共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
《The Reference Librarian》2013,54(51-52):195-208
Attempts to teach higher level critical thinking skills in library instruction classes are often undermined by students' difficulty in physically locating materials at the library. A User's Survey conducted by a Stack Maintenance Total Quality Management (TQM) Team at Oregon State University's Kerr Library provided further evidence of this difficulty. Consequently, Stack Maintenance support staff and student assistants are now trained to provide point-of-use assistance and instruction. Thus, they have become adjuncts to the Library's information and instruction services. 相似文献
3.
《Research Strategies》2001,18(1):63-73
While it is generally assumed that active learning, information literacy course are the most effective means of teaching library skills, not every college or university library has the talent, resources, or institutional support required for that level of instruction. Frequently, a student's library instruction is taught as a “one-shot” by a librarian without specialized training in the subject being taught. This essay is addressed to instruction librarians with limited experience in historical research find themselves called upon to conduct “one-shot” instruction sessions for history classes. 相似文献
4.
Lana V. Ivanitskaya Kaitlyn A. Hanisko Julie A. Garrison Samantha J. Janson Danielle Vibbert 《Journal of the Medical Library Association》2012,100(4):277-283
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.
5.
《Public Services Quarterly》2013,9(4):43-65
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
6.
7.
This study explores Executive MBA (EMBA) students’ information-seeking skills and knowledge in academic and workplace environments to improve on library instruction. The authors’ research consisted of a survey and 12 qualitative interviews, sampled from two University of New Mexico EMBA cohorts. The themes that emerged included EMBA's specific skills and knowledge of their own industry's information, difficulty in finding new information, several barriers, and lack of transferability. By discussing adult learning theory and focusing on transferability, we can help students acknowledge and transfer their information skills and knowledge between academics and work. 相似文献
8.
《Public Services Quarterly》2013,9(1-2):57-82
SUMMARY Since 2001, librarians at Oregon State University's Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education. 相似文献
9.
Question:
How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction?Setting:
The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital.Methods:
The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies.Results:
Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it.Conclusion:
Modifying the program''s content and structure resulted in a program that appealed to the target audience. 相似文献10.
Off-campus adult learners' levels of library anxiety as a predictor of attitudes toward the Internet
《Library & information science research》2004,26(1):5-14
This study assesses what factors associated with library anxiety predict off-campus adult learners' attitudes toward the educational use of the Internet. Off-campus adult learners were graduate students attending classes at a distance of 50 or more miles from their home institution's library. Two factors associated with library anxiety, knowledge of the library and affective barriers, yielded a multiple R of .30, accounting for 9 percent of the variance in respondents' attitudes toward the Internet. Findings indicate that off-campus adult learners' perceptions of their information retrieval skills impact their anxiety levels while utilizing library and Internet resources. Findings suggest the benefit of including information in library tutorials about accessing databases and hands-on computer instruction to elevate adult learners' perceptions of their competency. 相似文献
11.
As information and communication technologies (ICTs) become increasingly prevalent in modern society, improving students' competency with these technologies has become a key focus of 21st century education. Given the interdisciplinary and information rich nature of ICTs, many advocate for school librarians to actively promote their integrative use across the K-12 curriculum. This article asks, “Are school library media professionals adequately prepared for the task of integrating technology and skills into instruction?” It explores the perceived ICT competencies of students enrolled in school library certification programs and the use of ICTs in their school library education programs. Factors identified for discussion include the age of students enrolled in school library certification programs, the evolutionary process of ICT curricular integration, and perceived preparedness to integrate ICTs into instruction despite self-reported low competency levels with many of emerging technologies. Concluding comments encourage design of authentic and meaningful learning experiences that incorporate and promote the integrative use of ICTs in school library certification programs. 相似文献
12.
《The Journal of Academic Librarianship》2023,49(1):102616
This study experimented how fake news could be combated through social media literacy skills training. A quasi-experiment in one public university's library was conducted and 470 participants were randomly split into equal parts to form a control and experiment group. The respondents in the experiment group were exposed to 8 weeks of training to improve their social media literacy skills to fight fake news. We realised that social media literacy skills training is effective in increasing social media knowledge, users' recognition of fake news, tendency to verify information and reduce the inclination to share false news. Implications for research and practice were discussed. 相似文献
13.
Kathleen Carlisle Fountain 《Behavioral & Social Sciences Librarian》2013,32(1):24-45
Library instruction methods most frequently focus on teaching students searching skills to navigate the maze of library databases to locate appropriate research materials. The current theory of critical information literacy instruction calls on librarians to spend more of their time in the classroom focused on understanding the social, political, and cultural construction of knowledge. In this article, the author provides a case study of the information environment in the National Women's Health Network, a women's health interest group, to help librarians facilitate nuanced discussions with students on the applicability of interest group literature inside and outside of the university classroom. 相似文献
14.
《Public Services Quarterly》2013,9(3):51-64
Abstract A library and media center orientation program was developed for administrators, faculty and support staff after examining their information seeking behaviors, prior research, and demographics of this group. The goal of the orientation was to promote the library's and media center's services and resources; to encourage this user group to make use of them; and to teach the basic skills needed to address their information needs. This article includes a literature review; explanation of the processes involved in creating a library orientation program for this group; and discussion including ideas and thoughts as to where further research about this user group or library orientation programs might be beneficial. 相似文献
15.
Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections
《The Journal of Academic Librarianship》2014,40(3-4):332-338
What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources. 相似文献
16.
《The Reference Librarian》2013,54(55):73-81
Collaboration between the academic library and the university placement oflice is a natural partnership. Joint planning and consultation in both collection development and programming evolve into more ambitious endeavors such as instruction. At DePaul University, this relationship has become well established through the efforts of library administration and reference/instruction librarians. The combined effort has resulted in students' increased use of library resources in order to prepare better for the job market, while gaining life-long skills for finding and analyzing career information. 相似文献
17.
《Journal of Web Librarianship》2013,7(2-3):429-455
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
18.
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19.
《Research Strategies》2001,18(3):191-201
In March 2000, all 188 University of Southern Colorado (USC) nonlibrary faculty members were surveyed to determine their needs and opinions regarding library research instruction. Forty-four (23.40%) of the faculty responded to questions concerning their past experiences with library research instruction, the frequency with which they use various library and Internet resources, the types of library research instruction they currently use with their students, and their level of support for proposed new programs. Results showed an overwhelming interest on the part of respondents for an online library research skills tutorial. The survey also revealed the need for professional development opportunities for faculty. A higher proportion of respondents with 10 years or less of teaching experience than those with more than 10 years of experience indicated they had received formal library instruction from a librarian. However, no direct correlation could be shown between years of teaching experience and respondents' perceived value of library research instruction. Nor did a correlation exist to show that respondents with fewer years of teaching experience were more likely to ask a librarian to provide formal library instruction to their students. In fact, respondents with more than 20 years of teaching experience provided most types of library instruction more often than less experienced respondents. Overall, USC faculty rated their students' abilities to conduct library research very low. However, they had slightly more confidence in their students' abilities to find, evaluate, and use information they found on the Internet over information from traditional print sources. 相似文献
20.
《Journal of Web Librarianship》2013,7(2):114-131
In recent years, libraries have made efforts to create games, often for the purpose of information literacy instruction. Games can provide an interactive alternative to traditional instruction by introducing research tools and resources while also teaching problem solving skills within a collaborative learning environment. Despite the benefits, the limited resources of most libraries make it difficult to build games that appeal to a generation of students accustomed to games like World of Warcraft. It is a challenge to find a balance between the right format and the available skills and assets. The desire to create an engaging game within the confines of existing resources led the University of Alabama Libraries to create the Web-based alternate reality game Project Velius. Serving the research needs of faculty and more than 30,000 students, the University Libraries are a vital part of Alabama's oldest public university. University of Alabama librarians leveraged popular social media sites and applications, including Facebook and YouTube, along with the story-driven alternate reality game format, to build a game that would engage undergraduate students. The game's two main goals were to provide informal information literacy instruction and highlight important library resources, balanced with the desire to provide a fun and interesting game experience. In the creation and execution of Project Velius, the librarians-turned-game developers learned much about this new medium, including the complexity of writing a compelling story, the importance of precisely tracking player progress, and the need for an easily re-playable game. Looking forward, the successes and shortcomings of this initial project will guide the plans and, through this article, hopefully help colleagues understand some of the challenges and rewards. 相似文献