Leslin H. Charles' research interests include student engagement, metacognition, information literacy, and assessment of student learning. At Rutgers University, Leslin leads the libraries’ efforts to develop pedagogically sound learning experiences and appropriate assessment strategies in collaboration with librarians, teaching faculty, and relevant campus partners.
She is the recipient of the 2022 New Jersey Library Association/ACRL-NJ Research Award for the 2021 publication titled, Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship. College & Research Libraries, 82(3), 370. https://doi.org/10.5860/crl.82.3.370.
She also received the 2018 Faculty Award for Outstanding Generosity and Commitment to Students, from the Office of Undergraduate Academic Affairs, Rutgers University.
Leslin is currently on the Fulbright Specialist roster, 2020 - 2025.
Dalal, H., Dempsey, M., Charles, L. H., Berg, C., Bushby, R. & Dalrymple, J. (2022). Intentional librarian-student interactions during COVID-19: A clear bridge to developing first-year student information literacy skills. Journal of Information Literacy, 16(1), 144-164. https://doi.org/10.11645/16.1.3156
Valenza, J., Dalal, H., M., Mohamed, G., Boyer, B., Berg, C., Charles, L. H., Bushby, R., Dempsey, M., Dalrymple, J. & Elliott, E. (2022). First Years’ information literacy backpacks: What’s already packed or not packed? Journal of Academic Librarianship, 48. https://doi.org/10.1016/j.acalib.2022.102566
Charles, L. H. (2021). Using a TeachMeet model to enhance collaboration in an information literacy instruction program. Journal of Academic Librarianship. 47(5). https://doi.org/10.1016/j.acalib.2021.102393
Charles, L.H., & DeFabiis, W. (2021). Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship. College & Research Libraries, 82(3), 370. https://doi.org/10.5860/crl.82.3.370
Charles, L. H. (2018). In service to Rutgers University Libraries' Instruction Program: LIS students gain instruction experience through a mutually beneficial collaboration. In T. McDevitt & C. Finegan (Eds.), Library Service and Learning: Empowering Students, Inspiring Social Responsibility, and Building Community Connections (chapter 4). Chicago, IL: ACRL. https://doi.org/doi:10.7282/T3H998TB
Charles, L. H. (2017). Embracing challenges in times of change: A survey of the readiness of academic librarians in New Jersey for transition to the ACRL Framework. Communications in Information Literacy, 11(1), 221-245. http://dx.doi.org/doi:10.7282/T3ST7SJV
Charles, L. H., Lotts, M. C., & Todorinova, L. (2016). A survey of the value of library employment to the undergraduate experience. Journal of Library Administration, 57(1), 1-16. http://dx.doi.org/doi:10.7282/T3BG2R4P
Charles, L. H. (2015). Using an information literacy curriculum map as a means of communication and accountability for stakeholders in higher education. Journal of Information Literacy, 9(1), 47-61. http://dx.doi.org/10.11645/9.1.1959
Dempsey, M. E, Dalal, H., Dokus, L., Charles, L. H., & Scharf, D. (2015). Continuing the conversation: Questions about the Framework. Communications in Information Literacy, 9(2), 164-175. http://dx.doi.org/doi:10.7282/T36975JZ