Two Approaches to Collaborative Information Literacy Instruction at a Small Engineering School

Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations, are discussed.

Anterior approaches to the acetabulum

Since the 1960s the ilioinguinal approach by Letournel with the three anatomic windows has been successfully established for the treatment of acetabular fractures involving predominantly the anterior column. The previous standard approach, the iliofemoral approach by Smith-Petersen, is still used for the therapy of anterior wall or isolated femoral head fractures. The increase in acetabular fractures in the elderly with lateral compression fractures after lateral falls, characterized by medial displacement of the quadrilateral plate and superomedial dome impaction, led to the use of the intrapelvic modified Stoppa approach with or without the first window of the ilioinguinal approach in the 1990s. To combine the advantages of the second and third windows of the ilioinguinal approach and the medial view of the modified Stoppa approach the Berne research group recently introduced the pararectus approach in acetabular surgery, which can be used as a less invasive acetabular surgical (LIAS) technique especially in the elderly.

Posterior approaches to the acetabulum

Posterior approaches to the hip joint were developed by Langenbeck and Kocher in the nineteenth century. Letournel created the term Kocher-Langenbeck approach which became one of the most important approaches to the hip joint. The further extension of this approach by digastric trochanteric osteotomy and subsequently by surgical hip dislocation enables visualization of the entire hip joint which allows complete evaluation of articular joint damage, quality of reduction and confirmation of extra-articular hardware. With the increasing incidence of acetabular fractures in the elderly there is a concomitant increase of complicating factors, such as multifragmentary posterior wall fractures, dome impaction, marginal impaction and femoral head damage. These factors are negative predictors and compromise a favorable outcome after acetabular surgery. With direct joint visualization these factors can be reliably recognized and corrected as adequately as possible. Surgical hip dislocation thus offers advantages in complex posterior wall, transverse and T-shaped fractures with or without posterior wall involvement. For these fracture types surgical hip dislocation represents a standard approach in our hands.