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1.
Abstract

High-impact practices (HIPs) have been adopted on college campuses to enhance student learning. The academic library provides services and space contributing to learning at its institution. Librarians conduct space research to learn how the library building can better serve its users. Library space assessment is one way for librarians to engage with faculty and students to create an HIP in the library. This article is a case study of a collaboration between a librarian and a sociology professor to design an observational study. It demonstrates how librarians can contribute to HIPs at their institution by involving students in meaningful research.  相似文献   

2.
This study focuses on the relationship between freshman college students’ self-reported confidence level in library research and their actual library research skills. A demographic survey and skills test were administered to 377 freshmen at East Carolina University in their first-semester English composition classes. The article addresses two research questions: What is the correlation between freshman students’ self-reported confidence level and tested skills? Do other factors such as age, gender, high school grades, or previous library instruction have an impact on students’ confidence level or skills? Results examine implications for library instruction.  相似文献   

3.
FROM THE EDITOR     
Abstract

This paper reports on a survey of faculty perceptions of the role of the library in online distance education. The study is second in a series of related studies exploring The Pennsylvania State University's library services to patrons at a distance. In 2004, faculty of the World Campus (Penn State's online distance education program) were surveyed on their perceptions of e-learners' research needs. The faculty responded to questions on how their students access research information for their courses, whether they require their students to use the library as part of their courses, and their expectations of the library as an academic support service. The survey revealed that 60% of the responding faculty supply all of the required research information to students in their courses, and 62% do not require students to use the library as part of their course(s). The study concludes that online, distance-education faculty members have minimal to moderate expectations of the library in supporting their teaching and their students' research needs. Moreover, the study shows a significant lack of faculty awareness of existing library services and resources available to the e-learning community.  相似文献   

4.
Abstract

Reports of college students using the library for spiritual practices, including prayer and meditation, consist mainly of anecdotal observations, news stories, or press releases about the creation of such spaces within academic libraries. Driven by their own experiences with students using library spaces for prayer, the authors examined how prevalent this was across US academic institutions. Using a large-scale national survey, this study found library professionals observe a wide range of student prayer behavior in a variety of library spaces, regardless of institutional or campus demographics. The results provide academic libraries with evidence to support accommodating students’ spiritual needs in library spaces.  相似文献   

5.
ABSTRACT

This study used a quantitative survey to investigate the knowledge and use of online databases and the library's online public access catalog by final-year business associate degree students in five selected Jamaican community colleges. The study sought to determine students’ knowledge of electronic library resources, their value for electronic and print resources, the purposes for which students use electronic library resources, the influences on student use of electronic library resources, and the effects of training and instruction. Results from the study indicated that students are increasingly using Internet search engines for research purposes rather than online databases. Results also indicated that electronic library resources such as the OPAC are being underutilized by community college students. It was evident that proper instructional guidance is needed and welcomed by students. The findings of the study are critical to the implementation of policies and procedures geared toward sensitizing school administrators, library professionals, and other stakeholders to the benefits of increasing students’ knowledge and use of electronic library resources. Data will aid administrators in strategic planning and investments pertaining to these resources, and provide recommendations to improve knowledge and use of these resources within libraries. The research illustrates the special needs of community college students in Jamaica, particularly relating to needed instructional programs, in an effort to impart knowledge and promote the use of electronic library resources in these colleges.  相似文献   

6.
《The Reference Librarian》2013,54(73):309-322
Abstract

A review of education literature reveals a pedagogical shift away from linear, step-by-step, instruction toward a fostering of critical thinking and information literacy through active student participation. This conceptual change reflects advances toward cooperative and participatory learning in education. In addition to the students learning more when they are engaged and thinking, we are invigorated as instructors and our tendency toward burnout is reduced or alleviated. This article discusses how those bibliographic instructors who only have one teaching computer in the instruction room can involve the students in their own learning. The author shares ways to conduct a fifty-minute bibliographic instruction session in which all of the students are intellectually engaged in the research process, actively participate in the problem solving of on-line searching, and have fun in a library. Once the students are given agency in the bibliographic instruction session, they begin to develop the critical thinking skills essential to mastering the tools and methods of library research.  相似文献   

7.
Abstract

This annotated bibliography presents a review of articles published on the topic of information literacy in teacher education since the late 1980s. Many of the articles outline concerns about pre-service teachers who graduate with insufficient information literacy skills, who are unprepared to teach these skills to their future students, and who do not understand the role of the school librarian as an instructional collaborator. On the other hand, many articles describe innovative and successful programs where exposure to librarians, integration of information literacy instruction, attention to library research, or introduction of a process approach to information use can produce new teachers who are equipped to collaborate with school librarians and to teach information literacy skills to their students.  相似文献   

8.
《The Reference Librarian》2013,54(78):131-148
Summary

Academic librarians, eager to participate in the education of college students, have been researching library anxiety, students' aversion to asking questions, and other problems with interactions between students and library staff for decades. Misconceptions about librarians' professional status, teaching roles, knowledge and expertise, and attitudes toward students are often proposed as causes of dysfunctional interactions and as reasons why some students don't ask questions. It is important for students to know that librarians are willing and able to help, so that they feel free to ask questions that will help them advance their education. This study reports the findings of a survey of 48 undergraduate students regarding their perceptions of academic librarians, and discusses ideas for addressing existing misconceptions.  相似文献   

9.
ABSTRACT

As information sources have expanded, there have been parallel changes in the way students and researchers find and use that information. The role of the library has shifted to embedding information literacy skills into the curriculum as a primary function. This presentation explored how librarians are becoming more involved with information literacy curriculum and how publishers can assist them, particularly regarding access to information and the scholarly publishing process. Since 2015, Rebecca Donlan at Florida Gulf Coast University (FGCU) and Stacy Stanislaw at Taylor & Francis Group have been collaborating on an information literacy program for FGCU students and faculty that focuses specifically on navigating the scholarly publishing landscape. Donlan and Stanislaw provided an overview of the project, its formation, implementation, and progress to date.  相似文献   

10.
ABSTRACT

LIS schools should carefully consider how they will provide their students with opportunities to learn management skills. Required or elective management courses provide the greatest focus; but many other courses, especially type of library and practical experience courses, include a significant management component. Schools may also outsource management training to another unit such as the Business School. Other non-curricular possibilities include: offering or encouraging attending lectures, conferences, and workshops; supporting student organizations; suggesting membership in professional organizations; and publicizing internships. Prior life experience also makes a difference in student aptitude for management but is not under control of the school.  相似文献   

11.

Objective:

The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.

Methods:

A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”

Results:

Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).

Conclusions:

The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.

Highlights

  • After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
  • Some students report that a trip to the library is a barrier to using library resources.
  • Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
  • Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.

Implications

  • Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
  • Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.
  相似文献   

12.
ABSTRACT

At Central Michigan University, librarians teach multiple sections of an eight-week, one-credit research skills class to hundreds of undergraduate students each semester. While the main focus of the course is to teach students how to find, use, and properly cite library resources, librarians also address critical thinking skills by designing lessons to teach World Wide Web organization and how to analyze the information found via search engines. Showing student's obvious hoax sites about “tree octopi” and “male pregnancy” introduces the concepts of critical thinking and Website analysis. Most students quickly refute the information on such sites. However, students have a more difficult time assessing social, historical, or political revisionist Web sites' validity. Contrasting those claims with evidence accepted by international courts, historians, and scientists is useful in pointing out the flaws of seemingly well documented but one-sided revisionist sites. There are dangers in exposing students to these groups via their Websites. Yet, it is important to do so in order to convey the importance of critical analysis of information. The authors discuss students' pre- and post-test (CMU's online assessment tool, the “research readiness self-assessment” [RRSA]) scores to determine whether critical thinking skills have improved.  相似文献   

13.
ABSTRACT

This study used citation analysis in conjunction with a subjective rubric with five validated criteria to assess the quality of a purposive sample of 452 education dissertation reference lists produced at a nontraditional institution from six doctoral programs. These programs used a variety of distance education models. The citations were then compared with the 100 reference lists selected from doctoral education programs at 10 traditional institutions. Criteria included the breadth of resources, depth of the literature review as shown through the citing of critical historical and theoretical works, depth as demonstrated through the scholarliness of citations chosen, currency, and relevancy. The study discusses how the expanded sample of traditional reference lists continued to demonstrate consistent patterns. In contrast, although the sample of reference lists from distance education programs was much expanded, the patterns of the subsets of reference lists at the nontraditional institution were significantly diverse. The patterns of 35 doctoral reference lists from another for-profit, nontraditional institution known for providing distance education were also examined to compare the results of the two nontraditional programs. Possible reasons for differences in citation patterns by traditional and nontraditional programs are discussed, and the possible role of distance education and program criteria are examined for insights they offer into the use of citation analysis as an assessment tool of the library research skills of doctoral students.  相似文献   

14.
Abstract

Creative, effective use of a committee can accomplish much toward increasing library outreach to the various constituents served. This article will address the outreach activities of the Georgia State University (GSU) Pullen Library's Communications and Public Relations Committee (C&PR), a library standing committee that has developed into a major contributor for Pullen Library public relations. The communities served by the library's C&PR are defined as GSU students, faculty and staff, and the wider metropolitan community of Atlanta, especially Georgia legislators and university and library donors. C&PR has responsibility for a variety of projects and events that serve these communities, such as Leadership Appreciation Night (the event for Georgia Legislators), Faculty Authors Exhibits, and displays for students and staff, such as Freshmen Week and Staff Information Day. This paper will also address the changing role of the committee as needs for public relations activities change in the university and  相似文献   

15.
Background:One-shot library sessions have numerous drawbacks; most notably, they rarely have a long-term impact on students’ research behavior or skill sets. Library literature notes that when students interact with an embedded librarian, their skills improve. While close partnerships with subject faculty are important, librarians must also assess students’ skill sets to determine the impact of these teaching efforts.Case presentation:During the course, the embedded librarian used various activities and assignments to teach information-seeking skills, with the expected outcome of increased skill sets. This IRB-approved research project focused on measuring and assessing students’ information-seeking abilities before and after interacting with the embedded nursing librarian. Changes in students’ information fluency skills were measured using pre- and post-tests.Conclusions:The study results provide evidence of the benefits of the embedded librarianship model. Continued measurement of students’ skills acquisition is important to enable librarians and library administrators to show the positive impacts the library has on student learning and success.  相似文献   

16.
ABSTRACT

Studies on information and media literacy focus on describing activities and frameworks individually, and most of the time, connect within the field of library science. However, other frameworks and practices can be used. This case study presents the application of Behrman’s Critical Literacy Practices to information and media literacy to engage students to think critically about information within their field of study. The purpose of this research is to model the information behavior of education students through the perspective of constructivist learning. The study used a qualitative method with six upper-level undergraduate education majors. Activities that comprise practices and theories in both education and library sciences are presented to form a continuous exposure to critical thinking. Factors that influenced how students perceived the validity of information came from personal, educational, and societal factors. This research contributes to the ongoing discussion about critical thinking skills in undergraduate students, presenting a model that describes how practices from other fields can be used and incorporated with information and media literacy.  相似文献   

17.
Library instruction often involves one-shot sessions where librarians interact with students for a short period of time and are then left wondering what the students thought of the session and if students perceive the session as helpful for their course work. Using two surveys to gather data, this study compared student perceptions of a redesigned library curriculum and of their own information literacy skills immediately after attending a library workshop and six weeks later after completing a research paper. The findings indicate that the library workshop is meeting student needs and has a lasting effect. Additionally, the researchers found that students were better able to articulate gaps in their own knowledge after having the opportunity to apply their skills to a research assignment. The researchers recommend that librarians using surveys to inform one-shot curricular changes gather data after students have applied the skills and knowledge gained in the instruction session.  相似文献   

18.
Despite national concern with general educational articulation for high school students making the transition to college, little research has been reported in the literature specifically on library use/research skills. This paper summarizes recent literature on this topic from an academic librarian's point of view. In addition, the results of a survey of academic library user education services provided to high school students in Washington State are reported and contrasted to current cooperative efforts in other states. The relevance of library use skills for lifelong learning as well as for college-bound students is empasized.  相似文献   

19.
Abstract

The recruitment of international students continues to be an increasing priority for higher education institutions concerned with strengthening their approach to internationalization. As numbers have continued to grow, the university library has been required to self-evaluate how it supports such a diverse student population. The University of Chester’s Learning and Information Services department in the United Kingdom undertook sector-wide research within higher education libraries to try and identify examples of best practice in relation to international student support prior to reviewing its own provision. The results from a survey of sector-wide best practice formed the basis for a series of recommendations considered by the University of Chester to develop the library service aimed at improving the performance and engagement of international students.  相似文献   

20.
Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.  相似文献   

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