Publications

Rath, L. (2022). Information literacy is a social practice: A threshold concept for academic instruction librarians. Journal of Education for Library and Information Science. https://doi.org/10.3138/jelis-2021-0067

Rath, L. (2022). Factors that influence librarian definitions of information literacy. Journal of Academic Librarianship 48(6). https://doi.org/10.1016/j.acalib.2022.102597

Svrcek, N. S., Rath, L., Olmstead, K., & Colantonio-Yurko, K. (2022). “We are still putting out fires”: Considering educator intentionality in remote instruction during the COVID-19 pandemic. Education and Information Technologies, 27(1), 407-428. https://doi.org/10.1007/s10639-021-10679-w

Rath, L. (2021). Resiliency through a social practice approach to information literacy: Exploration of a threshold concept in LIS education. Proceedings of the Association for Library and Information Science Education Annual Conference (p. 211). https://www.ideals.illinois.edu/handle/2142/110974

Colantonio-Yurko, K., Olmstead, K., Rath, L., & Hutchings, M. (2021). Standing up to social injustices: Using critical literacy and global children's literature for equity. Dragon Lode, 39(2), 27-36.

Gaisser, D.J., David, T., Rath, L., Clancy, G., Lawrence, C., Munoz-Rojas, D., Jones, U., & Smalls, J. (2021). International networking guidelines for nurses. Nursing2021, 51(7), 24–32.https://doi.org/10.1097/01.NURSE.0000753964.21753.df

Kalenda, P., Rath, L., & Glor, H. (2020). Breaking the mold: Using 3D printers to support take-home science activities. Teacher Librarian 47(5), 29-36.

Olmstead, K., Colantonio-Yurko, K., Jackson, T., Jackson, J., & Rath, L. (2020). “I just have so many ideas!”: Celebrating teachers’ meaningful literacy practices in a time of mandated curriculum. Journal of Literacy Innovation, 5(1), 24-36.

Colantonio-Yurko, K., Kalenda, P., Olmstead, K., Rath, L., & Wright, A. (2020). I never knew a librarian did that! Exploring how faculty and librarian relationships support meaningful collaboration. Journal of New Librarianship, 5, 25-44. https://journals.colorado.edu/index.php/jonl/article/view/713

Rath, L., Olmstead, K., Zhang, J., & Beach, P. (2019). Hearing students' voices: Understanding student perspectives of online learning. Online Journal of Distance Learning Administration, 22(4). https://www.westga.edu/~distance/ojdla/winter224/rathbeacholmsteadzhang224.html

Olmstead, K., Colantonio-Yurko, K., Ashton, J., & Rath, L. (2019). Re-envisioning teacher education: Using DisCrit perspectives to disrupt deficit thinking. Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(1). https://digitalcommons.unomaha.edu/ctlle/vol4/iss1/4

Rath, L. & Wright, A. (2018). A pilot study of student perceptions of embedded library instruction. BRC Advances in Education, 3(1), 47-62. https://doi.org/10.15239/j.brcadvje.2018.03.01.ja04

Rath, L. (2017). Transitioning from face to face to online with USER in mind. In B. West, K. Hoffman, & M. Costello (Eds.). Creative instructional design: Practical application for libraries. Chicago, IL: ACRL.

Cimbricz, S., & Rath, L. (2016). Empowering learners to become metaliterate in a digital and multimodal age. In T. Mackey & T. Jacobson (Eds.), Metaliteracy in practice (pp. 91-112). Chicago, IL: American Library Association.

Rath, L., & Cimbricz, S. (2015). Collaborating around critical multiliteracies. Behavioral & Social Sciences Librarian, 34(2), 47-54 https://doi.org/10.1080/01639269.2015.1042816

Rath, L. (2013). Development of a knowledge base for incorporating technology in to courses. Journal of Educational Technology Systems, 42(2). doi:10.2190/ET.42.2.g

Rath, L. (2011). The effects of Twitter in an online learning environment. eLearn Magazine. Retrieved from http://www.elearnmag.org/subpage.cfm?section=articles&article=154-1