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1.
Emily F. Gorman Catherine Staley 《Journal of Library & Information Services in Distance Learning》2018,12(3-4):219-236
The purpose of this study was to evaluate the efficacy of online and in-person instructional methods for teaching research skills, as well as to determine student preferences for each method. Undergraduate students received librarian-led research skills instruction either through an online course management system or in person at the library. Students were surveyed about their experience and format preference, and their grades on a subsequent literature review assignment were collected. The online group’s scores were significantly (p?=?0.002) higher, and a majority of eligible participants stated a preference for the online format. Many of the students in both groups reported increased skills and confidence in conducting speech-language-hearing science research following the library instruction. The results of this study support the possibility that online instruction may be more effective than in-person for improving performance on a literature review assignment and is preferred by on-campus students for learning information literacy skills. 相似文献
2.
ABSTRACTFor librarians at the University of North Florida, there was a need to move beyond information literacy instruction to one-on-one and small group research consultations to aid in student success. By staffing the research desk with staff and students, librarians were able to open their calendars to allow more time for in-person, phone, and online consultations to aid in meeting the research goals of students at the institution. After assessing the research consultation program for two years, there has been a positive correlation between research consultation usage, satisfaction in completing assignments, and student success measures throughout the university. 相似文献
3.
ABSTRACTThe article describes the collaborative process between the authors in adapting course assignments in undergraduate music history courses to demonstrate actual learning of content and information literacy skills. Although the inclusion of the information literacy standards is an important step in developing critical thinking skills, other factors impede students to perform well such as lack of knowledge on how to structure a research paper or not understanding how to properly cite the information. By monitoring student performance, the faculty and instruction librarian can make changes to improve student learning and the acquisition of critical thinking skills. 相似文献
4.
《The Journal of Academic Librarianship》2023,49(1):102614
This qualitative study documents evidence of first year undergraduate students' collaboration processes and information literacy learning while completing research assignments in groups during a semester-long course. Focus group interviews and artifacts collected in the web-based tool Evernote allowed us to conduct an in-depth analysis of students' collaborative behavior in terms of their actions, feelings, and thoughts during information seeking behavior (Kuhlthau, 2004), and of the potential of collaboration for fostering information literacy development.Our analysis revealed that certain conditions should be present to facilitate information literacy learning through collaboration: 1) Technology that enables real-time interaction and both active and passive sharing; 2) Meshing of students' interests through the assignment framing; and 3) Students' acceptance of the collaboration technology as a worthwhile tool.In addition, multiple factors determined the extent of the information literacy learning developed through the collaborative assignment tasks, including group dynamics, prompts for students to teach each other information skills, encouragement of students to share exemplars of notes or written assignments, exposure to different points of view, and time management. 相似文献
5.
Lyda Fontes McCartin Stephanie Evers Brianne Markowski 《The Journal of Academic Librarianship》2019,45(3):262-267
Library instruction often involves one-shot sessions where librarians interact with students for a short period of time and are then left wondering what the students thought of the session and if students perceive the session as helpful for their course work. Using two surveys to gather data, this study compared student perceptions of a redesigned library curriculum and of their own information literacy skills immediately after attending a library workshop and six weeks later after completing a research paper. The findings indicate that the library workshop is meeting student needs and has a lasting effect. Additionally, the researchers found that students were better able to articulate gaps in their own knowledge after having the opportunity to apply their skills to a research assignment. The researchers recommend that librarians using surveys to inform one-shot curricular changes gather data after students have applied the skills and knowledge gained in the instruction session. 相似文献
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7.
This study examined gender differences in information behavior concerning Wikipedia. Data were collected using a Web survey in spring 2008. The study used a convenient sample that consisted of students who had taken an introductory undergraduate course at a large public university in the Midwestern United States. A total of 134 out of 409 students participated in the study. As information consumers, male students used Wikipedia more frequently than their female counterparts did. With respect to the purposes of Wikipedia use, male students used Wikipedia for entertainment or idle reading more than their female counterparts, while there were no gender differences regarding Wikipedia use for other purposes. Male students were more likely to discount the risks involved when using Wikipedia information compared to their female counterparts. Furthermore, male students had higher ratings than female students regarding most aspects of Wikipedia, including outcome expectations, perceptions about its information quality, belief in the Wikipedia project itself, emotional states while using Wikipedia, confidence in evaluating information quality, and further exploration. Finally, there was no gender difference regarding the number of years of Wikipedia use. However, male students reported having more positive experiences with the information quality of Wikipedia than their female counterparts. Overall, the findings of this study were consistent with those of previous studies concerning gender. Given the acknowledgment of the knowledge value of Wikipedia in recent literature, it seems that there are more advantages to using Wikipedia than there are disadvantages. The current study shows that male students seem to enjoy such benefits more than female students and may have more opportunities to develop their information literacy skills than female students by actively using Wikipedia. This suggests that educators need to encourage female students in particular to explore Wikipedia strategically as an initial information source so that they can develop their information literacy skills for unconventional sources. 相似文献
8.
《Journal of Map & Geography Libraries》2013,9(1):41-58
Abstract Undergraduate GIS courses, regardless of parent department, frequently follow similar formats culminating with long-term, self-directed ‘capstone’ projects. Instructors usually acquire data for students, rather than having the students search for information from online repositories or campus libraries. While on the library side of life, librarian-led classroom sessions are unsatisfying for students and librarians, chiefly due to a lack of connection to important research-based assignments. A model is presented herein to train instructors to include information literacy components into courses, thereby increasing students' ability to work independently. 相似文献
9.
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
10.
《Research Strategies》2004,20(1-2):89-98
Assessing students' information literacy skills can be difficult depending on the involvement of the librarian in a course. To overcome this, librarians created an assignment called the Paper Trail, where students wrote a short essay about their research process and reflected on what they would do differently. Through reviewing and grading these papers, librarians determined whether students understood the difference between the library catalog and article databases, evaluated the students' search terms to see if they used effective topic keywords and Boolean operators, and learned more on how the students reflected on their research process. 相似文献
11.
Secondary teachers have the opportunity and the curriculum mandates to teach information literacy skills, yet students enter post-secondary studies with low information literacy proficiency. In many cases, teachers present the only opportunity for students to develop information literacy proficiency. With semi-structured interviews, this study explored eight secondary teachers' perceptions of information literacy and their experiences with IL as educational professionals. Confusion around the phrase information literacy was a dominant theme as participants were unfamiliar with the term and were inconsistent in defining the scope of what it might mean. Although there are references to information literacy skills in the core curriculum and support documents, participants varied in their instruction and understanding of this skill set. Participants unanimously agreed that information literacy skills, as explained using the Association of College and Research Libraries Information Literacy Standards for Higher Education (ACRL, 2000), were important for their students. However, the extent of IL skills required varied by student. Pursuing post-secondary studies warranted advanced IL, and these students were more likely to be taught higher-level skills. IL skill development was also assumed to be the responsibility of the student, and passive acquisition was anticipated. Assumptions regarding student need and ability informed instruction. These results suggest that the current curricular mandates are insufficient to ensure IL is incorporated into instruction and that teachers are ill-prepared to instruct IL effectively. 相似文献
12.
Twenty-first century students need consideration, ideas, and face-to-face work to enable their success in acquiring new information. Twenty-first century skills are generally described as core competencies such as collaboration, digital literacy, critical thinking, and problem solving. Collaborative work between the classroom instructor and the librarian builds digital reference and research materials to follow a scaffolded research project specifically from start to finish. This article identifies reference opportunities and the importance of online and face-to-face student support. Instead of a linear approach to information literacy, this article demonstrates a chunked eLearning in-context performance support style. 相似文献
13.
Mark Alfino Michele Pajer Linda Pierce Kelly O'Brien Jenks 《College & Undergraduate Libraries》2013,20(1-2):81-98
ABSTRACT This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model. 相似文献
14.
Laura M. Schimming 《Journal of the Medical Library Association》2008,96(3):217-222
Objective:
The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online.Methods:
A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups.Results:
As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (P<0.001) than the other 2 groups. The mean score on the PubMed skills assessment (91%) was the same for all groups of students.Conclusions:
Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial.Highlights
- First-year medical students at Mount Sinai School of Medicine responded positively to an online PubMed tutorial and skills assessment created by librarians.
- Students who took the online tutorial passed the PubMed skills assessment at the same high rate as students who attended in-class training led by librarians.
- Feedback suggests that students preferred the individual control of the web-based content and the ease with which the online training fit into their crowded schedules.
Implications
- Interactive online training encourages students to direct their own learning experience and can lead to greater student satisfaction.
- Medical students of the Millennial generation may prefer flexible, self-paced assignments that can be completed at times and locations convenient to them.
- Medical librarians can create online tutorials to successfully engage and instruct the next generation of medical students.
15.
When a campus has not integrated information literacy education into the curriculum, many students will not have the opportunity to learn these necessary skills before they embark on their career paths. This pilot study explores the possibility of teaching information literacy skills to students enrolled in a writing-designated course offered to mathematics majors who are about to complete their undergraduate studies. Outcome-based objective evaluations were used to guide teaching strategies as well as to gauge student progress. Embedded one-on-one consultations were found to be critical in strengthening these students’ information literacy abilities. 相似文献
16.
Angela Doucet Rand 《图书馆管理杂志》2013,53(7-8):923-932
ABSTRACT Wikipedia is a free online encyclopedia. The encyclopedia is openly edited by registered users. Wikipedia editors can edit their own and others' entries, and some abuse of this editorial power has been unveiled. Content authors have also been criticized for publishing less than accurate content. Educators and students acknowledge casual use of Wikipedia in spite of its perceived inaccuracies. Use of the online encyclopedia as a reference resource in scholarly papers is still debated. The increasing popularity of Wikipedia has led to an influx of research articles analyzing the validity and content of the encyclopedia. This study provides an analysis of relevant articles on academic use of Wikipedia. This analysis attempts to summarize the status of Wikipedia in relation to the scope (breadth) and depth of its contents and looks at content validity issues that are of concern to the use of Wikipedia for higher education. The study seeks to establish a reference point from which educators can make informed decisions about scholarly use of Wikipedia as a reference resource. 相似文献
17.
Eric Jennings 《College & Undergraduate Libraries》2013,20(4):432-437
ABSTRACT Today's college student often starts his research by using a search engine. Because of this, Wikipedia is increasingly becoming the go-to reference resource for the newest generation of students. However, many students do not know about the problems (e.g., vandalism) associated with this tool other than ambiguous warnings from librarians and faculty who say that it should not be used for research. Librarians and faculty should help remove the stigma associated with Wikipedia by embracing this Website and its imperfections as a way to make information literacy instruction valuable for the twenty-first-century student. 相似文献
18.
Background: To ensure that physical and occupational therapy graduates develop evidence‐based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. Objective: This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. Methods: The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students’ ability to conduct a search independently. Results: The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. Conclusions: The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students’ long‐term retention of information literacy objectives. 相似文献
19.
Francesca Marineo Qingmin Shi 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):40-55
This article discusses how the Library and Office of Institutional Research at a public college measured the relationship of an online information literacy module in the learning management system with student success metrics in a first-year experience course. Specifically, the authors examine the relationships of an online instruction module, online module completion status, library use sessions, and student success metrics, such as semester grade point average (GPA), one-year retention, and academic standing. The results suggest that students who participated in the online information literacy module had better student outcomes than those that did not participate in the module. Research assignment grade and library use sessions are found as significant predictors of student semester GPA and one-year retention, controlling for high school GPA, student characteristics, and utilization of student support services. Practice implications are discussed. 相似文献
20.
Preparing students for research: faculty/librarian collaboration in a pre‐doctoral physical therapy research course 
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下载免费PDF全文 In this article, guest writers Susan Bigelow and Dr Salome Brooks from Springfield College, Massachusetts, present an overview of their evaluative research study in which a faculty professor and the liaison librarian collaborated to develop an information literacy course entitled Physical Therapy (PT) and Health care Research Skills, in order to teach necessary information literacy skills to upper‐level undergraduate PT students. Triangulation of the Physical Therapy and Information Literacy standards in alignment with the course objectives strengthened the collaboration, course development and expectations of student performance. Student performance was assessed through formal and expected evaluative means, and the preliminary evidence suggests some key successes in the course outcomes. H.S. 相似文献