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1.
Szarina Abdullah 《International Information and Library Review》2010,42(2):98-104
This paper emphasizes the significance of using evidence-based data (EBD) in measuring the outcomes of Information Literacy programs. The paper highlights the differences between data collected from evidence which is based on the actual performance of individuals who have gone through IL programs, as opposed to just perception-based data (PBD) which is predicated primarily on opinions (whether laymen or experts). The author contends that the outcomes of IL programs can be better measured based on the tangible performance of individuals who have completed an IL program, rather than by the perceptions of students or librarians. Evidence-based data are particularly useful for managers because they provide concrete evidences about specific areas of strengths and weaknesses that need improvement, and/or are otherwise valuable in planning and implementing IL programs in general. 相似文献
2.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
3.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
4.
《The Journal of Academic Librarianship》2020,46(3):102136
As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies. 相似文献
5.
The business sector has already recognized the importance of information flow for good management, with many businesses adopting new technology in data mining and data warehousing for intelligent operation based on free flow of information. Free flow of information in government agencies is just as important. For example, in child welfare, entities that fund social services programs have increasingly demanded improved outcomes for clients in return for continued financial support. To this end, most child welfare agencies are paying more attention to the outcomes of children in their care. In North Carolina, many county departments of social services have successfully adopted the self-evaluation model to monitor the effects of their programs on the outcomes of children. Such efforts in self-evaluation require good information flow from state division of social services to county departments of social services. In this paper, we propose a comprehensive KDD (Knowledge Discovery and Data mining) information system that could upgrade information flow in government agencies. We present the key elements of the information system and demonstrate how such a system could be successfully implemented via a case study in North Carolina. The next generation infrastructure in digital government must incorporate such information system to enable effective information flow in government agencies without compromising individual privacy. 相似文献
6.
《Journal of Informetrics》2023,17(3):101394
Identification of young talented individuals based on bibliometric data is not an easy task. Citation-based data usually need too long to accrue. In this study, we propose a method for the identification of potential young talented individuals which is not citation-based. Since potential talent is defined in this study in terms of early publication performance, three different indicators and their combinations were used: We not only used (1) the number of papers in high-impact journals, but also (2) the total number of papers, and (3) the number of papers as a corresponding author. An older cohort including potential talents with their first publication between 1999 and 2003 was used to find the most suitable indicator combination. Two additional indicators were used for the validation step: (1) The citation impact on the level of individual papers and (2) the number of papers that are linked to grants. The best performing indicator combination was applied to the time period 2007–2011 for identifying young potentially talented individuals who published their first paper within this time period. We produced a set of 46,200 potentially talented individuals that can be downloaded free of charge. 相似文献
7.
《The Journal of Academic Librarianship》2014,40(3-4):234-246
In spring 2012, Rider University librarians heightened their collaboration with classroom faculty to teach students in core writing classes information literacy (IL) skills during IL instruction (ILI) sessions. This quasi-experimental study assessed four pedagogical approaches for single or multi-session ILI. The conventional approach, which involves lectures, demonstrations, and hands-on time, was used in both the control and the experimental groups. The three experimental groups involved: (a) assigning students to preview the class Research Guide and take a graded quiz (Preview group), (b) engaging interactively with students during the ILI session (Active Learning group), and (c) providing multiple instruction and follow-up sessions (Multi-session group). A different pretest and posttest based on the first two ACRL Information Competency Standards for Higher Education (2000) were developed for assessment. The results showed that student knowledge of concepts included in the training improved significantly in both the control and the experimental groups, but no differences were found among the teaching methods employed. The qualitative analysis revealed that the professor in the Preview group who integrated IL cohesively in her assignments experienced more satisfactory learning outcomes. The overall low scores suggest that more powerful instruction strategies besides diversified pedagogies are needed to significantly enhance long-term retention. 相似文献
8.
Anthony Bigot Claude Chrisment Taoufiq Dkaki Gilles Hubert Josiane Mothe 《Information Retrieval》2011,14(6):617-648
To evaluate Information Retrieval Systems on their effectiveness, evaluation programs such as TREC offer a rigorous methodology
as well as benchmark collections. Whatever the evaluation collection used, effectiveness is generally considered globally,
averaging the results over a set of information needs. As a result, the variability of system performance is hidden as the
similarities and differences from one system to another are averaged. Moreover, the topics on which a given system succeeds
or fails are left unknown. In this paper we propose an approach based on data analysis methods (correspondence analysis and
clustering) to discover correlations between systems and to find trends in topic/system correlations. We show that it is possible
to cluster topics and systems according to system performance on these topics, some system clusters being better on some topics.
Finally, we propose a new method to consider complementary systems as based on their performances which can be applied for
example in the case of repeated queries. We consider the system profile based on the similarity of the set of TREC topics
on which systems achieve similar levels of performance. We show that this method is effective when using the TREC ad hoc collection. 相似文献
9.
Michael Flierl Emily Bonem Clarence Maybee Rachel Fundator 《Library & information science research》2018,40(1):30-37
Examining data from over 3000 students in 102 course sections across seven colleges of a large, public, research intensive university in the United States, this study investigates the relationships between information literacy (IL) and course-level academic performance and student perceptions of their learning environments. The results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. The results point to the efficacy of IL being integrated into learning disciplinary course content, as well as the benefit of prioritizing high-order IL activities, such as synthesizing information, over other the aspects of IL, such as searching or formatting citations. 相似文献
10.
Integrating information literacy into the academic curriculum has been a core role for the University of Auckland Library for at least 10 years. The role of subject librarians is evolving from that of being service providers to being educators who are active contributors in curricular design in higher education. However, a research project conducted by the Library found that many of its subject librarians were uncertain how to promote the integration of information literacy to academic staff, and that they felt they lacked the pedagogic knowledge and skills to do so. This paper will explore the development of a programme for subject librarians which focuses on the practical aspects of how to integrate information literacy into an academic curriculum. The theoretical basis of the programme is largely based on the doctoral research of Dr. Li Wang who developed a systematic model for integrating IL into an undergraduate programme at the University of Auckland. Elements of the programme are explained and outcomes, after two years of running the programme, are explored. 相似文献
11.
Mary R. Simons Michael Kerin Morgan Andrew Stewart Davidson 《Journal of the Medical Library Association》2012,100(4):291-296
Question:
Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning?Setting:
The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM''s educational and clinical environments.Methods:
A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians'' literature search strategies, results, and conclusions. Librarians provided support to clinicians'' literature searches and assessed their presentations using a checklist.Main Results:
Outcome data showed clinicians'' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided.Conclusion:
IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment. 相似文献12.
Benchmarking is based on the common sense idea that someone else, either inside or outside of libraries, has found a better way of doing certain things and that your own library's performance can be improved by finding out how others do things and adopting the best practices you find. Benchmarking is one of the tools used for achieving continuous improvement in Total Quality Management (TQM) programs. Although benchmarking can be done on an informal basis, TQM puts considerable emphasis on formal data collection and performance measurement. Used to its full potential, benchmarking can provide a common measuring stick to evaluate process performance. This article introduces the general concept of benchmarking, linking it whenever possible to reference services in health sciences libraries. Data collection instruments that have potential application in benchmarking studies are discussed and the need to develop common measurement tools to facilitate benchmarking is emphasized. 相似文献
13.
Many librarians take an active role in patient education, for practical and ethical reasons; however, it is important to examine the effect of such activities on health outcomes. Although the rationale for patient education is that increased knowledge leads to a change in attitude that in turn affects behavior, studies have shown that this is not always true. Furthermore, other studies have shown that patient education programs by themselves have no lasting influence on patient compliance with therapy that has been linked to improved health. Librarians should examine a variety of reasons for their involvement in patient education activities. For librarians who accept improved patient compliance as a goal, specific recommendations based on literature review are made to help implement effective strategies. 相似文献
14.
The purpose of this study was to determine the frequency and types of evaluation research methods used in communication training programs. A random sample of internal or in‐house human resource (HR) trainers were surveyed and asked to respond to a series of questions concerning evaluation practices used in planning, implementing, and assessing communication training programs. The findings suggest that: (1) HR trainers, for the most part, do not conduct needs analyses while planning communication training programs; (2) the majority of HR trainers collect data on trainees’ attitudes toward communication training programs; (3) the majority of HR trainers do not measure changes in cognitive, affective and psychomotor behaviors or job performance that may occur as a result of participation in communication training programs; (4) experimental and quasi‐experimental designs are used by only a very small percentage of HR trainers; and (5) cost benefit analyses are seldom used to assess the economic effects of communication training programs. The findings of this study suggest that although communication training programs have significantly increased in the past decade, the use of systematic and controlled evaluation research is presently not being undertaken to plan, implement, and assess communication training programs. 相似文献
15.
South-East Europe (SEE) is one of the geographic regions in the world which is lagging behind positive global Information Literacy (IL) developments. An informed, authoritative and enlightened understanding of the state of Information Literacy conceptual understanding and best practices across the region was recently provided by two important UNESCO co-sponsored workshops that addressed specific IL challenges in this part of Europe. The first meeting, the Workshop on Information Literacy Initiatives for Central and South-East European Countries, co-organized by UNESCO, with the support of the CEI (Central European Initiatives, an arm of the EU), took place in 2006 in Ljubljana, Slovenia. The second, also co-organized by UNESCO, was held in Ankara, Turkey, as a part of a series of eleven Training-the-Trainers in Information Literacy («TTT») workshops that covered all regions of the world. This paper will review and analyse some of the main policy agreements reached by the participants at these meetings, as well as best practices shared by the participants at the two workshops, and discuss remaining Information Literacy advocacy and promotional barriers. The authors will endeavour to identify region-specific barriers to IL in the SEE region and, based on the aforementioned Ankara and Ljubljana workshop outcomes, define focal points for future local and regional IL events, meetings and other initiatives that could and should be taken. 相似文献
16.
South-East Europe (SEE) is one of the geographic regions in the world which is lagging behind positive global Information Literacy (IL) developments. An informed, authoritative and enlightened understanding of the state of Information Literacy conceptual understanding and best practices across the region was recently provided by two important UNESCO co-sponsored workshops that addressed specific IL challenges in this part of Europe. The first meeting, the Workshop on Information Literacy Initiatives for Central and South-East European Countries, co-organized by UNESCO, with the support of the CEI (Central European Initiatives, an arm of the EU), took place in 2006 in Ljubljana, Slovenia. The second, also co-organized by UNESCO, was held in Ankara, Turkey, as a part of a series of eleven Training-the-Trainers in Information Literacy («TTT») workshops that covered all regions of the world. This paper will review and analyse some of the main policy agreements reached by the participants at these meetings, as well as best practices shared by the participants at the two workshops, and discuss remaining Information Literacy advocacy and promotional barriers. The authors will endeavour to identify region-specific barriers to IL in the SEE region and, based on the aforementioned Ankara and Ljubljana workshop outcomes, define focal points for future local and regional IL events, meetings and other initiatives that could and should be taken. 相似文献
17.
Purpose: This study identifies perceptions of faculty about the current level of information literacy (IL) skills of engineering students in higher education in Pakistan. It may help to design better IL programs for the tertiary level students. Methodology: The study used ACRL Information Literacy Competency Standards for Science and Engineering/Technology as the basis to assess these perceptions. Teachers of the National University of Science & Technology (NUST), who were teaching engineering students of postgraduate level, were selected as population. A structured questionnaire was sent to 113 faculty members and the response remained 80 percent. Paired samples t-test was used for data analysis through Statistical Package for Social Sciences (SPSS). Findings: Research indicates that faculty perceived IL skills of their PhD level students higher than those of MS level students. Originality: The term “Information literacy” is yet new on the Pakistani library scene. Regarding perceptions of faculty about information literacy skills of their students so far no study has been carried out in Pakistan. This study will help to identify existing IL skills of Pakistani students of university level, their requirements and how these requirements can be best fulfilled. 相似文献
18.
《Journal of Informetrics》2014,8(3):581-593
Bornmann, Stefaner, de Moya Anegón, and Mutz (2014) have introduced a web application (www.excellencemapping.net) which is linked to both academic ranking lists published hitherto (e.g. the Academic Ranking of World Universities) as well as spatial visualization approaches. The web application visualizes institutional performance within specific subject areas as ranking lists and on custom tile-based maps. The new, substantially enhanced version of the web application and the generalized linear mixed model for binomial data on which it is based are described in this paper. Scopus data are used which have been collected for the SCImago Institutions Ranking. Only those universities and research-focused institutions are considered that have published at least 500 articles, reviews and conference papers in the period 2006–2010 in a certain Scopus subject area. In the enhanced version, the effect of single covariates (such as the per capita GDP of a country in which an institution is located) on two performance metrics (best paper rate and best journal rate) is examined and visualized. A covariate-adjusted ranking and mapping of the institutions is produced in which the single covariates are held constant. The results on the performance of institutions can then be interpreted as if the institutions all had the same value (reference point) for the covariate in question. For example, those institutions can be identified worldwide showing a very good performance despite a bad financial situation in the corresponding country. 相似文献
19.
Objectives:
The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan.Methods:
A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff.Results:
The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used.Conclusion:
IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction.Implications:
Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum. 相似文献20.