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1.
High-quality customer service is an important aim of the library experience. Its importance is evidenced by attention given to the topic in scholarly literature and academic conference proceedings. This article describes the challenging process of creating and delivering a blended customer service training curriculum to all library staff working at public service points in the University of Maryland Libraries. An online course, in-person workshops, and digital badges were devised. Assessment was conducted at the end of the first year, resulting in revisions to the course.  相似文献   

2.
This article profiles the development and implementation of an undergraduate study abroad program developed by librarians and a finance professor at the University of Maryland (UMD). The authors collaboratively developed and taught, in 2012, 2013, and 2014, an innovative short-term course to Nicaragua, BMGT 448N: Doing Business in Nicaragua: Microfinance in Action, in which UMD students provided hands-on consulting to Nicaraguan entrepreneurs, an international microlending organization, and small business start-ups affiliated with a Nicaraguan University. In keeping with the UMD's mission of internationalization this course provided students with a service-learning and a study abroad experience.  相似文献   

3.
Distance librarians working with an online doctoral program at Johns Hopkins University are asked by both students and faculty to provide a large amount of library support – without being embedded into the curriculum or the individual courses. Program administrators and faculty were resistant to allow librarians into the course management system (CMS), denying them access to discussion boards, assignment updates, and course content, but still expected a high level of student support. Over a three-year period, librarians respond by creating a “halo” of library services to support students at point of need that existed outside of the CMS, but was still highly integrated into the program. Librarians explore the importance of scaffolding and linking disparate services to complement each other, building a halo of support. Student need is at the center of the plan, focusing on collaborative teaching and reflection as well as student centered learning.  相似文献   

4.
Online instruction is a hot topic at academic medical centers. Seizing the opportunity to join the online movement at the University of Nebraska Medical Center (UNMC), the McGoogan Library created an open access course made up of six learning modules. The modules addressed three issues: 1) supplementing one-shot library instruction, 2) offering opportunity for instruction when a librarian is not embedded in a course, and 3) showcasing the library as an online instruction supporter. This article discusses the planning process, technology used, how the modules were received, and how this initial project increased McGoogan Library's involvement in the UNMC online movement.  相似文献   

5.
Ensuring quality library instruction in an online-exclusive First Year Writing (FYW) course is important and challenging. Assessing what the students learned and how is equally important. The authors collaborate and co-teach the information literacy portion of an online-exclusive second semester FYW course at the University of Tennessee at Chattanooga. To teach information literacy skills, the authors developed tutorial videos, worksheets, and a Librarian AMA (Ask Me Anything) discussion forum for the students. The authors completed formative and summative assessments to measure the efficacy of the activities. This article explores their assessment, findings, and recommendations.  相似文献   

6.
At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning.  相似文献   

7.
作为高校图书馆嵌入学习过程的在线服务形式,虚拟学习社区是学习共享空间的有机组成部分,但在我国仍处于探索、实验性建设阶段。以图书馆为学习资源与交互平台,融合典型SNS应用的富交互性,构建虚拟学习社区模型,详细介绍主要互动模块的具体设计,并探讨虚拟学习社区的实践意义。  相似文献   

8.
ABSTRACT

Each semester, the instructional designers at the University of Central Florida facilitate an innovative course for faculty only. IDL 6543 is an eight-week professional development course that prepares faculty to teach online.

IDL 6543 models how to teach online using a combination of seminars, labs, consultations, and Web-based instruction. A librarian was typically invited to a lab session to present information about the library's online resources. Because there was so much information, this portion of the course was migrated to the online environment in the fall semester of 2004. The in-person presentation was transformed into an online learning module for the faculty to read and participate in at their own pace.

This poster session will address collaborating with instructional designers, creating an online module of library information aimed at teaching faculty, moderating a faculty discussion of library resources, and comparing the in-person training session with an online module.  相似文献   

9.
ABSTRACT

Students at universities spend an average of $1,250 yearly on textbooks and course materials. Can a collaboration between the Library and the Instructional Design Department create value for student populations by incorporating OER into the course development process? This is a case study of one University with a large online and distributed network with controls over the course design, timeline and curriculum delivered by the faculty. This University’s team tested whether the entire course could be designed in a scalable format using OERs collaborating with a librarian to organize the resources so students will have ready access to OER every time the course is offered. The result was an internal recommendation on structuring collaboration with the Library and course developers and presentation of the selected OERs in the Learning Management System. The result explored how adopting OERs redesigned course assignments and assessments in courses and fostered the development of original OERs in discipline-specific topics and content. The impact was a greater use of library resources by faculty and students and an economic impact to the student who does not have to purchase costly course materials. This process also supported course authentic assessment creation that are not dependent upon paid resources.  相似文献   

10.
In 1998 Thomas Jefferson University offered its first entirely online course. Librarians and library staff were integral in the development, support, evaluation, and refinement of this course. While staff members may have taken non-traditional roles in this effort, their roles generally fell within the broad guidelines of assisting University faculty with information and knowledge management. The development and support of distance course offerings will continue to be a focus at Scott Memorial Library.  相似文献   

11.
ABSTRACT

Librarians at the University of Central Missouri were invited to provide research assistance for an online history course delivered through the Blackboard course management system. In consultation with the course instructor, it was decided that we would serve as “embedded librarians,” offering online tutorials on library resources and providing research assistance to students as they worked on a short research paper assignment. Our experiences with the course instructor and with students have provided us with some clear insights into the particular challenges that librarians face in an online course environment.  相似文献   

12.
ABSTRACT

Developing a strategy for embedding librarians in online courses can be challenging, but it is essential to demonstrate to accrediting agencies how libraries serve online students. A well-thought-out plan can be scalable and sustainable for rapidly growing online programs and can satisfy accreditation standards. This article examines how one small, liberal arts college developed a plan of action for an online embedded librarian program, including both the conceptual and practical aspects of launching the program: aligning library instruction with course and program learning outcomes, brainstorming strategies for embedded library instruction, and communicating the value of such a program to online teaching faculty.  相似文献   

13.
ABSTRACT

This paper examines the Regent University Library's effort to reach online students by incorporating online library workshops using the Live Classroom software from Horizon Wimba. The paper explains the need for synchronous online library instruction which arose from the university's changing clientele and curriculum. It also analyzes participant feedback regarding strengths and weaknesses of the online workshops. The paper concludes by considering the future for this type of instruction in light of Regent University's increasing emphasis on online education.  相似文献   

14.
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   

15.
This study explores how libraries can enhance information literacy in online undergraduate courses at Purdue University, a large Midwestern research university. The article investigates undergraduate students’ perception of the importance and their awareness of libraries’ services for online learning, challenges of using information to complete course assignments, and the ability to gather and evaluate information to complete online coursework. The findings contribute to four aspects of the Libraries’ programmatic efforts to support undergraduate students taking online courses. These include showing a need for IL, helping students stay connected to resources and support, pedagogic strategies, and strategically targeting courses.  相似文献   

16.
In an effort to provide continuing education to the students working at the Hardin Library reference desk, staff members have created an online training course using the University of Iowa's course management system called ICON(Iowa Courses Online). The course has four main components-a content page, an article discussion forum, quizzes, and a challenging questions module. ICON has quickly become an essential training resource and has also provided an electronic professional community for students who primarily work in isolation. Additionally, the experience with the software has positioned the library to provide training support for the health campus and to take advantage of new technology based collaborations.  相似文献   

17.
The University of La Verne, a pioneer in the field of adult and distance education, hosts approximately 4,692 traditional undergraduate and graduate students on the main campus, 3,350 adult students, and hundreds of online students throughout California at nine regional campuses. Challenged by limited funding and staffing, the library and Regional Campus Administration collaborated with senior management to pilot a blended technology platform using Adobe Connect for content and live video streaming and Business Skype for audio to deliver real-time, interactive virtual information literacy to distance learners. The initial objective of “Library on Demand” was to supplement existing in-person, e-mail, and telephonic library information literacy instruction with live streaming video and two-way audio. The use of multi-channel instructional technologies would optimize outreach activities, reaching larger numbers of student communities while optimizing student learning modality preferences and differences. The pilot program was designed in phases to test the integrity of reaching over 3,500 students among the nine regional campus locations concurrently with a single librarian host. Later phases offer opportunities for targeted or specialized sessions including applications fostering emerging virtual social learning communities beyond a shared information literacy experience.  相似文献   

18.
SUMMARY

Associated Canadian Theological Schools is a graduate seminary consortium affiliated with Trinity Western University. Since its beginning in 1988 it has had a required one credit research course as a prerequisite for all programs. Several factors demanded the creation of an online version of the course as an alternative to the ongoing live course, but the literature on graduate level for-credit information literacy courses was sparse, and for online courses of this type was virtually non-existent. A process of trial and error since the online course's inception in 2000 has created a more mature offering that now meets the desired criteria for education that is learner-focused and interactive, with a priority on skill development through assignments using student-selected topics. While several hard lessons have had to be learned, the course is achieving its desired ends.  相似文献   

19.
ABSTRACT

The Writing in the Discipline (WID) concepts lend themselves to execution in an online realm, where written communication is the primary means of contact between students and instructors. The author instituted WID in an online section of a 1-credit research class and found the WID framework also made it easier for students to demonstrate information literacy. WID provides space within a course for students to become accustomed to the discourse of a discipline, writing to understand before being asked to formally communicate. This article explains the concepts behind WID and outlines how it was executed within an urban community college online class.  相似文献   

20.
As a result of suggestions from the American Library Association (ALA) the Division of Library and Information Science (DLIS) program at St. John's University implemented an end-of-program electronic portfolio (ePortfolio) requirement. The purpose of this ePortfolio is to provide information on student proficiency in the eight ALA core competencies to our external accrediting agency—the ALA Committee on Accreditation (CoA). This article will discuss how a Library and Information Studies (LIS) faculty member and a New Media and Communications Specialist worked together in developing the ePortfolio as an assessment tool for ALA reaccreditation within an online LIS program.  相似文献   

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