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《The Reference Librarian》2013,54(83-84):175-182
SUMMARY Reference librarians at St. Charles Community College discovered the benefits of cooperation when they began the process of creating an online library tutorial. In the fall of 1999, librarians realized that their walk-in library sessions were becoming ineffective due to poor attendance by students. The tours didn't fit into on-campus students' busy schedules, and failed to serve distance students at all. Two reference librarians decided to work together to create a web-based tutorial introducing students to library online resources. It was an informal process that started with information gathering on what tutorials exist, how they were developed and what type of software was used. After the librarians decided on the format and appropriate software, they brought together their creative and technical strengths to design an appealing and functional tutorial. To create a “virtual tour” of the library's physical layout, the librarians also collaborated with the Instructional Support Center, a group of educational technology specialists who are part of SCC's community college consortium. The tutorial was completed in only a year, partly because working in a small library allows for constant contact between the librarians, but also due to the efficiency of using cooperation. This successful collaborative project eventually won the Missouri Community College Association's 2001 Technology Innovation Award. 相似文献
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Abstract This article highlights a project on information literacy that began in the fall semester of 2003 at the University of Redlands. The faculty in the School of Education needed an information literacy component for their teacher credential program. The Manager of Instructional Technology believed that a tutorial of this type would work well in the Blackboard Course Management System, and the Off-Campus Services Librarian, who is the library liaison for the School of Education, was a natural choice as the person to present the tutorial to the students. The beginning information literacy workshop was developed in the fall of 2003, and the advanced workshop was developed in the spring of 2004. This article provides an overview of the content of the tutorial and workshops, as well as some conclusions about the project in general. 相似文献
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Amy E. Blevins Jennifer Deberg Chris Childs 《Medical reference services quarterly》2013,32(3):253-263
In 2010, the University of Iowa's library system administration created a task force to conduct a reevaluation of tools and spaces used for video tutorial creation across a multi-library system. Following this effort, a working group was charged with improving documentation and staff awareness of resources for developing video tutorials. The group observed that librarians were often independently creating videos that were variable in quality, lacked consistent branding, and were not often shared with others. This article will describe experiences at the Hardin Library for the Health Sciences at the University of Iowa in selecting video tutorial software, and striving to establish a more structured process, including team-developed guidelines, for tutorial creation in a multi-library system. Project limitations and areas for future work will also be presented. 相似文献
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Alexandra C. Simons 《New Review of Academic Librarianship》2017,23(1):28-41
This article covers how an interdisciplinary course was developed using the expertise and resources of a history professor, the history and psychology subject librarians, and the university's writing center. The course, supported by a grant, was aimed at helping students improve their research, information literacy, and writing skills across disciplines. The article discusses the involvement of the partners from the initial planning stages to its conclusion, focusing especially on how the librarians created a library session, course-specific guide, annotated bibliography assignment and grading rubric, and how these were used as opportunities to interact with the students throughout the course. Also covered are research and writing challenges, especially for English-language learner students, and how they were addressed by all the partners. It also discusses how the librarians used this experience to seek out opportunities to create similar collaborations with other instructors, and to strengthen ties with support services on campus. 相似文献
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As part of a library initiative to foster information literacy, promote academic integrity, and prevent inadvertent plagiarism, a high-quality online tutorial was designed to teach students to cite sources properly. The development of this tutorial, APA Exposed: Everything You Always Wanted to Know About APA Format but Were Afraid to Ask, was a collaborative endeavor among research and instruction librarians, learning technology specialists, and an instructor. This study employs a mixed-methods research approach that combines the use of multiple data sources – an online survey, website visitor-tracking software, e-mail correspondence, and a Google search – to evaluate the quality and efficacy of the tutorial. Analyses of online survey data indicate 98% of survey respondents found the tutorial useful or very useful. All of the respondents reported the tutorial improved their understanding of APA style. In addition, 93% of respondents said they planned to use this tutorial as a reference resource in the future and 99% said they would recommend the tutorial to others. The online tutorial received an average of 1055 visits per month. The findings of this study indicate that there is a need for high-quality online citation instruction and that the tutorial meets this need. Providing effective citation instruction online not only benefits tutorial participants but also research and instruction librarians as they can now allocate limited library resources to areas of instruction other then proper citation techniques. 相似文献
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Rozalynd P. Anderson Steven P. Wilson Felicia Yeh Betty Phillips Mary Briget Livingston 《Medical reference services quarterly》2013,32(4):406-418
ABSTRACT In a 2007 study, librarians at the University of South Carolina School of Medicine Library examined freely available online tutorials on academic medical library Web sites. The team identified tutorial topics, determined common design features, and assessed elements of active learning in library-created tutorials; the team also generated a list of third-party tutorials to which medical libraries link. This article updates the earlier study, describing changes and trends in tutorial content and design on medical libraries' Web sites; the project team plans to continue to track trends in tutorial development by repeating this study annually. 相似文献
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Brandi D. Tuttle Megan von Isenburg Connie Schardt Anne Powers 《Medical reference services quarterly》2013,32(3):199-210
In 2007, Duke University Medical Center Library instituted an interactive, online PubMed tutorial and quiz for medical students to replace an in-person lecture. This article describes the events leading to this educational paradigm shift and how the tutorial was implemented. Important concerns in the switch to an online approach to PubMed training were student satisfaction and the extent to which searching skills would improve. To determine the effectiveness of the online model, two years of student quizzes and evaluations were examined. Results indicate that students benefit from and appreciate the interactive tutorial. 相似文献
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This article will introduce and illustrate process mapping as a valuable tool in the academic library setting. Commonly used in the business world, process mapping is the practice of gathering information regarding a specific workflow and diagraming it visually, usually in the form of a flowchart. This representation can then be analyzed for process improvement. In addition to helping assess current workflow efficiency, process mapping is a valuable way for employees throughout the library to see how they are contributing to essential processes. Process mapping can also help to identify areas where departments can work to further collaborate and can contribute to knowledge management and continuity. This article will highlight the valuable benefits of process mapping and document the authors’ experience focusing this activity on the operations at the University of North Carolina at Charlotte’s J. Murrey Atkins Library. 相似文献
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Bob Thomas 《Cataloging & classification quarterly》2013,51(3):223-232
Library catalogs do not provide catalog users with the assistance they need to easily and confidently select the person they are interested in. Examples are provided of Web services that do a better job of helping information seekers differentiate the person they are seeking from those with similar names. Some of the reasons for this failure in library catalogs are examined. This article then looks at how much information is necessary to help users disambiguate names, how that information could be captured and shared, and some ways the information could be displayed in library catalogs. 相似文献
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《Research Strategies》1998,16(4):315-325
To be considered literate in today's society, it is necessary to possess a set of information skills. Librarians are being called upon to help teach these skills in partnership with faculty. Expedient ways are being sought to facilitate this teaching, especially when institutions are dealing with increased enrollments. How, for example, do 7,000 entering freshmen become information literate? This article will relate the process used to design and create RIO (Research Instruction Online), a Web-based tutorial designed to address identified competencies that comprise required information skills. 相似文献
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Allison Hosier 《College & Undergraduate Libraries》2017,24(1):1-13
Threshold concepts and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations. 相似文献
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OBJECTIVE: To develop and evaluate a web-based interactive information skills tutorial integrated into the curriculum. To determine whether the tutorial was acceptable to students and explore the use of a skills assessment tool in identifying whether the tutorial improved skills. METHODS: The development of a tutorial on OVID medline to teach transferable information skills. A small cohort study to evaluate students' views on the tutorial and its effects on information skills. RESULTS: Thirteen objective assessments were usable. There was a statistically significant improvement in mean final assessment scores, compared with mean pre-training scores, F(2,14) = 11.493, P = 0.001. Eleven (85%) students had improved their overall information skills. The improvement in overall searching skills was enhanced by referral to the tutorial. CONCLUSIONS: The tutorial was successfully developed and integrated into a Masters programme curriculum. In this setting, it appears to reinforce active learning, and was well received by students, who developed core generic searching skills and demonstrated improved information skills in the short and longer term. Students could use the tutorial for revision and study at a time and place of their choosing. Further evaluation is required to assess the impact of using the tutorial with large groups of students, and as a stand-alone teaching medium. 相似文献
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This article describes the development of a faculty–librarian collaborative project that integrated discipline-specific information literacy into an upper-level psychology class. The instruction involved a case study technique in order to increase student engagement in a content area while helping students gain needed information literacy skills that meet professional guidelines. We found that employing this approach enhanced instructor ability to more fully and meaningfully engage with students within a more comfortable classroom atmosphere. This method may be easily adapted to other disciplines as it allows for much creativity and selection of course-relevant themes. 相似文献
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基于信息构建的网站工程化建设流程* 总被引：6，自引：0，他引：6
张军 《现代图书情报技术》2007,2(2):35-38
从信息构建基本理论出发，探讨如何通过信息流引导用户信息理解过程的问题，通过构造网站信息构建系统的模型，并结合信息生态学和软件工程理论建立了网站从需求分析到信息建模再到信息构建四大系统设计和组配的整个信息构建流程，以建设结构清晰、高扩展性和灵活性的网站及其他信息系统提供一种新的建设理念和应用方法。 相似文献
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《Journal of Web Librarianship》2013,7(2):147-171
This study investigates whether the platform used to deliver a tutorial matters in online information literacy instruction and assesses the overall quality of an information literacy tutorial assignment given to an undergraduate survey class. The study asks whether there is any pedagogical advantage between information literacy tutorials created in the LibGuides library guide creation software and tutorials created as Web pages. This research question is relevant to current studies of online information literacy tutorials, particularly given the increasingly dominant but under-researched position of LibGuides in the academic library world for delivering guides and tutorials. Two separate groups of students completed LibGuides and Web page versions of the same information literacy tutorial assignment in a university undergraduate communication course. Survey results of these 89 students indicated that both the LibGuides and Web page platforms deliver online instruction content effectively and achieve learning objectives almost equally well. Results also indicated content areas within the assignment that could be strengthened. 相似文献
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ABSTRACT In late 1996, Kent State University Libraries began to research electronic reserves software in order to conduct a pilot project. The software chosen was ERes 2.0, developed at Santa Clara University by Philip Kesten and Slaven Zivkovic. This article describes how and why ERes was chosen and how the system was adapted for use at Kent State University. The integration with the OPAC and full-text databases, as well as the pitfalls encountered during the pilot project is detailed. Also described is the experience of learning to scan print documents efficiently. 相似文献
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《Communication methods and measures》2013,7(4):341-371
Since the 1970s, communication researchers have utilized social network analysis to understand mass, health, organizational, and interpersonal communication. This article introduces communication researchers to a new class of social network analysis methods, exponential random graph (p*) models. This new method represents the latest advancement in social network methodology and will enhance the trajectory of social network research in the communication discipline. The benefits of this class of models include allowing for the simultaneous estimation of attribute and structural parameters, accounting for the interdependent nature of network data, and retaining the complexity of network observations throughout the analysis. An example analysis using data from Shumate, Fulk, and Monge (2005) is provided to illustrate the potentials of exponential random graph modeling. Five different social network software programs capable of the analysis discussed in this article are introduced with regard to their respective benefits. Finally, a brief tutorial based on data from Palazzolo (2005) is given on how to conduct an ERGM analysis using the PNET software program. 相似文献
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Susanne Belovari 《Archival Science》2013,13(2-3):143-193
Historical settings structure how archivists and museum staff understand their work and how they apply relevant professional principles including the three core principles of provenance, context, and original identification. Their professional practices shape how the public understands or reads “original” artifacts and records. In helping to define what originals (artifacts and documents) are at a particular point in time, archivists and museum staff reinforce, support, or contradict theoretical paradigms, discourses, and social narratives on ethnicity, empire/internal colonialism, class, and gender among others. The article discusses two exemplary cases from the museum world that illustrate how the application of the three core principles is influenced by historical conditions and theoretical concepts and how these contingent applications influence what originals come to signify. In the first example, the theoretical concept of social evolution and the World Columbian Exposition in Chicago informed the founding, collecting, describing, and displaying of American Indian objects at the Field Museum of Natural History in 1894. Reflecting this, provenance, context, and original identifications were defined to mean different things for Euro-American versus American Indian objects and records, and Native Americans and others challenged these definitions and practices at the time. In the second example, the 1929–1933 making and displaying of the Hall of Races, a specific race anthropological understanding of race created unambiguous race anthropological provenance, context and original titles (identifications) for both the exhibit and individual race sculptures. By altering information concerning the three principles over the next 60 years, the Field Museum consciously destroyed the integrity of the originals and their meanings. The exhibit had become a political liability and the museum wanted to erase any trace of the race anthropological roots of the project and its sculptures. The article ends by asserting the contingency and importance of the three core principles for archivists and museum staff regardless of the format of the material involved and adds a few related observations for our contemporary hybrid, that means physical and digital, work world. 相似文献