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1.
ABSTRACT

As e-resources become more ubiquitous, and the technologies available to access them more sophisticated, libraries have greater opportunities to reach out to global users. However, this same distance means that some users never even set foot in a physical library. This case study will describe how one large academic library started a business, economics, and marketing library online instruction pilot for global users in an effort to replicate library instruction offered at the home institution. Librarians assessed global library use and research needs; prepared unique lesson plans for each global site; and created digital learning objects using synchronous and asynchronous methods to establish an instruction strategy for Business and Economics courses. The goal was to test instruction practices and develop an online instruction template that would be replicable and sustainable for library instruction in other subject areas in New York University Libraries and other institutions.  相似文献   

2.
Summary

The Internet has brought great changes to reference services in academic libraries. One significant impact has been the growth and evolution of the reference librarian's role as teacher. This article reviews the literature on the librarian's increased teaching role with the emergence of the Internet, discusses the changing student populations who require a librarian's instruction and the skills that students need to achieve information literacy, and reviews how the Internet has affected current teaching strategies including classroom instruction, Web-based instruction, and efforts to integrate information literacy instruction into the curriculum. In addition, it also introduces emerging Internet technologies with their potential impact on teaching and instruction. The authors conclude that the reference librarian's teaching role will further increase with the development of information technologies.  相似文献   

3.
《The Reference Librarian》2013,54(69-70):161-170
Summary

Like bricoleurs, instructional librarians, especially those who provide instruction to distant learners, use a “tool-box” of materials and means to address the needs of adult learners. They also need to be adaptable and resourceful, staying abreast of current research and technologies in order to create an instructional repertoire (bricolage), to deliver services comparable to those that on-campus students receive. This article describes adult learners' needs and the variety of tools used to reach students in one university's instructional program.  相似文献   

4.
Abstract

Health sciences libraries are expanding services that use online technologies to support teaching, research, and clinical care needs. Saint Louis University's Health Sciences Center (SLU HSC) Library has developed strong, user-centered, online services in interlibrary loan, bibliographic instruction, and electronic reserves. The authors present their successful experiences in using electronic technologies to improve library services.

Journal articles are provided, often the same day as requested through interlibrary loan, and delivered in electronic format using OCLC's ILLiad program. First-year SLU medical students now complete a self-paced, all online, Health Information Resources course that targets the most relevant biomedical resources, reduces student study time, and is viewed as a model for the entire curriculum. ERes, the electronic reserves program, allows faculty to provide course materials that are accessible at the convenience of students 24 hours a day. These online programs are examples of using electronic technologies to better support user needs for excellent library services.  相似文献   

5.
ABSTRACT

Social technologies such as Weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an educational context. A high proportion of today's learners are very comfortable with technology and Web 2.0 resources. The characteristics of the information they are accessing are also changing, bringing a stronger need for sophisticated evaluation and analysis skills. Where do social technologies fit within information literacy frameworks, and where can they be used in the day-to-day instruction of information skills? This paper suggests social technologies perform a dual role: they are not only useful sources of information but also resources to be used to develop ideas and research, using collaboration and community platforms that learners today are familiar with. Librarians who provide information literacy instruction would benefit from an awareness of these tools and where they sit within today's information environment.  相似文献   

6.
ABSTRACT

In the 1990s, electronic reserves services rapidly developed in academic libraries following the emergence of the Internet, particularly the World Wide Web, as an information delivery tool. Because similar technologies are used to develop and access digital libraries and electronic reserves, the implications for the evaluation of electronic reserves go beyond traditional service satisfaction levels. User responses to electronic reserves are an indicator of the acceptance and technical challenges of digital libraries. As we examine user reactions, inferences can be made on such topics as user technical skills, institutional networking infrastructure and the electronic communication process in instruction. These inferences give us greater insights into the future use, satisfaction level and technical demands in the use of digital libraries.  相似文献   

7.
《The Reference Librarian》2013,54(69-70):31-47
Summary

Although much has been written on technophobia and how it can be treated, little has been published on how the reference librarian can help. Limiting the time spent introducing new technologies, speaking without using computer jargon, offering instruction through different learning styles, and preparing patrons to deal with the problems they encounter are a few of the strategies the reference librarian can do to help patrons deal with their fear of computers. This article examines and defines technophobia, offers short-term strategies that reference staff can use to alleviate the anxiety of their technophobic patrons, and finally touches upon long-term solutions and changes that can be made within the library environment itself.  相似文献   

8.
Closing the Gap     
《图书馆管理杂志》2013,53(1-2):233-246
Abstract

Distance programs utilize various strategies and technologies in an attempt to keep students and faculty connected. Express mail delivery, telephone and conference calls, electronic mail and compressed video sessions have all been used with varying degrees of success. This paper discusses the use of a novel Desktop Video Conferencing (DTVC) product, CU-SeeMe, and offers an analysis of its effectiveness in providing distance instruction and library support to a cohort of medical technology students embarked on the clinical rotation phase of their program at the University of Wyoming. We conclude that the potential benefits of this low cost technology outweigh the inconveniences of working with an immature technology.  相似文献   

9.
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   

10.
ABSTRACT

This study investigates the impact that pre-tests have on the effectiveness of library instruction when students are given feedback on their pre-test performance. Librarians and academic faculty partnered to measure library instruction outcomes in two Master's degree classes. The Research Readiness Self-Assessment (RRSA) was used as a pre-test (before instruction) and a post-test (after instruction) in Class 1 and as a post-test only in Class 2. Students who completed both tests performed significantly better on a post-test, earning higher scores on obtaining information and overall information literacy. They reported greater library/research experience and less reliance on browsing. Compared to students who did not take a pre-test, students who received pre-test-based feedback had higher scores on library/research experience and lower scores on reliance on browsing. To enhance the effectiveness of library instruction, students can be given pre-test-based feedback that compares their actual and perceived literacy and encourages the use of library databases.  相似文献   

11.
What We Do     
Summary

Reference service as we have come to know it first began over 100 years ago. At that time, its proponents called for librarians to assist readers by providing instruction in the use of the library, answering readers' questions, aiding readers in the selection of good books, and publicizing the library within the community. Since that time, we have seen many changes in the size, complexity, relationships, and technologies used in our libraries. However, despite the introduction of a wide array of new concepts, services, and access methods, the role of the reference librarian remains essentially unchanged. This article highlights the commonalities of reference service from its inception to the current day and suggests that we must retain those principles when looking at rethinking or redesigning reference services.  相似文献   

12.
Summary

Computer technology has progressed to the point where desktop videoconferencing with personal computers and remote application sharing software can be employed in remote reference library service. These technologies can be used to provide personal and effective distant reference and library instruction services to library users, in addition to such traditional methods as mail, telephone, and e-mail service. This article presents scenarios in which videoconferencing and remote applications sharing software can be used in distant reference service. Free software discussed includes CU-SeeMe for videoconferencing and NetMeeting for videoconferencing and remote applications sharing.  相似文献   

13.
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14.
ABSTRACT

Can we use the methods of Web usability testing to learn about library instruction? This article is among the first in the field trying to establish a link between usability and instruction. The author discusses useful insights that Web usability can bring to our pedagogy as well as to the efficiency of library instruction. The result of a Web usability study conducted at LaGuardia Community College in 2005 are examined. Findings suggest direct relationships between what is being taught in library instruction sessions and how students browse and search library resources. The author discusses vocabulary test results and draws some parallel with students' success at finding information on the library Web site. Finally, a conceptual model of library instruction assessment through usability studies is presented. The author hopes to provide an innovative approach to library instruction assessment.  相似文献   

15.
《The Reference Librarian》2013,54(89-90):139-161
SUMMARY

Numerous surveys over the years have found that faculty value librarians more for their reference work, often described as “service,” than for their contributions to teaching; that 55–85 percent of faculty report using no LI with their classes; and that faculty have various reasons for not using librarian-provided instruction. This study differs from its predecessors by focusing specifically upon faculty who use LI heavily with their courses and interviewing them about why they use LI and what they value about it. Understanding these faculty members' values regarding LI, as expressed in their own words, can assist librarians in promoting course-integrated instruction.  相似文献   

16.
《The Reference Librarian》2013,54(69-70):287-298
Summary

This paper delineates the special characteristics of the adult learner, emphasizing their high level of motivation and their diverse learning styles. It introduces the 4MATR System, an instructional model developed by Bernice McCarthy, PhD which provides a systematic approach to delivering instruction that especially addresses the learning styles of adults. As a learner-focused model for adapting curriculum and instruction to the diverse needs of students, 4 MAT gives teachers/librarians a framework in which to design learning activities in a systematic cycle. The system encourages librarians to use multiple methods of instruction so as to reach students more effectively, regardless of the individual's learning style. The paper concludes with a library instruction unit designed by using the 4MATR System.  相似文献   

17.
《图书馆管理杂志》2013,53(3-4):241-258
Summary

The growing emphasis on storytelling for instruction in a variety of settings and subjects also raises the question of training for storytellers: How is storytelling itself taught, and what research exists to aid in the development of pedagogy for storytelling? This paper will address storytelling in the context of use as an instructional tool and the development of a storytelling project specifically designed for its utilization of multicultural literature and implementation of activities to support that focus.  相似文献   

18.
ABSTRACT

At a large university library, helping patrons use a full text database such as LEXIS-NEXIS places pressure on reference staff because the service is complex. Staff cannot give the proper attention to patrons because activity at the reference desk can limit the time spent with each individual. Full-text services require more instruction and reference help than electronic bibliographic databases, but patrons often come for assistance just before the assignment is due. To relieve such pressure, librarians at Penn State's Pattee Library developed Just-in-Time demonstrations to help patrons learn how to use LEXIS-NEXIS when they need it. The Justin-Time demonstrations provide a weekly alternative which relieves the “I need it now” pressure by providing instruction on a weekly basis. These demonstrations have been well received by patrons and staff.  相似文献   

19.
《期刊图书馆员》2013,64(3):107-124
SUMMARY

Marketing of electronic resources at Brock University is done according to a marketing plan that is aligned with the mission and goals of the institution. This chapter describes measures taken to understand user needs, promote electronic resources, and evaluate strengths and weaknesses of the collection and marketing. It includes sections on the use of surveys, instruction, Web sites and e-mail in marketing. Five key suggestions for marketing electronic resources are offered in the conclusion.  相似文献   

20.
《The Reference Librarian》2013,54(69-70):349-362
Summary

International adult learners constitute a very large percentage of the international student and scholar population in the United States. The ability of this adult group to use libraries is hampered not only by their language, cultural and educational barriers, but also by librarians' limited understanding of their differences in learning styles. The relationship between learning styles and the methods of instructing them in library use is addressed in this paper. Recommendations for training and instruction of librarians on meeting the needs of this culturally diverse group are also provided.  相似文献   

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