共查询到20条相似文献，搜索用时 15 毫秒
1.
《The Reference Librarian》2013,54(51-52):89-103
In recent years there has been a trend toward greater student involvement in the higher education community. Active learning techniques hold great promise for getting students involved and inceasing their learning outcomes. Critical to the process are the higher order processes of analysis, synthesis and evaluation, the sharing of responsibility for learning with students, and attention to the processes of learning. These techniques have potential to address the needs of an ever-increasing diversity in our student population, as well as the affective domain of attitudes and feelings. Although there are risks to active teaching, it is argued that for library instruction, it is appropriate. Several techniques are described. 相似文献
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Jane A. Burns 《New Review of Academic Librarianship》2016,22(2-3):238-248
ABSTRACTThe Internet has been the catalyst for the convergence of many subject areas and online platforms. Information professionals such as Archivists, IT developers and especially Librarians have been impacted in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. In this case study, relevant findings from research that sought to determine the level of awareness of digital humanities in Irish Libraries is examined. The research project, The Mary Martin Diary, is highlighted as an example of a multidisciplinary collaboration project that utilized library communication skills, project management skills, digital humanities tools and techniques, as well as other online resources in its development. These skills and tools have the potential to be applied to similar projects that librarians engage in. Recommendations derived from this research highlight the practical application of skills for information professionals and their roles in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. 相似文献
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[目的/意义]在图书馆学专业本科教育与教学改革面临挑战的背景下,介绍一种新的图书馆学课程教学方法--工作室教学法(studio-based learning)来促进图书馆学教学、研究与实践的结合。社群信息学工作室则是在社群信息学教学过程中应用工作室法的课程尝试。[方法/过程]采用案例研究法,以郑州大学信息管理学院社群信息学工作室教学实验项目的设计、实施、具体内容和评价为例,对工作室教学法的价值进行讨论。[结果/结论]该教学模式一方面给学生带来课堂教学的变化--以学生为主、以实践为主;另一方面,学生在该教学实践中也遇到以下障碍:教学模式改变带来学习模式的变化,教学管理和设计需要进行调整,教师角色变化促使语言等沟通方式进行调整。学生对该教学实践的评价为:满意度较高,参与度提升,学习方法得到改善。 相似文献
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[目的/意义]在"互联网+"与教学大环境下,提出一种基于教学周期视角的高校图书馆教学支持服务模式,以促进高校图书馆从传统的"资源中心"向"知识学习中心"转变,适应网络翻转课程,做大学教学活动的积极合作者。[方法/过程]利用文献调查、专家访谈,实地调研悉尼大学、清华大学图书馆教学支持服务,提出高校图书馆CCQP教学支持服务模式。[结果/结论]通过改革资源建设方案、落实教参服务、监控教学服务质量和协助教师提升专业水平分别支持教学规划、实施、评估和反思,总结模式的实现要素、创新性以及不足,提出下一步的研究规划。 相似文献
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Nicole A. Cooke 《New Review of Academic Librarianship》2013,19(2):208-227
Andragogy refers to theory specific to teaching adults, as opposed to pedagogy, which refers to the teaching methodologies used to instruct children. Popularized by adult educator Malcolm Knowles, andragogy relies on 5 basic tenants: adult learners are self-directed, they possess life experience that informs their learning, they possess a desire to actively participate in the learning process, their learning needs to be relevant to their lives, and they are highly motivated to learn. A review of the literature in library science (specifically library instruction) and adult education aims to arm librarians with a working knowledge of andragogy. This is an especially important undertaking as adult learners are becoming a much larger student demographic at colleges and universities around the world, and the specific needs, characteristics, and anxieties of adult learners are often overlooked. Instruction librarians’ most valuable tool for working with adult learners is bibliographic instruction. Effectively designed sessions can alleviate the library anxiety of adult learners and empower them to become better students. 相似文献
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中美高校数字图书馆教学参考资源比较研究 总被引：3，自引：0，他引：3
教学参考资源是高等学校师生在实施教与学的过程中一种重要的文献资源,也是高校图书馆为教学提供服务最直接最重要的体现。本文通过调查10所中关高校数字图书馆,比较我国和美国高校图书馆教学参考资源的特点,分析它们之间的差异,正确认识我国高校图书馆教学参考服务的发展状况,以促进我国高校图书馆教学参考服务事业的发展。 相似文献
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AbstractMillennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning. 相似文献
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Teaching and learning in information retrieval 总被引：1，自引：1，他引：0
Juan M. Fernández-Luna Juan F. Huete Andrew MacFarlane Efthimis N. Efthimiadis 《Information Retrieval》2009,12(2):201-226
A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis
of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from
different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The
review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy
as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts,
and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and
library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods,
delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design.
The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also
provides a guide for educators on approaches that can be applied to improving the student learning experiences. 相似文献
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Teaching across cultures as a result of a Fulbright Senior Fellowship is a life-changing event for many Fulbright Fellows. This American author experienced powerful classroom dynamics in teaching her library science students at the University of Botswana during her 1999–2000 Fulbright. Her attempt to restructure a traditional lecture class to a student-centered learning environment created classroom dynamics that forced her to examine her pedagogical beliefs for their evident weaknesses. This ethnographic study reports on her teaching experiences and her analysis of what she discovered in the process, findings that continue to impact her study of teaching and learning. 相似文献
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Alex Cohen 《Public Library Quarterly》2013,32(3):227-233
This article focuses on the impact of learning spaces as well as collaborative technology, which affects library building and design. The article illustrates that learning spaces are an important component in the design of library buildings rather then a temporary trend. During each of our company's latest public library building projects, both librarians and architecture teams have recognized the need to support increases in learning activities. To bring more users to the public library, they recommended that the building needed increased seating to support training, education and in‐house cultural programming. The stories cited in this article suggest that there is a relationship between learning spaces and collaborative technology. Among librarians and library planners, learning spaces are seen as a unifying requirement for the expansion of library services. They recognize that the library's seating plan must include more learning spaces to support social networking, sharing and project base learning. Our qualitative findings suggest that public libraries need more learning spaces to support new types of digital work. 相似文献
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《The Journal of Academic Librarianship》2020,46(6):102226
The paper examined the role of academic libraries in the evolving paradigm shift in teaching methodologies in Nigerian universities as a result of the outbreak of Covid-19. It x-rayed the current global trends in online education and significant roles libraries can play. Responsive library website design and adoption, adoption of blended librarianship model and use of social networks among others were identified as best practices to adopt in order to secure a place for libraries in Nigeria in the face of the eminent change in teaching methodologies post Covid-19. Furthermore, the study considered perceived challenges libraries may be confronted with in deploying relevant ICT infrastructures geared towards transitioning from traditional to online provision of services in support of teaching and learning. The paper recommended dynamism in library service delivery, urgency in the acquisition of new skill sets by academic librarians in Nigeria, while also calling on relevant stakeholders to provide adequate funding for libraries in order to be able to deploy relevant ICT infrastructures needed to adequately support teaching and learning in a virtual environment. 相似文献
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图书馆作为教学、科研的重要服务部门,在普通高等学校本科教学工作水平评估中占有一定的权重。结合评估指标和工作实践,论述高校图书馆应抓住评估契机,积极争取外部资金,充分挖掘内部潜力,努力提高服务质量,促进图书馆的建设与发展。参考文献8。 相似文献
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In this article, guest writers Sonya Lipczynska and Clare Crowley from King's College London discuss the learning that occurred when they undertook a Postgraduate Certificate in Academic Practice in Higher Education (PGCAPHE). In particular, they identify how their exploration of relevant learning and teaching theory on the course helped them to evaluate their library instruction teaching practice with medical and dental students. They highlight how they made changes and improvements to the delivery of these sessions based on greater consideration of inclusivity and the characteristics of both individuals and broader student groups. They also discuss the successes of new teaching practices that they experimented with, and reflect on how they have developed as educators as a result of this. H.S. 相似文献
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建设现代学习中心是高校图书馆的发展方向 总被引：3，自引：1，他引：3
在高等教育改革的浪潮中，作为高等院校支柱之一的图书馆也面临着重大的变革。新的教学思想要求图书馆更多地发挥教育职能，成为高校教学环节中不可缺少的一环。这种具有强大教学功能，适应未来学习方式的图书馆，就是高校图书馆发展的方向-现代学习中心。 相似文献
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《The Reference Librarian》2013,54(25-26):449-464
That the reference interview is a communication process has long been recognized in the library profession. Reference librarians must be able to relate effectively to all types of patrons in order to deliver quality service. Communication in the reference interview is both verbal and non-verbal, and these two elements must be in harmony if the interview is to be effective and the library patron to receive the information he/she is seeking. Realizing the importance of good interviewing techniques to success as a reference librarian, library educators are now devoting more time to the interview in reference courses, utilizing approaches which are both theoretical and practical. In this paper, the value of the practicum to the teaching and learning of interviewing techniques is emphasized, and various methodologies for offering such field experience are explored. The instructional programs in several library schools are discussed, with particular emphasis on the author's school, and a possible reference practicum program is outlined. 相似文献
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[目的/意义]为弥补线上或线下单程授课模式的不足，引入Blackboard平台进行混合教学探索，以期为图书馆界信息素养教学模式提供更好的选择，促进学生综合素养的提升。[方法/过程]在信息素养授课中引入Blackboard课程管理平台，结合线下小规模授课模式（SPOC）进行教学；课程效果评价方法采用量化对比评价和课后质性访谈评价。[结果/结论]通过对比研究发现基于Blackboard平台采用混合学习模式对学生开展信息素养教育效果显著好于传统授课模式（P=0.000*，<0.05），质性评价中学生在课程参与度、师生互动等方面有效提升。 相似文献
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Theme-based library and information literacy instruction offers an innovative, challenging, and timely approach to teaching credit library courses. This mode of instruction creates a learning environment that enhances student engagement and expands the teaching repertoire of library instruction faculty. Two practical examples of this methodology are discussed. 相似文献
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《The Journal of Academic Librarianship》2019,45(2):102-109
This study analyzed libraries' management of the data generated by library digital learning objects (DLOs) such as forms, surveys, quizzes, and tutorials. A substantial proportion of respondents reported having a policy relevant to learning data, typically a campus-level policy, but most did not. Other problems included a lack of access to library learning data, concerns about student privacy, inadequate granularity or standardization, and a lack of knowledge about colleagues' practices. We propose more dialogue on learning data within libraries, between libraries and administrators, and across the library profession. 相似文献