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1.
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   

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Objective:The purpose of this scoping review is to evaluate the extent of library or librarian involvement in informatics education in the health domain.Methods:We searched eight databases from their inception to 2019 for reports of informatics educational activities for health professionals or health professions students that involved library staff or resources. Two reviewers independently screened all titles/abstracts (n=2,196) and resolved inclusion decisions by consensus. From the full text of the 36 papers that met the inclusion criteria, we extracted data on 41 educational activities.Results:The most frequent coded purposes of activities were “teaching clinical tools” (n=19, 46.3%) and “technology” (n=17; 41.5%). Medical students were the most frequent primary audience (34.1%), though 41.5% of activities had multiple audiences. Evaluation was reported for 24 activities (58.5%), only a few of which assessed short or post-activity impact on attitudes, knowledge, or skills. The most common long-term outcome was applying skills in other courses or clinical experiences. Thematic analysis yielded three areas of outcomes and issues for the library and organizational partners: expanded opportunities, technology and resource issues, and value demonstration.Conclusions:Limited published examples of health informatics educational activities provide models for library roles in informatics education. More librarians should report on their informatics educational activities and provide sufficient details on the interventions and their evaluation. This would strengthen the evidence base about the potential impact of libraries within informatics education.  相似文献   

4.
Background:Despite a strong research presence in Lancashire Teaching Hospitals National Health Service (NHS) Foundation Trust (LTHTR), allied health professionals from the organization are underrepresented in developing and publicizing research that is inspired by day-to-day clinical practice and staff experiences. Two LTHTR departments, Library and Knowledge Services (LKS) and Research and Innovation (R&I), came together to enable a group of staff to develop the knowledge and skills that they needed to access information and create new “home grown” research.Case Presentation:A clinical librarian and an academic research nurse created a research engagement program in the diagnostic radiography department at LTHTR, which included the development, delivery, and evaluation of 6 workshops. Sixteen individuals took part in these workshops, and data were collected on library usage, self-efficacy in information literacy, and research output before and after their delivery. Library membership increased by 50% among diagnostic radiography staff, literature search requests from this department increased by 133%, and all participants who attended at least 1 workshop reported an increased Information Literacy Self Efficacy Scale (ILSES) score. An increase in research activity and outputs was also attributed to the program.Conclusions:This project has resulted in a set of freely available workshop plans and support resources that can be customized for other health care professionals and has won several awards for its innovative use of departmental collaboration. Through the evaluation of the program from workshop attendees and non-attenders, we have identified impacts, outputs, and barriers to engagement in order to continue to deliver this content to other departments and embed a home grown research culture at LTHTR.  相似文献   

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Between 1996 and 2001, the Health Science Center Libraries and Department of Zoology at the University of Florida partnered to provide a cohesive and comprehensive learning experience to undergraduate students in PCB3063, “Genetics.” During one semester each year, a librarian worked with up to 120 undergraduates, providing bibliographic and database instruction in the tools that practicing geneticists use (MEDLINE, GenBank, BLAST, etc.). Students learned to evaluate and synthesize the information that they retrieved, coupling it with information provided in classroom lectures, thus resulting in well-researched short papers on an assigned genetics topic. Exit surveys of students indicated that the majority found the library sessions and librarian''s instruction to be useful. Responses also indicated that the project facilitated increased understanding of genetics concepts and appreciation for the scientific research process and the relevance of genetics to the real world. The library benefited from this partnership on a variety of fronts, including the development of skilled library users, pretrained future clientele, and increased visibility among campus research laboratories. The course and associated information instruction and assigned projects can be considered models for course-integrated instruction and the role of medical libraries in undergraduate education.  相似文献   

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Courses: This semester-long collaboration occurs in an introductory public-speaking course, but could be applied to other communication courses that emphasize research and information literacy skills.

Objectives: This semester-long collaboration between a communication professor and campus librarian is designed to increase the information literacy and research skills of students in the introductory speech course. Upon completion of the course, students will demonstrate their ability to: locate, assess, and effectively use a variety of credible supporting materials in their presentations; effectively assess the credibility of supporting materials used in classmates’ speeches; and make full use of library resources.  相似文献   


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Objective:While studies from the early 1990s show that library staff in nonlibrarian roles interpret the term “paraprofessional” as being demeaning to their roles, no recent research has been conducted on this topic. This study aims to investigate if health sciences library staff continue to have similar negative associations with the term “paraprofessional” and to determine if another term is preferred.Methods:The authors conducted a literature review to identify terms used to categorize library staff in nonlibrarian roles. Using these terms, we created an online Qualtrics survey asking participants to rank terms by preference. We distributed the survey via thirty-six professional email discussion lists, including MEDLIB-L, thirty-three MLA chapter and caucus email discussion lists, DOCLINE-L, and ACRL-HSIG-L. Survey participants included full-time and part-time health sciences library staff in any nonlibrarian position. Responses from librarians were not accepted.Results:Based on 178 completed surveys, “library staff” was the top choice of 49% of participants, over “other” (19%), “paraprofessional” (13%), “library support staff” (11%), “paralibrarian” (7%), and “nonprofessional” (1%). Although “library staff” was the top choice of participants across all ages, older participants (aged 45–75) preferred “library support staff” and “paraprofessional” to a greater degree than younger participants (aged 18–44), while younger participants preferred “other” to a greater degree. Out of 36 participants who specifically mentioned the terms “paraprofessional” or “paralibrarian,” 32 (89%) of those comments were negative, indicating that the “para” in “paraprofessional” and “paralibrarian” is either insulting, inapplicable, or unfamiliar.Conclusions:Our results suggest that although the term “paraprofessional” may not intentionally be used to demean library staff, many library staff interpret the term to be demeaning to their roles. Instead, “library staff,” a more inclusive and less divisive term, was preferred by survey participants. In accordance with our results, we believe the term “paraprofessional” should no longer be used in library and information scholarly literature or professional discourse.  相似文献   

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ABSTRACT

Growth of their college's off-campus and online course offerings led librarians at SUNY Oswego to run usability tests with off-campus students to compensate for a lack of responses from this population during earlier usability testing. Constraints on testing with off-campus students included lack of funding and librarian time, as well as difficulty in attracting student participation. A brief usability study that could be completed by students in the first 10 minutes of class was devised, consisting of a first click test, a survey question, and a top task analysis activity. The study was conducted with 22 students from a satellite-campus Master's in Education program. Discussion includes selecting appropriate tests, analysis of study results, and application of data for improving Website design and information literacy instruction in an academic library.  相似文献   

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ABSTRACT

In developing and teaching a new first-year psychology course that integrates information literacy skills, a librarian and a psychologist learned the importance of teaching critical thinking skills explicitly, rather than implicitly. Students learned how to use the library resources and learned concepts in psychology, but until critical thinking was taught explicitly, students did not understand the value of what they were learning. In this article, implicit versus explicit learning is defined, and psychological principles are applied to demonstrate how critical thinking can be used to teach library and information skills.  相似文献   

11.
This is a case study at Mississippi State University where a business librarian taught a one-credit financial literacy course for undergraduate freshmen during the 2010 Fall term. In this case, the librarian acted as a faculty teacher and an instructional librarian to teach the students financial literacy as well as information literacy. The course curriculum was embedded with a library orientation to introduce the library services. Pre- and post-course assessments were conducted to analyze the students’ learning level in financial knowledge and the level of familiarity with various library services.  相似文献   

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ABSTRACT

In an effort to bridge the gap between the one-on-one attention that students receive when they come into the library and the attention given to online learners, the University of West Florida Libraries added an online learner component to its Personal Librarian Program. Personal librarian programs provide an opportunity for individualized outreach to students and can be particularly beneficial to online learners who may not receive it otherwise. While much of the literature on outreach to online students focuses on embedded librarianship, a personal librarian program emphasizes a direct connection and fosters an independent and strong relationship between the librarian and the student. The implementation of a personal librarian program for online learners by the University of West Florida has had successes and challenges that illuminate lessons for other institutions considering implementations of similar programs.  相似文献   

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ABSTRACT

How do educators capitalize on students’ comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library instruction, online research scaffolds, and peer evaluation within a class wiki to enhance student research practices and academic achievement. The explosion of information sources and access to networked technologies has provided the opportunity to “ratchet up” the expectations for student research in higher education. The Association of College & Research Libraries's information literacy standards for higher education provide a framework for setting these expectations. The authors describe features of an introductory education course that seeks to enhance honors freshman students’ knowledge of library research resources, efficient research skills, and scholarly writing, as described in these standards.  相似文献   

15.
Objectives:Access to high-quality information improves the quality of patient care, but lack of time and sufficient skills in information seeking can prevent access to information by clinicians. To solve this problem, clinical informationists can provide high-quality, filtered information for clinical team members. This study identified the core competencies that clinical informationists need to effectively fulfill their roles on clinical teams.Methods:Participants were selected purposefully from clinicians and medical librarians. Data were collected through semi-structured interviews and analyzed using qualitative content analysis.Results:The authors identified six competencies—communication, research, education and training, domain knowledge, information services, and technology—which together were used to develop a “CREDIT” model of core competencies for clinical informationists.Conclusions:The CREDIT model can be used as criteria for evaluating the performance of clinical informationists as well as for developing and assessing clinical informationist educational programs and curriculums.  相似文献   

16.
Abstract

This report describes a librarian’s development of an interactive and competitive trivia game using Poll Everywhere, an audience response system software. The trivia game was implemented during a live lecture session on drug information mobile applications taught to first-year pharmacy students. To add a fun and engaging reference for students, the librarian decided to model the game after HQ, a free trivia gaming app. Development of the session, student response, changes to future iterations, and lessons learned by the librarian are described.  相似文献   

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ABSTRACT

This article focuses on the design of library services to best meet the information needs of U.S. college students studying abroad. The authors begin by developing a possible theoretical model, first to explain the needs and information-seeking behavior of U.S. students abroad, and second to utilize this framework to design library services. The empirical grounding of the paper consists of research conducted by a Pennsylvania State University librarian at four study-abroad sites in Rome and Bologna, and the work of two librarians at colleges with high student participation in foreign study programs. In regard to the latter, the authors will discuss the way in which Dickinson College began a new program of library services to study abroad students, and present a Goucher College librarian's experience as a collaborative participant in a study-abroad program.  相似文献   

19.
《The Reference Librarian》2013,54(89-90):121-138
SUMMARY

This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.  相似文献   

20.
《图书馆管理杂志》2013,53(3-4):413-428
Abstract

Beginning in the 1990s, various academic units within our health sciences institution moved aggressively toward providing courses and programs via distance education. Without a centralized campus distance education office, distance library services from our campus evolved sporadically in response to individual needs. In 2001, the library hired its first distance services librarian, whose primary responsibility was to develop a written distance library services plan. In accordance with the ACRL Guidelines for Distance Learning Library Services, the library determined that the formulation of an effective plan required a formal needs assessment of the faculty providing distance education. In this paper, we will discuss the process for developing this needs assessment, based on focus groups and a written survey instrument. We will also address some of the challenges we faced with this approach. Preliminary data identified copyright clearance and lack of awareness regarding library services as the major barriers to distance faculty seeking course support from the library.  相似文献   

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