PurposeThe paper seeks to provide an overview of innovative high school to college collaborations and initiatives at Kent State University Library. These collaborations and initiatives may serve as models and resources for future academic library high school to college programs.Design/methodology/approachNew and innovative collaborations and initiatives aimed at fostering successful high school to college student transitions are discussed.FindingsProvides overview of the K‐12 educational environment in Ohio, the collaborative environment, and opportunities for outreach and collaborative information literacy programming with high schools. Discusses new and innovative initiatives, lessons learned and provides practical considerations.Practical implicationsThis paper may serve as a guide and point out considerations and resources to both academic and high school libraries interested in exploring, expanding or establishing high school to college transition programming.Originality/valueAcademic and high school libraries will find value in this paper's discussion of the K‐12 educational environment, which identifies strong points of alignment and potential opportunities for collaboration. In addition, these libraries will find value in this paper's discussion of lesson learned and its overview of model programs and freely available online resources.
Information literacy (IL) is a critical component of a 21st century education. Education professors are confronted with the responsibility of teaching information literacy on two levels since pre-service teachers need to become proficient in IL skills for their own success and also need to learn how to teach their future students to become information literate (Branch, 2003;Carr, 1998; Hinchcliffe, 2003). In an effort to determine the extent to which teacher education programs incorporate information literacy instruction, researchers at a large midwestern university conducted a survey of teacher education faculty in selected states. The survey sought to gather data related to faculty knowledge, inclusion, and assessment of information literacy in teacher education programs, and the degree to which there was collaboration between librarians and faculty in the teaching of information literacy skills.
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Danish Holstein dairy cows in late lactation and milked in the morning only were used as a model for dry pregnant cows to determine the effect of oral drenching with zeolite A and zinc oxide, respectively, on total serum calcium. Ten cows were assigned randomly to two groups of five cows each, given either synthetic zeolite A (group A) or zinc oxide (group B). Blood samples were drawn daily at 10 a.m. and 10 p.m. during the whole experiment, and total serum calcium was determined. Daily fluctuations in blood calcium were recorded, with morning values being consistently lower than evening values. Oral drenching with a single dose of zinc oxide of 100 mg/kg of body weight as well as with zeolite in doses of 500 g of zeolite/cow twice a day for 2.5 d was reflected in serum calcium levels. In the group given zeolite A, there was a depression in evening values of total serum calcium although the difference did not reach statistical significance. It was followed by an increase above baseline level ("overshooting"). This was interpreted as a response from the calcium homeostatic mechanisms. In the group given a single dose of zinc oxide, a decrease in total serum calcium occurred. This decrease was not followed by overshooting, indicating that the single treatment with zinc oxide did not stimulate the calcium homeostatic mechanisms. The perspective of this first attempt to reduce dry cow ration calcium availability may be seen in relation to difficulties in formulating dry cows rations from home grown forage sufficiently low in calcium to elicit a hypocalcemia protective response at calving.
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