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The current generation of millennial university students is more accustomed to searching reference information online than visiting the physical library facility, compared to the previous generations of students. Studies have shown that the role of the physical library facilities as a mere collection point of reading and reference materials is being threatened by the availability of free and high-speed online search engines. University libraries have always been an integral part in higher education learning activities, and they are not exempted from this threat. Based on a structural equation modelling framework, we analysed empirically the importance of different library design features that help enhance students' learning satisfaction, and found that lighting environment, acoustic environment as well as location of the library building were the main determinants impacting on the use of the university library by students in a major university in China. We conclude the paper with our suggestions in modifying library design to accommodate students' learning needs, and more importantly in recon?uring the spatial and functional role of university libraries in this age of digital information from a mere provider of reference materials to a physical space of learning commons on campus. 相似文献
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Stephanie Everett 《The Journal of Academic Librarianship》2018,44(4):518-526
Purpose
This paper aims to describe the implementation and analyze the outcomes of The Race Card Project initiative at large public university's main library. Through this program, candid submissions from the public were used to promote multicultural learning and inclusivity, as well as to build campus relationships with curricular and co-curricular units engaged in diversity work on campus.Design/methodology/approach
The paper places the university's program within the context of academic library outreach through displays and exhibits. An overview of the development and implementation is provided along with the results of a multi-year assessment of the initiative.Originality/value
This paper describes a unique approach to cultivating conversations with and among students, faculty, and staff, about diversity and inclusion and the library's impact on fostering increased positive campus climate.Conclusions
The mindful leveraging of the library as safe (intellectual) space provides opportunities for student learning regarding diversity and inclusion, and a platform to build collaborative campus relationships and elevate library visibility. The Race Card Project initiative has been a positive way to engage patrons with social and cultural issues about multiculturalism and inclusivity. 相似文献4.
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Ryan S. Rafferty 《Journal of the Medical Library Association》2013,101(3):213-217
Objectives:
The research sought to determine if first-year medical students consulted and cited resources specifically highlighted during library instructional sessions.Methods:
Students attended a library resources instructional session. Resources that pertained to the students'' assignment were demonstrated and discussed. The students created a report including citations from relevant literature. The citations were analyzed and categorized as: a resource discussed at the instructional session, a resource found on the course LibGuide, a library resource, course material, or some other resource. All citations were subcategorized as print or electronic.Results:
Three years (2008–2011) of data analyzing 2,983 citations showed that 49.55% of all citations were from resources discussed during library instructional sessions; 21.86% came from resources with links on the course LibGuide; 77.51% were from library resources; and 90.68% came from electronic resources.Conclusion:
Students cited resources specifically highlighted during library instructional sessions for their assignments. The percentage of all citations coming from resources highlighted during the instructional sessions or found on the course LibGuide indicates that library instruction had an impact on the students'' work.Highlights
- Review of the literature shows that instruction about library resources accompanied by clear guidelines on scholarly research methods and resources provided by course instructors have the biggest impact on the quality of cited materials in student bibliographies.
- Graduate medical students cited library resources more frequently than nonlibrary resources for their assigned coursework.
- Graduate medical students cited materials and resources specifically highlighted during library instructional sessions for their assigned coursework.
Implications
- Instruction about library resources tailored to medical students'' assignments impacts the resources that the students consult and cite for their assignments.
- Using the information gathered from citation analysis to modify teaching plans can impact the effectiveness of library instructional sessions.
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The mobile information behavior of Warner Pacific University students was studied using survey questionnaires, in-depth interviews, and group-based exercises through the lens of several common information theories and models. As ownership of connected devices became nearly ubiquitous, students used the Internet more than the library. Students built digital networks to connect with friends or classmates. The Internet was the students' primary information source, since using Google was a daily lifestyle habit while the library was totally new and unfamiliar territory. Comparison of the students' information search processes (ISPs) with Kuhlthau's ISP diagram revealed that the students searching was idiosyncratic and unpredictable, and they only adopted systematic search protocols when these were imposed on them. Chatman's theory of information poverty was useful as it revealed that the students' perception of information deprivation cut across all socio-economic groups. 相似文献
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The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed. 相似文献
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In response to the rapid growth of international students in China's universities, it is important for university libraries to extend their existing services, which were mainly designed for native Chinese students. This paper reports on a research study aimed at extending library services for international students by identifying and understanding their requirements. An exploratory case study research design was adopted. Specifically, the Wuhan University Library was selected as the case study, at which 23 international students were approached and interviewed using semi-structured questions. The analysis of interview data pointed to 14 library service requirements in four main themes: feeling welcomed, convenient accessibility, comfortable learning environment and diverse learning resources. On this basis, five practical strategies were formulated. This study focused on China's university libraries, however, the research findings provide useful implications and insights that can be shared across international borders. 相似文献
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This paper analyzes multiple factors from current university students' high school experiences, including demographic, educational, and economic factors, and current standing and grade point average (GPA), to evaluate the students' information literacy skills associated with a 1000 level course on information literacy which is part of the university's general education requirement. The pre-test indicates that students lack sufficient skills needed to do college-level research. Results of regression analyses demonstrate that only current university GPA and standardized test scores have any influence on information literacy test scores. 相似文献
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Joshua E. Richardson Daina R. Bouquin Lyubov L. Tmanova Drew Wright 《Journal of the Medical Library Association》2015,103(4):198-202
Purpose
The study evaluated medical students'' familiarity with information literacy and informatics during the health sciences library orientation.Methods
A survey was fielded at the start of the 2013 school year.Results
Seventy-two of 77 students (94%) completed the survey. Over one-half (57%) expected to use library research materials and services. About half (43%) expected to use library physical space. Students preferred accessing biomedical research on laptops and learning via online-asynchronous modes.Conclusions
The library identified areas for service development and outreach to medical students and academic departments. 相似文献11.
The study sought to (1) investigate whether international students differ from domestic students in their information needs and barriers encountered, and (2) test the relative importance of students' domestic/international status against their gender and level of study. A survey was used to collect data from international and domestic undergraduate and graduate students in a US public university. The study collected 1259 responses. Regression analysis was used for analyzing the data. International and domestic students were found to be similar in their top-ranked needs (e.g., career information) and barriers (e.g., irrelevant and non-credible information). Compared to their gender and level of study, students' domestic/international status resulted in fewer significant differences in their needs and barriers. However, for the areas where domestic/international status was significant, its effect size was often prominent. Differences between domestic and international students are more notable in the barriers than in the information needs. Based on the findings, six propositions were developed. The implications for research and practice are discussed. 相似文献
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Given the significant support system changes that students often experience at the university level, college students often view fellow students as their primary source of academic support. This study offers validity evidence for the Student Academic Support Scale (SASS), a 15-item, multidimensional measure that assesses informational, esteem, motivational, and venting support. Confirmatory factor analysis (CFA) of the SASS revealed close model fit, replicated prior CFA tests (Thompson & Mazer, 2009), and ultimately provided additional evidence for content validity. More important, correlations between student academic support, student motivation, affective learning, and engagement suggest that the SASS construct is related to other theoretically similar constructs, providing initial evidence for construct validity. Pedagogical implications and recommendations for future research are discussed. 相似文献
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Alexander J. Carroll Nedelina Tchangalova Eileen G. Harrington 《Journal of the Medical Library Association》2016,104(2):125-130
Objective
This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students'' abilities to find, evaluate, and use appropriate evidence for research assignments.Methods
Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.Results
Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.Conclusion
This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.Keywords (Medical Subject Headings) Information Literacy, Educational Technology, Education, Distance/Methods, Teaching/Methods, Evidence-Based Practice/Education, Learning, Group Processes, Program Development, Humans, Libraries, Medical/EducationIn the short term, health sciences students utilize the information resources that librarians highlight during instruction. In the years after graduation, students demonstrate low levels of information literacy skills [1–3]. These low levels of retention likely result from the limited amount of time dedicated to guided practice during library sessions, which has been shown to be critical to learning [4]. In addition, few undergraduate curricula feature scaffolded instruction on evidence-based practice, where guidance of student learning is deployed progressively to promote stronger understanding of concepts. This raises the concern that many students may be unprepared for the rigors and expectations of graduate-level research. Consequently, health sciences librarians and educators have tested numerous methods for improving the effectiveness of information literacy and evidence-based practice instruction [5–7].Higher education has also seen a rise in the use of instructional technologies, such as increased use of video tutorials, web-conferencing tools, and learning management systems (LMSs). Such tools can enhance the effectiveness of face-to-face teaching by delivering time-of-need instruction that is available for future reference during the entire semester [8–11]. LMSs, such as Canvas or Blackboard, provide a virtual space where students take ownership of the learning process and create meaningful learning experiences for themselves and their peer learners [12]. Educators increasingly use these technologies to enable a flipped classroom model of instruction, in which the lecture and homework are reversed [13–15]. In older teaching models, a lecture occurs in the classroom, followed by exercises and applications of the information by students as homework. In the flipped model, students get the lecture-type information at home, then do exercises and applications in the classroom. This model allows instructors to move away from the traditional one-time lecture-based instruction and to incorporate active learning, which leads to better student performance for science, technology, engineering, and mathematics (STEM) undergraduate students [16–18]. The flipped classroom model also accommodates the needs of diverse populations of learners by integrating peer learning and assessment [19, 20]. In contrast, traditional lecture-based approaches to information literacy have been shown to have limited effectiveness for promoting skill development and retention, and often rely on shallow, quantitative assessments to measure student learning [21]. Integrating library instruction strategically into the curriculum and using the flipped classroom model creates opportunities to use a greater variety of assessment tools at various points throughout the semester in order to conduct more meaningful assessment of student learning.Flipped classroom models have not been widely studied for health sciences students. This study aimed to determine whether a flipped classroom approach for upper-level undergraduate students in the health sciences would improve their abilities to find, evaluate, and utilize appropriate evidence for research assignments. 相似文献15.
Oblinger and Oblinger (2005) described the Net Generation or Net Gen, who have never known life without the Internet. They note the incremental nature of change: “One generation's technology is taken for granted by the next” (p. 2.1). In a world increasingly dominated by technology, the academic library has become a place to learn that is constantly adapting and changing, reflecting “what the student does” (Biggs, 2007). Pathfinder funding from the Higher Education Academy has enabled Bournemouth University (BU) to explore the pedagogies of learning in a hybrid environment and consider how Web 2.0 technologies within a virtual learning environment contribute to the acquisition and development of academic literacy skills. Good library design demonstrates agility and adaptability in the use of space (Heppel et al., 2004). Virtual environments enable integration of resources within the unit of study. Subject librarians, academics, and learning technologists are developing new ways of working together to deliver resources. The rate of change is exponential but is full of opportunity (“Libraries Unleashed,” 2008). In 2009 Bournemouth University will open a new library for postgraduate business students without any books, but with each student equipped with an e-book reader. This article will discuss the academic skills and learning spaces students will need to read for a degree in an environment that is predominantly electronic. 相似文献
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Controlled before‐after study to evaluate change in evidence‐based practice of speech and language therapy students 
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下载免费PDF全文 Nancy Durieux Christelle Maillart Anne‐Françoise Donneau Françoise Pasleau 《Health information and libraries journal》2018,35(3):213-226
Background
The integration of evidence‐based practice (EBP) into speech and language therapy (SLT) curricula has been increasingly encouraged in recent years.Objectives
The study aimed to evaluate whether an educational module on EBP for undergraduate SLT students can improve their EBP competencies.Methods
The EBP module, taught by a SLT faculty member and a librarian, was delivered over 2 months. All fourth year SLT students (trained group) and all fourth year psychology students (control group) of the University of Liège (Belgium) were asked to participate in the study. Their performance on an adapted Fresno test was measured before and after the module. In addition, the SLT students took a computer‐based searching task. They were also asked to share their perceptions towards the module.Results
All the 47 SLT students and 57/108 psychology students took the pre‐ and post‐tests. Although both groups performed similarly at the baseline, only the trained students gained new skills and knowledge. Furthermore, 36 SLT students shared their perceptions on the module and offered suggestions on ways to improve it.Discussion‐Conclusion
Trained students improved their EBP competencies. Nevertheless, the module could be strengthened along with better integration of EBP into clinical modules and across the curriculum.17.
Gloria Werner, successor to Louise M. Darling at the UCLA Louise M. Darling Biomedical Library, university librarian emerita, and eighteenth editor of the Bulletin of the Medical Library Association, died on March 5, 2021, in Los Angeles. Before assuming responsibility in 1990 for one of the largest academic research libraries in the US, she began her library career as a health sciences librarian and spent twenty years at the UCLA Biomedical Library, first as an intern in the NIH/NLM-funded Graduate Training Program in Medical Librarianship in 1962–1963, followed by successive posts in public services and administration, eventually succeeding Darling as biomedical librarian and associate university librarian from 1979 to 1983. Werner''s forty-year career at UCLA, honored with the UCLA University Service Award in 2013, also included appointments as associate university librarian for Technical Services. She was president of the Association of Research Libraries in 1997, served on the boards of many organizations including the Association of Academic Health Sciences Library Directors, and consulted extensively. She retired as university librarian in 2002.Gloria Werner, university librarian emerita and successor to Louise M. Darling at the UCLA Louise M. Darling Biomedical Library, died on March 5, 2021, in Los Angeles.Werner was born on December 12, 1940, in Seattle, Washington. She skipped grades a couple of times in the Seattle public schools and applied to Radcliffe, Pomona College, and Oberlin College—all of which accepted her. She chose to go to Oberlin and arrived in the small college town in Ohio at the age of sixteen. While at Oberlin, she was a French major with an art history minor, but she also had a continuing interest in music, particularly classical piano. She played a piano concerto with the University of Washington Symphony orchestra when she was only fourteen, and Oberlin''s well-known music conservatory allowed her to continue her piano studies. It appears that the small liberal arts college suited her as she graduated with a BA in French in three years in 1961.While at Oberlin, Gloria worked as an assistant at the Oberlin Art Library. Following graduation, she returned to Seattle and obtained her master''s in librarianship from the University of Washington in 1962. Because of her interest in libraries, she had always intended to get a library degree. Though art history was perhaps her greatest love, it would have required at least a master''s or PhD and many more years of education to become an art curator or museum director, which was something she was uninterested in pursuing at the time. In 1962, she was honored with the University of Washington School of Librarianship Award for Most Outstanding Student [1].Before assuming responsibility for one of the largest academic research libraries in the US, Gloria began her career at the UCLA Biomedical Library. She was fond of saying that despite not having attended UCLA, she was born and raised professionally there [2]. Before library school graduation, she was offered a job at Seattle Public Library, which had the largest art history collection in the area and where she had completed an internship. Even though she had no science in her academic background and had already been offered a job at Seattle Public Library, University of Washington Library School Dean Dorothy Bevis was instrumental in convincing her to apply for an internship at the UCLA Biomedical Library. After being accepted and completing the NIH/NLM-funded Graduate Training Program in Medical Librarianship Internship in 1963, she was hired as a reference librarian by Director Louise M. Darling. Gloria also celebrated a momentous event in 1963 when she married Newton Davis Werner, a Los Angeles native who had recently completed his PhD in chemistry.From 1963 to 1979, she assumed increasingly responsible positions in the UCLA Biomedical Library including head of reference and assistant/associate biomedical librarian for public services (Figure 1). She took a year off in 1967–1968 to work in London as librarian of the Wellcome Historical Medical Library, while her husband was completing a Fulbright Fellowship. In 1979, she succeeded Louise Darling as director of the Biomedical Library (later named the Louise M. Darling Biomedical Library by action of the UC Board of Regents), and as director the Pacific Southwest Regional Medical Library Service and Cancer Information Center. As director, Gloria added computer-assisted instruction and audiovisual services, implemented the transition from bibliographic searching by librarians to end user searching, and oversaw the physical expansion of the library. She was also designated an assistant dean of the UCLA Medical School.Open in a separate windowFigure 1Gloria Werner (left) with Louise Darling (right), 1972In 1983, Gloria was persuaded to take on the position of associate university librarian for technical services for the UCLA Library system. In this role, she oversaw the development of the UCLA Library''s online information system, ORION, based in part on the continuation of automation efforts initiated by the Biomedical Library. She served in that capacity until 1990 when she was appointed university librarian. Her accomplishments in this position included renovating the historic Powell Library built originally as the main university library, establishing the College Library Instructional Computing Commons, managing the transition from print to electronic resources in many disciplines, reducing multiple campus library locations, and managing successive University of California budgetary shortfall issues. She also became active during this time in the Association of Research Libraries (ARL), serving as ARL President (1996–1997), as a member of the Research Collections Committee, and as a participant in ARL''s Scholarly Publishing and Academic Resources Coalition (SPARC) program.Werner was associated for ten years with publication of the Medical Library Association''s journal, then titled Bulletin of the Medical Library Association (BMLA). In 1973, Robert F. Lewis, biomedical librarian at UC San Diego, was appointed to the first of two three-year terms as editor. He chose Gloria to lead the editorial committee of the journal and then, a year later, to serve as associate editor during his two terms as editor. During their tenure, the publication type called “brief communications” became part of the journal, and the editorial committee and peer review process were strengthened under Gloria''s guidance. When Lewis stepped down in 1979, Werner, who was the choice of the editorial selection committee, became the eighteenth editor of BMLA. The editorial selection committee recommended her reappointment in 1983, but she had to decline due to her new position in the UCLA library system [3]. Werner''s successor as editor praised her for “her encouragement of authors” and for “developing a peer review system that is among the best in scientific publishing” [4].Though she was born and raised in the Pacific Northwest and arrived serendipitously at UCLA, Gloria stayed the course and contributed significantly to the development of the UCLA library system over her forty-year career. In 2013, she was honored with the UCLA University Service Award. The arc of her career spanned from MEDLARS and other batch process retrieval systems to online catalogs and digital libraries. She served on the boards of many organizations including the Association of Academic Health Sciences Library Directors and consulted extensively. She was tempted only once to return to Seattle when the University of Washington offered her the university librarian position.When Gloria retired as UCLA university librarian in 2002, she continued to treasure her ties to UCLA as well as her love of music, art, and travel. She and her husband Newton were avid art collectors and donated generously to the Grunwald Center for the Graphic Arts in the Hammer Museum. Gloria served on the Docent Council of the Los Angeles County Museum of Art and was active in many other organizations. Music continued to be an integral part of her life as a season ticket holder of the Los Angeles Opera, Los Angeles Philharmonic, and the Ojai Music Festival. Gloria is survived by her son, Adam, daughter-in-law, Tammy, and grandson, Noah. 相似文献
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Lana V. Ivanitskaya Kaitlyn A. Hanisko Julie A. Garrison Samantha J. Janson Danielle Vibbert 《Journal of the Medical Library Association》2012,100(4):277-283
Objective:
The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.Methods:
A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”Results:
Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).Conclusions:
The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.Highlights
- After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
- Some students report that a trip to the library is a barrier to using library resources.
- Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
- Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.
Implications
- Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
- Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.
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Background:One-shot library sessions have numerous drawbacks; most notably, they rarely have a long-term impact on students’ research behavior or skill sets. Library literature notes that when students interact with an embedded librarian, their skills improve. While close partnerships with subject faculty are important, librarians must also assess students’ skill sets to determine the impact of these teaching efforts.Case presentation:During the course, the embedded librarian used various activities and assignments to teach information-seeking skills, with the expected outcome of increased skill sets. This IRB-approved research project focused on measuring and assessing students’ information-seeking abilities before and after interacting with the embedded nursing librarian. Changes in students’ information fluency skills were measured using pre- and post-tests.Conclusions:The study results provide evidence of the benefits of the embedded librarianship model. Continued measurement of students’ skills acquisition is important to enable librarians and library administrators to show the positive impacts the library has on student learning and success. 相似文献