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1.
This article argues that information literacy instruction has a unique role to play in increasing academic motivation among African-American college students. Drawing on recent work in student motivation, this article argues that perception of faculty encouragement is the single most important predictor of African-American college students' academic self-concept, trumping both academic performance (e.g., grades) and school environment (i.e., historically Black colleges or universities vs. predominantly White colleges or universities). Given this link between encouragement and academic self-concept, information literacy instruction becomes an arena in which librarians may support the development of students' self-concept, thus increasing motivation. This article discusses the role of encouragement in information literacy instruction and suggests how to achieve greater perception of encouragement both during and after instruction. Lastly, this article considers ramifications for instructional services programs at historically Black colleges or universities by reviewing recent experiences at Bennett College for Women in Greensboro, North Carolina.  相似文献   

2.
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   

3.
This article presents the results of a survey designed to assess students' experiences with media resources as a means to better understanding academic media center student patron needs and as a first step towards assessing student levels of media literacy, an important but often overlooked component of information literacy. Results indicate a wide range of expertise with critical evaluation of media resources and suggest the need for better communication between instructors and students regarding familiarity with and appropriateness of media resource usage. Implications for library instruction are also addressed.  相似文献   

4.
The increased use of technology in academia combined with the challenges posed by growing enrollments of nontraditional graduate students have forced institutions to adapt educational programs to insure student retention and academic success. This case study examines student perceptions and responses to a required information literacy workshop, developed for a Masters in Social Work, herein referred to as an MSW program. A review of the literature on information literacy needs of graduate students (specifically nontraditional students entering MSW programs) is presented below. Also included are the results of a pre/post-questionnaire that was developed and administered in the fall of 2003/2004 along with classroom observations to determine if additional information literacy instruction was necessary. The findings suggested that there was significant need for additional instruction and that graduate students recognize the need for information literacy instruction throughout their MSW track.  相似文献   

5.
This article presents an approach to teaching information literacy in an academic course from a socio-technical perspective. It includes an overview of the course framework, a review of course contents, and an analysis of student responses provided through pre- and post-course surveys. The premise of the course design was that students bring a set of technical and information skills to class that address specific but not generalized information literacy goals. By designing a course to engage students from this perspective, the instructors hoped to find a new method for approaching information literacy instruction.  相似文献   

6.
As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies find online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction.  相似文献   

7.
This paper explores the demographic and academic variables influencing students' perceived information literacy self-efficacy using Kurbanoglu et al.'s Information Literacy Self-Efficacy Scale (ILSES) and its two subscales. An online survey was created to gather data from students which contained Bangla version of the 28-item ILSES together with demographic and academic questions. A printed version of the survey was also distributed to students locally. A total of 408 students participated in the study. The findings revealed that students had moderate self-efficacy, with higher confidence in basic and intermediate-level information literacy (IL) tasks compared to advanced skills. There were significant differences in IL self-efficacy based on students' demographic and academic variables. The results suggest that age and computer proficiency were significantly associated with students' self-efficacy beliefs in information literacy. Overall, the 28-item ILSES and its two smaller subscales yielded similar results, indicating that shorter versions of the ILSES can be utilized to reduce questionnaire completion time without compromising the validity of the results. This study highlights the importance of demographic and academic variables in shaping students' IL self-efficacy beliefs and emphasizes the need for providing adequate support and training to improve information skills among students.  相似文献   

8.
What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources.  相似文献   

9.
Information literacy is a constellation of skills related to information use, one of which is information seeking. Proficiency in information seeking alone is not sufficient, though, because having the procedural knowledge necessary to complete a task is irrelevant without the confidence to act on that knowledge. Despite its importance, researchers have only begun investigating information-seeking self-efficacy in the last few decades, and multiple studies have demonstrated the importance of information literacy instruction in developing self-efficacy. How and why self-efficacy changes are key questions in this line of research, and both require a reliable and valid method of measuring self-efficacy, as well as an objective, quantitative measure of performance. Multiple researchers have addressed this issue in their research, often in relationship with another topic, including the efficacy of different pedagogical approaches, the relationship between self-efficacy and performance, human-computer interaction with search systems, and the interrelationships between self-efficacy and multiple other variables. Although progress has been made, a great deal of research is required to properly understand the relationship between self-efficacy and performance, and the complex interrelationships with other factors, which would allow for the development of better information literacy instruction.  相似文献   

10.
Online information literacy instruction: Can it impact learning as effectively as face-to-face instruction? Using a quasi-experimental design, this study examined that in relation to upper-level sociology students; it also considered whether library instruction affected participants’ perceptions of learning formats’ (i.e., online or face-to-face) effectiveness and the academic library's place in their research. Using a pretest/posttest design, no significant learning difference was found between the two instructional delivery formats. However, data suggested that instruction did impact online participants’ perceptions of the academic library as a place for research. Implications of this research and future directions for inquiry are discussed.  相似文献   

11.
ABSTRACT

Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction.  相似文献   

12.
Librarians often use assessment methodologies to evaluate the efficacy and impact of their information literacy instruction sessions and programs. In this article, researchers use an action research methodology to explore the effect of information literacy instruction on first-year honors student assignments. The researchers explain how they implemented multiple cycles of planning, acting, observing, and reflecting in order to better understand student needs, increase the impact of library instruction, and communicate that impact to library and external stakeholders. Robust and cyclical assessment gave librarians and their strategic partners the opportunity to make iterative improvements to instruction, address issues of overconfidence in students, and make the case for additional information literacy instructional opportunities for honors students.  相似文献   

13.
This study examines how high school students' information literacy (IL) skills prepare them for academic work in the digital age. The project included: (a) an audit of university IL practices; and (b) the administration of the James Madison University (JMU) Information Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada. Due to the low stakes of the test, there was concern about the reliability of the results. Rapid guessing, response time effort, and motivation filters were applied to confirm the reliability of the results. Results indicate a gap between expectations of high school students and their skills. Using a standardized test, potential incoming undergraduate IL proficiency was identified, including student strengths and weaknesses. The audit identified IL policies and practices at the university, indicating discrepancies in the IL instruction students may receive. Findings indicate that students lack the IL proficiency required to succeed in the post-secondary educational environment, and the libraries are not prepared to effectively address this gap.  相似文献   

14.
Summary

The Internet has brought great changes to reference services in academic libraries. One significant impact has been the growth and evolution of the reference librarian's role as teacher. This article reviews the literature on the librarian's increased teaching role with the emergence of the Internet, discusses the changing student populations who require a librarian's instruction and the skills that students need to achieve information literacy, and reviews how the Internet has affected current teaching strategies including classroom instruction, Web-based instruction, and efforts to integrate information literacy instruction into the curriculum. In addition, it also introduces emerging Internet technologies with their potential impact on teaching and instruction. The authors conclude that the reference librarian's teaching role will further increase with the development of information technologies.  相似文献   

15.
How information literacy instruction affects students' learning has been a concern for many librarians and teachers. This study examines the effects of six-year integrated information literacy instruction on elementary students' memory and comprehension of subject content through inquiry learning and also focuses on the moderating factor of students' academic achievement levels. The subjects were 75 students participating in the study from the time when they entered elementary school. The school adopted information literacy instruction and integrated it into various subject areas using the framework of inquiry learning, for example, the Super3 and Big6 models. A total of 11 inquiry learning projects were implemented from Grade 1 through Grade 6. The results showed that inquiry-based integrated information literacy instruction helps students memorize facts and apply new concepts in the subject content. In general, the progress level in comprehension was higher than in memory learning for the six-year integrated information literacy instruction. Regardless of students' prior academic achievement levels, if they devoted their efforts to inquiry processes, their fact memorization and conceptual understanding of subject content improved. Low-achieving students displayed the most progression in both memory and comprehension learning, compared to their medium- and high-achieving peers. This study underscores the importance of information literacy instruction in students' learning.  相似文献   

16.
Academic libraries provide value to their institutions on many levels, one of which is information literacy (IL) instruction. Librarians have the opportunity to guide students through the research process, teach students how to think critically, evaluate resources, and use resources ethically. It is beneficial for librarians to assess student learning after these sessions to demonstrate how libraries support the academic mission of their institutions. This article will address ways to assess the effectiveness of integrating information literacy into college courses by taking a close look at a partnership developed between a professor and two librarians at a small, private four-year institution.  相似文献   

17.
Examining data from over 3000 students in 102 course sections across seven colleges of a large, public, research intensive university in the United States, this study investigates the relationships between information literacy (IL) and course-level academic performance and student perceptions of their learning environments. The results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. The results point to the efficacy of IL being integrated into learning disciplinary course content, as well as the benefit of prioritizing high-order IL activities, such as synthesizing information, over other the aspects of IL, such as searching or formatting citations.  相似文献   

18.
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   

19.
Information literacy of recent law school graduates is examined from both the academic and professional sector. This article explores the literature on the different types of legal resources, the adequacy of legal research instruction provided to law students, employers’ expectations in regard to the legal research skills of recent graduates, and the information literacy of lawyers. This study consists of two surveys designed to determine the scope of the research instruction and resources available at law schools, and the electronic resources available to new associates at their employment, and to assess employers’ expectations of the research skills of their new associates. The surveys were sent to samples of Massachusetts’ law school libraries and law firms.  相似文献   

20.
我校本科生信息素质状况评价   总被引：6，自引：0，他引：6  
图书馆的信息素质教育是传统用户教育在信息社会下的提升与发展。对当代大学生的信息素质进行评价是信息素质教育过程中的重要环节。文章利用指标评价的方法进行问卷调查和研究。  相似文献   

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