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Leslin H. Charles has special interest in 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. In 2015, through the ACRL Assessment in Action: Academic Libraries and Student Success program, she developed a longitudinal study of library impact on student learning with special focus on students in the McNair Post Baccalaureate Achievement Program.
She is the recipient of the 2018 Faculty Award for Outstanding Generosity and Commitment to Students, from the Office of Undergraduate Academic Affairs, Rutgers University. At her previous institution she was recognized as the Associate of the Year for Innovation, 2012 for developing an information literacy curriculum map. She is also a graduate of the Harvard Leadership Institute for Academic Librarians (2007) and ACRL Assessment Immersion Program (2009).
Leslin is currenlty on the Fulbright Specialist roster, 2020 - 2023.
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