https://palrap.org/ojs/palrap <div>A peer-reviewed, open access journal, sponsored by the <span style="text-decoration: underline;"><a href="http://www.palibraries.org/?page=CRD" target="_blank">College and Research Division of the Pennsylvania Library Association</a></span> (CRD-PaLA).</div><br /><div><span style="text-decoration: underline;"><a href="https://www.palibraries.org/general/register_member_type.asp"><strong>Membership in PaLA</strong></a></span> helps to support <em>PaLRaP.</em> <span style="text-decoration: underline;"><strong><a href="https://www.palibraries.org/donations/donate.asp?id=10777">Donations</a></strong></span> are<em></em> also encouraged to sustain and grow this publication.<span style="text-decoration: underline;"><strong><a href="https://www.palibraries.org/donations/donate.asp?id=10777" target="_blank"><br /></a></strong></span></div><div><hr /><div><strong>Authors:</strong> Please review the <span style="text-decoration: underline;"><strong><a href="/ojs/index.php/palrap/about/editorialPolicies" target="_blank">Section Policies</a></strong></span> and <span style="text-decoration: underline;"><strong><a href="/ojs/index.php/palrap/about/submissions" target="_blank">Submissions Page</a></strong></span> to upload your manuscript(s). Have a news item to share? Use our new <span style="text-decoration: underline;"><strong><a href="https://docs.google.com/forms/d/1LWUL8re8hvFf3ZI6ftsd3MjcBcg9uG7Ccr1OOwbzvG0/viewform" target="_blank">submission form for news items</a></strong></span>.</div><hr /></div> University Library System, University of Pittsburgh en-US Pennsylvania Libraries: Research & Practice 2324-7878 <p>Authors who publish with this journal agree to the following terms:</p><ol><li>The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.</li><li>Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.</li><li>The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a <a title="CC-BY" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a> or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:<ol type="a"><li>Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;</li></ol>with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.</li><li>The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.</li><li>Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.</li><li>The Author represents and warrants that:<ol type="a"><li>the Work is the Author’s original work;</li><li>the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;</li><li>the Work is not pending review or under consideration by another publisher;</li><li>the Work has not previously been published;</li><li>the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and</li><li>the Work contains no libel, invasion of privacy, or other unlawful matter.</li></ol></li><li>The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.</li></ol><p><span style="font-size: 75%;">Revised 7/21/2020. Revision Description: Updated to APA 7th style. <br /></span></p> https://palrap.org/ojs/palrap/article/view/307 Kate Cummings Copyright (c) 2025 Kate Cummings https://creativecommons.org/licenses/by/4.0 2025-01-13 2025-01-13 12 2 10.5195/palrap.2024.307 https://palrap.org/ojs/palrap/article/view/304 Stephanie Campbell Copyright (c) 2025 Stephanie Campbell https://creativecommons.org/licenses/by/4.0 2025-01-13 2025-01-13 12 2 10.5195/palrap.2024.304 https://palrap.org/ojs/palrap/article/view/300 <p>This article shares how a team of a librarian and two professors worked together to develop, implement, and support students through a collaborative project for two Communication courses, one in the United States and one in the Czech Republic. In this project, students learned to use Zotero Groups for resource sharing, and sharpened their skills to discover, assess, and contextualize a broad spectrum of media sources. The class was experimental, and the use of Zotero did not go as smoothly as planned. This provided us with additional insights into how use of the tool might work better in the future. We share the success and challenges of that process, with recommendations for future projects.</p> Sara Kern Lynn Cockett Copyright (c) 2025 Sara Kern, Lynn Cockett https://creativecommons.org/licenses/by/4.0 2025-01-21 2025-01-21 12 2 10.5195/palrap.2024.300 https://palrap.org/ojs/palrap/article/view/302 <p>This article explores the integration of a generative AI chatbot into undergraduate education to enhance information literacy. By leveraging the ACRL Framework for Information Literacy, specifically the '<em>Scholarship as Conversation'</em>, '<em>Research as Inquiry</em>', and '<em>Searching as Strategic Exploration</em>' frames, the authors argue that AI tools can improve students' research skills while emphasizing the importance of critical reading and resource verification. Using scaffolding with AI supports students transitioning from their current skill levels to achieving specific learning objectives. The paper reviews the impact of generative AI on higher education and proposes two adaptable assignments for classroom use. The article concludes that effective use of AI in educational settings can enhance learning outcomes and prepare students for the complexities of modern research practices while promoting ethical information usage.</p> Denise A. Wetzel Justin Kani Copyright (c) 2025 Denise Wetzel, Justin Kani https://creativecommons.org/licenses/by/4.0 2025-01-13 2025-01-13 12 2 10.5195/palrap.2024.302 https://palrap.org/ojs/palrap/article/view/305 Jacob Gordon Copyright (c) 2025 Jacob Gordon https://creativecommons.org/licenses/by/4.0 2025-01-13 2025-01-13 12 2 10.5195/palrap.2024.305