum and Plamen Miltenoff Chapter 13 Library instruction in the age of constructivism: engaging students with active learning technologies Anthony Holderied and Michael C. Alewine.