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1.
《The Reference Librarian》2013,54(69-70):95-102
Summary

Every reference encounter is an instructional encounter. Reference services to adult learners must be as flexible as the learners' technological savvy and learning styles. Furthermore, a variety of instructional methods must be used. This study presents survey results of a sample graduate student population which is outside the mainstream of traditional college students. We present a Close Encounter Model of reference services to meet this population.  相似文献   

2.
《The Reference Librarian》2013,54(69-70):103-112
Summary

College campuses are faced with an ever-increasing number of adult undergraduates, some of whom are returning to complete degree programs, while others are coming to college for the first time. In order to teach these adult learners effectively, colleges must recognize that they have academic and social needs, as well as life experiences, that are different from those of the traditional-aged undergraduates, and adapt their educational approaches accordingly. Adult students' experiences with and beliefs about libraries and information technology also differ from those of younger students. This must be taken into account when providing library instruction to this population.  相似文献   

3.
《图书馆管理杂志》2013,53(3-4):367-378
Abstract

Our library intends to create a tutorial to assist students in library research. In preparation, we need to understand the diverse learning needs of students. Some students seem to thrive in the online environment while others feel at a loss. A review of learning styles literature reveals that many adult learners require personalized, interactive learning environments. The author reviewed library tutorials to identify models of library instruction that meet the needs of such students. This paper serves as background and literature review for an interactive workshop on learning styles and the Internet, which was presented at the conference.  相似文献   

4.
《The Reference Librarian》2013,54(85):169-180
SUMMARY

Libraries support a number of instructional programs, including the use of individualized instructional sessions. Research consultations offered by the Mississippi State University Libraries are individualized research sessions designed to meet the information needs of the user or client. Sessions may provide basic information for undergraduates, advanced searching techniques for pre-dissertation graduate students, or serve as an overview of related resources for new faculty. Information concerning the structure and performance expectations for the service is discussed. Data from a year's use of the service are analyzed to identify the client base and to explore successful marketing strategies for the service.  相似文献   

5.
《The Reference Librarian》2013,54(69-70):247-258
Summary

This paper focuses on the reference services provided by librarians at the Transportation Library for the police officer students enrolled in the School of Police Staff and Command, Traffic Institute, Northwestern University (Evanston, Illinois). Although this program is unique, the wealth of experience gained over several years can be useful for others who are planning and implementing services for adult learners within an academic environment. The Transportation Library's unusual organizational culture—a corporate library within an academic setting- and a variety of clients necessitates “changing gears” and services to meet the needs of each group.  相似文献   

6.
《图书馆管理杂志》2013,53(3-4):515-527
Abstract

Education students are often not very information literate, and doctoral students are no exception to this “rule of thumb.” The challenge of preparing doctoral students in education to use online resources as they begin the literature review process becomes even more complicated when these students are also distance students who happen to meet at various sites throughout the United States. This presentation will discuss the pros and cons of designing and delivering online and face-to-face versions of a one-credit elective course for students in Programs for Higher Education at Nova Southeastern University. The advantages and disadvantages of delivering content in synchronous and asynchronous formats are examined. Issues addressed include: (1) the relative merits of using WebCT versus using ordinary Web pages and WebBoard discussions, (2) how to incorporate active learning into both modalities for delivering the course, (3) how to pace and structure the delivery of both versions of the course to meet the needs of distance learners, (4) how to meet the needs of students with different learning styles, (5) how to assess learning outcomes, (6) how effective group work was in synchronous and asynchronous environments, (7) how much sequential and developmental learning is necessary in the instructional process for doctoral students, and (8) how the dynamics of collaboration with an academic program can impact the political realities of the design process.  相似文献   

7.
ABSTRACT

Online instruction is quite prevalent on campuses and within libraries. Librarians are engaged in the creation of learning objects that can either be linked to or embedded within course-management systems. But are those instructional tools designed to best accommodate diverse learners or are they constructed to reflect the teaching and learning style of the designer? Results from a study (a survey of librarians, student usability studies, and interviews) document both considerations made in the creation of learning objects, and the effectiveness of learning objects from students’ perspectives. The findings may be useful for future modifications of these tools (e.g., tutorials, videos, podcasts, and PowerPoints).  相似文献   

8.
Abstract

Library projects to develop online instructional media can strain budgets and resources for technical expertise. New Flash-authoring tools may provide an inexpensive, easy-to-use, and quick alternative for librarians. The University Library at Cleveland State used a Flash-authoring tool to create a series of Web-based learning modules to deliver library instruction to undergraduate students. An overview of the technology, leading products, and Cleveland State's project, along with practical considerations for librarians is included.  相似文献   

9.
ABSTRACT

The world civilizations course is an increasingly integral component of undergraduate curricula in the United States. History instruction literature reveals much discussion about desired learning objectives for students in the course. Given today's complex educational environment, meeting those objectives can be a challenge. Instructors' frustrations are implied, and often expressly stated, regarding the poor quality of their students' research skills. This has an impact on instructors' perceptions and design of the course. As a solution, the author of this paper discusses faculty-librarian collaboration to integrate library instruction into the University at Buffalo's world civilizations curriculum. A multifaceted approach is described, which combines traditional, contemporary, and novel instructional techniques. Preliminary data collected to assess the usefulness and effectiveness of this approach are reviewed.  相似文献   

10.
《图书馆管理杂志》2012,52(3-4):304-312
ABSTRACT

During the past decade we have noted a marked increase in the use of special collections materials in the university classroom. This presents the library with an opportunity to assert its role as a unique and irreplaceable contributor to the University's core mission. Asserting this is predicated on the assumption that an instructor's goals will be met, that students will become successful researchers, and that library staff will survive the encounter. This is not easy to accomplish and this article is an attempt to describe those elements that we have found to be central to a successful instructional outcome.  相似文献   

11.
《The Reference Librarian》2013,54(69-70):119-126
Summary

“Communication” is the key to providing appropriate library hours and services for adult learners, students twenty-four years of age and older. This report of a survey at Western Oregon University shows that while there are some differences, the needs of both adult learners and traditional students may be similar. Both groups have a need for a variety of library hours, especially evening and weekend hours, and for remote access to both library collections and services.  相似文献   

12.
Abstract

An increase in its distance-learning student population prompted Regent University Library to consolidate the library's information literacy program into one course. The course eventually went online to meet the needs of distance learners. During course development and implementation, librarians learned what worked well and what did not. Unexpected obstacles, such as database name and interface changes, created problems that were handled and overcome. As student surveys were analyzed and librarian experience increased, the course evolved and changed.  相似文献   

13.
《图书馆管理杂志》2013,53(1-2):425-438
Abstract

Those called upon to instruct or moderate within the asynchronous environment must acquire the skills necessary to engage learners from across a distance. This paper will provide two case studies describing the experiences and practice of working in this environment. The first case study will describe the reference and instructional library support provided to the Master of Continuing Education program offered by the University of Calgary. The second case study will describe the services and resources offered by the Node Learning Technologies Network, particularly those aimed at librarians.  相似文献   

14.
Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.  相似文献   

15.
Abstract

“Drop-in” workshops historically played important roles as components of instruction programs in college and university libraries. Unrelated to any specific course and initiated largely at the library's discretion, these sessions-along with tours, course-related library instruction sessions, and credit courses-served to introduce library users to the basics of information research as well as the organization of particular, local libraries. Perhaps because of increasing demands for library instruction and upon instruction librarians' time, as well as changes in values brought by the focus on information literacy, workshops have not factored significantly in recent library literature. Workshops still merit continued attention-as well as marketing to maximize their attendance and thus their effectiveness-because they uniquely allow students, faculty, and staff to behave as lifelong learners, not just to learn the information literacy skills characteristic of lifelong learners. Data from over a decade's worth of drop-in workshops at New Mexico State University underlie the discussion herein of ways to market workshops successfully by attention to their topics, their timing, and publicity.  相似文献   

16.
ABSTRACT

If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used by librarians, particularly during research guide design, multimedia development, and database administration. This article will provide academic librarians with an overview of cognitive load theory and strategies for minimizing distractions while maximizing the student's learning potential.  相似文献   

17.
《The Reference Librarian》2013,54(67-68):299-311
Summary

It is the responsibility of any institution offering distance education programs to provide library resources and services for its students. In contrast to traditional students who can find the library on a campus map and go there, distance learners need orientation in order to “find their way” to their library. Librarians must be proactive in their efforts to make the library visible and accessible to these students. Library resources and services must be made available in ways compatible with the needs of students in these programs. The processes of designing, marketing, providing and evaluating appropriate library services demand continuous outreach to the distance education community.  相似文献   

18.
ABSTRACT

In 2001, Niagara University redesigned the library instruction component of the university'smandatory First-Year Experience program. A team of librarians created a mystery game that provided an active and engaging experience for students. This article describes the design, implementation, and assessment of the new instructional program.  相似文献   

19.
ABSTRACT

It can be a struggle to generate active student participation in library instruction. It is often the first and only time that the instructor will meet with the students, students have a wide range of knowledge and experience, and the instruction is often given in a location outside of the students' familiar classroom. A student response system, or clicker system, can be a tool that helps keep students engaged and actively participating. It can also provide the means for a library instructor to dynamically adjust a class as it progresses, tailoring it for the needs of those particular students.  相似文献   

20.
《The Reference Librarian》2013,54(69-70):219-231
Summary

This paper considers the instructional role of the academic librarian and examines the contribution adult learning theory makes to the practice of teaching information literacy skills. It explores those principles of effective practice in facilitating adult learning which apply to the teaching—learning transactions in the library. It describes the aim of facilitation as one of encouraging self directed, empowered adults and confirms the role of the academic librarian in facilitating the development of critical thinking, creative problem-solving and informed decision making in adult learners. It also examines the concept of information literacy and how this contributes to adult lifelong learning.  相似文献   

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