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1.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
2.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
3.
Mona Florea 《图书馆管理杂志》2013,53(3-4):411-430
ABSTRACT Librarians, as service providers, are always looking for innovative ways of using technology for designing and improving information systems that allow teaching and building of information literacy skills. Online learning and teaching tools offer teacher librarians undreamed of opportunities to enhance face-to-face information literacy instruction. This paper describes the librarian's research, discoveries, and experience with using WebCT Campus Edition and Vista, ePortfolios, and Wikis to deliver online information literacy instruction as part of fully-online, Web-enhanced, or hybrid courses. Models of librarian/faculty partnership and collaboration are also illustrated. 相似文献
4.
伴随着科学数据管理服务的需求,数据馆员的教育培训成为开展科学数据管理服务的关键。文章通过对国内外数据馆员培训的典型案例进行调研和比较研究,从重视数据素养教育、开放培训学习资源、开发系列培训课程、加强多方协作等方面为我国科学数据馆员的培训提出相关建议。 相似文献
5.
Angela P. Whitehurst 《Behavioral & Social Sciences Librarian》2013,32(3):207-232
The need for information literacy continues to increase as colleges and universities begin to globalize their curricula and include global readiness in institutional missions. This article reports pretest and posttest data collected during a librarian–faculty collaboration to determine the effect of information literacy instruction on students participating in an anthropology class focused on global understanding. The results suggest emphasis on teaching specific skills can produce an increase in students’ information literacy levels. Also, emerging global curricula may provide an avenue for librarians to pursue the promotion of information literacy. Changes in students’ information literacy skills, successful teaching strategies, and their connection to global readiness are discussed. 相似文献
6.
Subject faculty sometimes limit information literacy when they ask a librarian for “the library talk.” On the librarian’s end, this unimaginative request translates into a traditional one-shot, often focused on point-and-click skills rather than building deeper competencies. The authors developed a collaboration rubric to liberate librarians from this deadlock. The rubric uses nine lenses to focus the librarian-instructor collaboration on relevant sub-categories that display various instruction modes. These lenses include assignment design, the timing of instruction, librarians’ visibility in virtual class spaces, and librarians’ involvement in assessment. The rubric also outlines levels of collaboration, from None to Minimal, Healthy, and Superlative. 相似文献
7.
在论述图书馆与图书馆员将知识与大众给合到一起的从业观念;图书馆员vs.知识媒体vs.读者服务所担负的社会责任;图书馆的服务与图书馆员的角色在于社会记忆、信息传播和知识管理;图书馆演化与图书馆员的角色变化从对知识媒介的加值服务到对人的知识服务;图书馆员的素质坐标及图书馆员的素质塑造等的基础上，指出当前对图书馆员的素质要求以心理素质和沟通能力最为重要。 相似文献
8.
《Research Strategies》2001,18(3):215-225
Building a successful information literacy infrastructure begins by creating a foundation of strong faculty–librarian relationships in conjunction with faculty development programs. This paper chronicles the faculty–librarian collaboration at Towson University in the development and teaching of information literacy instruction. Findings from the faculty survey and information literacy instruction statistics indicate that this close collaboration yields a seamless blend of core subject information and information seeking/evaluation skills. 相似文献
9.
Cristy Moran 《The Reference Librarian》2019,60(3):149-168
Broward College, an early adopter of Guided Pathways, has made efforts to incorporate information literacy throughout the curriculum by embedding librarians in pathways and through General Education learning outcomes. However, although college administrators and faculty acknowledge that the integration of information literacy instruction throughout the curriculum is crucial to student success, librarians have struggled to become true teaching partners. A survey was administered to discipline faculty to determine attitudes, perceptions, and a self-assessment of information literacy. This study includes a nuanced analysis of discipline faculty responses and reveals conflicting attitudes and behaviors related to information literacy instruction. 相似文献
10.
11.
Academic collaborations: Linking the role of the liaison/embedded librarian to teaching and learning
Alessia Zanin-Yost 《College & Undergraduate Libraries》2018,25(2):150-163
Building partnerships with faculty can be a challenging process for embedded librarians. After defining the essential role of an embedded librarian, this article chronicles the systematic process of how an embedded librarian built a partnership with a faculty member from the education department at a four-year institution. The collaborators created a two-year pilot program to integrate information literacy into a required undergraduate course. The article shares lessons learned about what worked and what did not as they moved through the planning, application, and assessment phases. Their collaboration offered the opportunity to make meaningful changes in the course based on what they learned from students about their anxieties regarding the research process. 相似文献
12.
Terri Pedersen Summey Cynthia Akers Kane 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):158-174
ABSTRACTThe concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented. 相似文献
13.
Amanda Ziegler 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):235-241
This case study evaluates the process of developing modules for inclusion in a learning management system that are informed by the Association of College and Research Libraries Framework for Information Literacy in Higher Education (2015). A replicable, transparent process was used to match more task-oriented topics suggested by librarians and teaching faculty to the Framework. As more and more students receive instruction online it is important for academic libraries to provide robust services to those users within the LMS as well as outside of it. By providing instruction within the LMS that is tied to the Framework, and by using digital badges to make the exploration of information literacy more obvious to students, instructors, and librarians, libraries can develop instruction that meets users at their point of need and provides content while lowering the need for direct librarian involvement in all online courses. 相似文献
14.
Savannah L. Kelly 《The Journal of Academic Librarianship》2019,45(3):228-233
Faculty perceptions of librarians' contributions to students' research skills has been linked to frequency of librarian contact in the extant literature. Yet, to date, no studies have tested this hypothesis via a large-scale nationally representative data set. In addition, the hypothesis that faculty perceptions of librarians might also be a function of faculty course goals has yet to be tested. This current study analyzed the most recent Ithaka S + R US Faculty Survey responses to evaluate the relationship between librarian contact, course goals, and faculty perceptions of librarians' contributions. The analyses support the conclusion that perceived frequency of librarian interaction and faculty course goals are both associated with faculty perceptions of librarians' contributions to students' research skill development. Furthermore, this study unveiled a moderating effect between perceived frequency of librarian contact and faculty course goals; that is, one is contingent on the other. 相似文献
15.
Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50?min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached. 相似文献
16.
Catherine T. Atwong Linda J. Heichman Taylor 《Journal of Business & Finance Librarianship》2013,18(4):433-448
This article reports on a successful case of collaboration between business librarians and faculty members in selecting, procuring, and servicing electronic databases in meeting academic objectives in one of the largest undergraduate business programs in the United States. Using a survey to measure students' self-reported knowledge before and after a training module developed and conducted by librarian and faculty, this study shows the extent of learning gain with respect to students' ability to locate, evaluate, and use effectively the required information. Comparing to the results of a control group of students without the training, the authors adjusted for learning gain due to other activities or measurement. The findings show significant perceived as well as objective learning gain as a result of concerted team efforts in training and teaching by the librarian and discipline faculty. 相似文献
17.
《The Journal of Academic Librarianship》2020,46(5):102196
As part of the ongoing debates over the best methods for teaching information literacy, some librarians have argued for a “teach the teachers” strategy. In this approach, librarians concentrate some of their instructional energies on teaching disciplinary faculty to teach information literacy. In this paper, multiple examples of “teach the teachers” efforts are reviewed, in order to provide insight into the impact that taking this approach might have on librarians, faculty, and students. Results indicate that the “teach the teachers” approach shows promise as one method by which librarians can support the integration of information literacy into the curriculum, but that more assessment is needed to determine the long-term impact of such initiatives on faculty teaching practices and students' information literacy development. 相似文献
18.
Regional accreditation organizations increasingly include student learning outcomes for information literacy in their standards and other documents, often emphasizing the importance of collaboration between librarians and faculty. Through content analysis of published articles and listserv postings, this study analyzes how librarians acknowledge such accreditation organizations in the context of information literacy. 相似文献
19.
Beth Tumbleson John Burke Jessica Long 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):196-214
Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role. 相似文献
20.
《Research Strategies》1997,15(2):80-88
This article describes a two-week graduate course on information literacy, developed and taught by a librarian and a professor of industry and technology, and intended for teachers and librarians in elementary and secondary schools. Information literacy is not only the content of the course but also the basis of its structure: active, student-centered learning with several group assignments helps students develop skills in finding information, analyzing and interpreting it, and putting it to practical use. Both pedagogical and evaluation methods reflect recent educational reforms, and the team teaching provides a model of collaboration between teachers and librarians. 相似文献