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1.
A Canadian national survey of 788 library staff doing instructional work revealed that most participants expected to be doing some teaching in their workplaces, and the largest proportion of participants have been teaching for more than 10 years. Most instruction continues to take the form of short presentations to groups of learners. On the whole, preparatory experiences are informal—on-the-job experience, reading professional literature, and attending workshops. The majority of respondents identify instructional work as integral to their professional identity, but nearly one-third see this work as a duty or expectation, and a small proportion view it as an imposition. The study results have implications for design of programs that prepare library staff for the workplace, and for library managers who need to support effective instructional practice. 相似文献
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Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in university settings suggests collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and professor of education conducted a phenomenological self-study to examine their multiple roles as researchers and instructors who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Alaska Native communities throughout the state of Alaska. Several themes emerged from this phenomenological self-study: (a) our interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) we struggled to communicate effectively with our students via audio-conference; and (c) our beliefs and practices were transformed by our participation in this phenomenological self-study. We believe our collaborative approach to phenomenological self-study research can promote intense self-reflection, stimulate creativity, and facilitate open and honest communication between academic librarians and teaching faculty who engage in collaborative instruction and collaborative research; furthermore, we believe our collaborative approach to phenomenological self-study research can increase the instructional effectiveness of academic librarians and teaching faculty collaborating to teach in distance-delivered higher education. 相似文献
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《The Journal of Academic Librarianship》2020,46(5):102196
As part of the ongoing debates over the best methods for teaching information literacy, some librarians have argued for a “teach the teachers” strategy. In this approach, librarians concentrate some of their instructional energies on teaching disciplinary faculty to teach information literacy. In this paper, multiple examples of “teach the teachers” efforts are reviewed, in order to provide insight into the impact that taking this approach might have on librarians, faculty, and students. Results indicate that the “teach the teachers” approach shows promise as one method by which librarians can support the integration of information literacy into the curriculum, but that more assessment is needed to determine the long-term impact of such initiatives on faculty teaching practices and students' information literacy development. 相似文献
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Annis Lee Adams 《Public Services Quarterly》2020,16(3):172-178
AbstractBecause of the global COVID-19 pandemic during the spring of 2020, colleges and universities found themselves rapidly moving all courses to online modalities, a format that many instructors were not experienced in or comfortable with. Academic librarians were called upon to help support faculty in this sudden transition, as well as migrating their own library services and instruction online. For many, it felt like a mad scramble to find best practices for online teaching, or even just “good-enough” practices, as well as specific tools that instructional faculty and librarians could utilize to keep their students engaged and learning during such a trying time. At the time of this writing, some universities have announced that they will continue to hold most, if not all, courses online in the fall 2020 term. Resources to support online teaching are critical now, and they will continue to be important going forward even after the global pandemic subsides. The reviews in this column cover a variety of online instructional tools and instructional support sites. The resources reviewed range from providing best practices for online pedagogy, creating engaging formative assessment tools, developing video discussion boards, creating interactive images, using virtual bulletin boards for student collaboration, and ensuring online content meets accessibility requirements. These resources will be useful for librarians and instructional faculty as they continue to teach in the online environment. 相似文献
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《Communication monographs》2012,79(4):657-684
Power and dominance are widely recognized as fundamental concepts in the study of human relationships. A theory of power, Dunbar's dyadic power theory (DPT), was tested experimentally by manipulating power in interactions with confederate strangers. Participants' verbal and nonverbal dominance behaviors were coded from videotapes of their interactions. DPT proposes that individuals will display more dominance in equal power relationships than in unequal relationships and increasing an individual's relative power will increase that individual's satisfaction with the encounter. The results revealed that the equal-power and unequal high-power conditions displayed more dominance and were more satisfied than those in the unequal low-power conditions but those in the unequal-high power condition were the least affected by their partners and maintained the most control over the partnership's decisions. Implications for DPT and the relationship between microlevel dominance behaviors and the macrolevel impressions of dominant interactants are discussed. 相似文献
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In primary care specialties, Morning Report is a traditional vehicle for expanding medical residents' training in diagnosis and treatment. At one academic medical center, residents and faculty in the Department of Family and Community Medicine use case-based teaching, centered around planning and reviewing patient management, to review intriguing cases from patient encounters in the department's hospital service. Seeking to improve the level of evidence-based information exchanged at Morning Report, department leaders invited reference librarians from the health sciences library to attend weekly Morning Report. The librarians saw this as an opportunity not only to improve residents' information-seeking skills, but also to improve librarians' teaching skills and understanding of the needs of users in clinical settings. This paper describes the evolution of librarians' involvement in Morning Report, examples of the kinds of contributions librarians have made in this setting, and changes made in Morning Report sessions to facilitate this activity. 相似文献
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《The Journal of Academic Librarianship》2023,49(2):102654
While there have been studies on faculty use of streaming video resources in academic libraries, none have focused on the specific needs of ethnic studies faculty. Using a thematic analysis of semi-structured interviews with 13 ethnic studies faculty from two public university campuses, this study found that faculty engagement with video is based upon a pedagogical strategy that responds to the specific demands and goals of ethnic studies curricula, while centering on student needs by using free resources whenever possible. Within this paradigm, faculty choose from three categories of content: key primary and secondary sources; flexible supporting sources; and current topics of interest. Understanding what motivates ethnic study faculty could be helpful as librarians work with vendors and advocate for the content that best meets instructional needs. Librarians can also help improve faculty's instructional outcomes by communicating about licensing options and streaming media availability through the library. 相似文献
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《图书馆管理杂志》2013,53(3-4)
ABSTRACT Each semester, the instructional designers at the University of Central Florida facilitate an innovative course for faculty only. IDL 6543 is an eight-week professional development course that prepares faculty to teach online. IDL 6543 models how to teach online using a combination of seminars, labs, consultations, and Web-based instruction. A librarian was typically invited to a lab session to present information about the library's online resources. Because there was so much information, this portion of the course was migrated to the online environment in the fall semester of 2004. The in-person presentation was transformed into an online learning module for the faculty to read and participate in at their own pace. This poster session will address collaborating with instructional designers, creating an online module of library information aimed at teaching faculty, moderating a faculty discussion of library resources, and comparing the in-person training session with an online module. 相似文献
9.
ABSTRACT The proliferation of online courses has led librarians to adapt their instructional techniques and follow teaching faculty and students into the online environment. Moving beyond Web pages and online research guides, librarians are now becoming instructional partners in online course management systems. Through an online survey of librarians and a literature review, the authors examine best practices for these “embedded librarians.” 相似文献
10.
This study sought to identify medical librarians' roles in supporting evidence-based medicine (EBM) practice; determine whether medical librarians' work settings, work experiences, or job titles made a difference in their EBM responsibilities; and find out medical librarians' perceptions of their roles in EBM practice. An online survey was distributed to U.S. medical librarians. The results showed that medical librarians had positive perceptions of their EBM-related responsibilities, which were diverse and specific. Their work experience, work settings, and job title categories related to some of their EBM responsibilities, as well as the nature of some of the responsibilities. 相似文献
11.
高校图书馆员情商探赜 总被引：1，自引：0，他引：1
高校图书馆员的情商影响图书馆读者服务的质量,本文通过高校图书馆的具体工作研究,论述了提高图书馆员情商素养的重要性;分析了高校图书馆在读者服务工作中存在的情商问题,提出了提高馆员情商的有效途径。 相似文献
12.
Background: To ensure that physical and occupational therapy graduates develop evidence‐based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. Objective: This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. Methods: The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students’ ability to conduct a search independently. Results: The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. Conclusions: The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students’ long‐term retention of information literacy objectives. 相似文献
13.
The evolving role of the librarian in evidence-based medicine. 总被引：5，自引：0，他引：5
Librarians' participation in evidence-based medicine (EBM) is rooted in past practices, most notably in clinical medical librarianship. EBM extends the librarians' role beyond identification of the literature to involvement in practicing and teaching quality filtering and critical appraisal of the literature. These activities require librarians to acquire new knowledge and develop new skills. A professional development program for librarians at the Library of the Health Sciences (LHS) at the University of Illinois at Chicago (UIC) is described. The program's goals are to increase librarians' skills and support the EBM curricular initiative at the UIC College of Medicine (COM). The unique program has been a collaborative effort of the LHS and the COM. The locally developed classes provide librarians with instruction in clinical study designs, statistical concepts, and critical appraisal of the literature. Other interventions such as an EBM round table are also described. The programs' success is measured by librarians' growing involvement in EBM medical curricula, journal clubs, and morning reports. Additionally, librarians gained competence in new skills and professional satisfaction from working collegially with COM students, residents, and faculty. 相似文献
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Koufogiannakis D Buckingham J Alibhai A Rayner D 《Health information and libraries journal》2005,22(3):189-195
BACKGROUND: Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years. After 1 year of increased librarian involvement at the problem-based learning (PBL), small-group level, informal feedback from faculty and students suggested that librarians' participation in PBL groups was beneficial. There was, however, no real evidence to support this claim or justify the high demand on librarians' time. OBJECTIVES: The study aimed to determine whether having a librarian present in the small-group, problem-based learning modules for first-year medical and dental students results in an improved understanding of evidence-based medicine concepts, the nature of medical literature, and information access skills. METHODS: One hundred and sixty-four first-year medical and dental students participated in the study. There were a total of 18 PBL groups, each with approximately nine students and one faculty tutor. Six librarians participated and were assigned randomly to the six intervention groups. Students were given pre- and post-tests at the outset and upon completion of the 6-week course. RESULTS: Post-test scores showed that there was a small positive librarian impact, but final exam scores showed no impact. There was also no difference in attitudes or comfort levels between students who had a librarian in their group and those who did not. CONCLUSIONS: Impact was not sufficient to warrant continued participation of librarians in PBL. In future instruction, librarians at the John W. Scott Health Sciences Library will continue to teach at the larger group level. 相似文献
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《The Journal of Academic Librarianship》2020,46(3):102152
The case study explores librarians experiences of learning pedagogical skills. The innovative professional development course was designed to equip librarians with the knowledge, skills and attitudes to deliver learner-centred training. Unlike the traditional ‘one-size-fits all’ model of professional development, this particular model provided librarians with opportunities to collaborate with their colleagues, share experiences, and to reflect on their instructional practices. The study employed qualitative research methods within a case study framework. The transformative learning theory provides the theoretical lens through which to understand librarians' learning experiences. Data gathering techniques included document analysis, observation and individual semi-structured interviews. Ten participants were purposively selected. Findings from this study have shown that the participants changed their attitudes towards teaching and learning, became confident, and improved their instructional practices. The study concluded that meaningful adult learning experiences have the potential to transform librarians' professional practice. In addition, a contextually responsive professional development programme, adequately supported by library management, is likely to provide an effective continuing professional development model. 相似文献
19.
本文运用文献资料、访问调查等方法,对江苏省普通高校图书馆78名经常从事科研工作的馆员,从学术研究成果的类别,及从事科研工作的目的等内容进行了调研。结果表明．78名馆员中大多数从事科研的主要目的是职称晋升与上岗需要,导致了研究方向杂乱、科研成果水平偏低等现实问题。 相似文献
20.
Lyda Fontes McCartin 《International Information and Library Review》2018,50(2):163-169
The question of academic librarian status has resulted in academic librarians approaching relationships with faculty as one of deference, where they cede power to disciplinary faculty regardless of their own expertise. To date, no research has explored why academic librarians engage in deference behavior when working with disciplinary faculty. Self-efficacy, a person's beliefs in their ability to perform a task, may be an appropriate theoretical framework to begin exploring this behavior. This pilot study explores the perceived self-efficacy of Colorado academic librarians holding an instruction and/or liaison role (n = 68) in order to examine academic librarians' levels of perceived self-efficacy and its relationship to faculty status and years in profession. Results indicate that there is not a significant relationship between perceived self-efficacy and faculty status or years in profession but that gender is significantly associated with perceived self-efficacy. Results also indicate a change in self-efficacy as library faculty progress between faculty ranks. Avenues for future research on academic librarian self-efficacy are suggested and implications for public services managers are discussed. 相似文献