共查询到20条相似文献，搜索用时 62 毫秒
1.
Joshua C. Roberts 《European Journal of Engineering Education》2007,32(3):243-251
As information professionals, engineering librarians have the primary responsibilities of providing access to engineering information resources and giving instruction in how to use these resources. In the case of undergraduate engineering students, this extends to building their information literacy skills, an important component in helping them become lifelong learners; to be curious and independent, and to take greater responsibility for their own learning. The challenge in building information literacy in engineering students is to acquaint the students with the array of library resources available to them and to help them intelligently navigate the systems that contain the information. Too often, information literacy instruction is presented as a set of procedures for locating a hypothetical resource in the library. However, students are not interested in finding some resource randomly chosen as an example; they want to find resources that they perceive as being important and useful. During the 2005–2006 academic year, the engineering librarians at Drexel University took this into consideration and employed a new methodology for information literacy instruction: combining an online tutorial covering basic library skills with face-to-face consultations between student design teams and the engineering librarians. By utilizing varied instruction techniques aimed at different learning styles, with a strong active learning component delivered at the student's point of need—when they have a concrete, perceived information need—information literacy instruction can be improved so that engineering students retain more and develop lifelong learning skills. 相似文献
2.
Several core competencies related to information literacy have been identified by the Association of College and Research Libraries. Students must learn to gather relevant information and communicate their findings effectively. The collaborative activity described here, which could easily be adapted for other disciplines, introduces first-semester freshmen to the standards of professional scientific writing, the different forms of publication, search strategies to effectively find information using a relevant database, and plagiarism. Analysis of our pre- and post-activity assessment demonstrates that students gain both confidence and knowledge on several important skills as a result of this activity. Providing content-relevant information literacy experience lays the foundation for students to be successful consumers of information. 相似文献
3.
Carlos Argüelles 《Community College Journal of Research & Practice》2016,40(11):942-953
This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to acquire information literacy competencies, to use information resources as part of their learning process, and to be lifelong learners. The literature reviews the evolution of the concept of informatics in nursing practice and the different blueprints organized to attain information literacy competencies. It also describes studies that have included these competencies into nursing curriculum. 相似文献
4.
Mandy Lupton 《高等教育研究与发展》2008,27(4):399-414
This paper describes a phenomenographic study of undergraduates’ experiences of information literacy when researching an essay in a first‐year environmental studies course. Three hierarchical categories were identified that represented students’ experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social responsibility. The critical variation that delimited the categories included students’ focus on learning, focus on the essay task, use of information in the course, use of information in the essay, use of contrasting perspectives and development of argument. Strategies for designing curricula are suggested based on the educationally critical aspects that the study reveals, and the nature of information literacy as a ‘generic’ skill is questioned. The study has significance for students, teachers, librarians, academic skills advisers and academic developers in higher education. 相似文献
5.
《Journal of Further & Higher Education》2012,36(1):126-146
This paper reports the findings of a qualitative study that investigated 25 international students’ use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The findings are presented in two complementary parts: as a word picture that describes their whole experience of using online information resources to learn; and as a tabulated set of critical findings that summarises their associated information literacy learning needs. The word picture shows international students’ resource use as a complex interplay of eight interrelated elements: students; information-learning environment; interactions (with online resources); strengths-challenges; learning-help; affective responses; reflective responses; and cultural-linguistic dimensions. In using online resources, the international students experience an array of strengths and challenges, and an apparent information literacy imbalance between their more developed information skills and less-developed critical information use. The critical findings about information literacy needs provide a framework for developing an inclusive informed learning approach that responds to international students’ complex information using experiences and needs. While the study is situated in Australia, the findings are of potential interest to educators, information professionals and researchers worldwide who seek to support learning in culturally diverse higher education contexts. 相似文献
6.
Information literacy instruction–a set of skills taught in order to identify and find the information needed to solve a problem—traditionally follows a formalized academic model. It assumes information skills can be applied universally and learned individually. However, this approach does not correspond to the social and specialized learning practices in the workforce. This article presents an argument for faculty and librarians to collaborate and redefine information literacy guidelines using specific disciplinary requirements while incorporating non-formal and informal workplace learning practices. This approach would better prepare students for the social and collaborative learning required in a 21st century workforce environment. 相似文献
7.
Melissa K. Lickteig 《The Educational forum》2013,77(1):44-51
In discussions about information literacy and required research assignments, several high school teachers lamented that student research papers had regressed to the point that the completed work represented nothing more than “point and click” exercises. Similarly, Asselin and Lee (2002, 10) began their article on the need for library instruction for teacher education candidates by quoting a student who stated, “I wish someone had taught me how to develop my library information literacy skills through resource-based learning … in school [pre–K—12]. I might not have had such a horrendous time of it when I came to the university.” The problem is apparent; students on university campuses lack basic research and information literacy skills, and do not have a clear understanding of how to use the resources of their campus library. Students also lack the ability to synthesize knowledge gained from the academic classroom, the library, and information technology for the betterment of academic scholarship. Collaboration between teacher education faculty members and academic librarians for the advancement of academic research and the development of transferable information literacy skills is necessary. These two distinctive, yet interdependent, parts of higher education organizations represent the greatest potential for the development of stronger programs in the fields of research and information literacy by incorporating computer technology and traditional research methods into coursework in a collaborative environment. 相似文献
8.
Advances in information technology provide an opportunity for academic librarians and professors to offer innovative collaborative courses. The purpose of collaboration between a faculty member and a professional librarian is to integrate instruction in the course subject matter with bibliographic instruction. This integration promotes learning information acquisition skills and critical thinking, as well as the use of library resources. Research skills that students need in order to use contemporary information technology are included. The integration of those skills with the subject material of the course is described. Two applications of freshman/sophomore level courses are discussed in the paper. Course rationale, topics, and course assignments are illustrated. It is argued that students must learn modern methods of acquiring information in order to make informed independent judgments and in order to achieve understanding in any particular discipline. Providing students with the skills required to achieve access to the ever‐widening body of available information is an essential requirement of contemporary liberal education. These skills are transferable to subsequent course work and will provide the basis for life‐long learning habits. The paper presents the argument that students' achievement of “library literacy” can be promoted by effective course collaboration between faculty members and professional librarians. Benefits and problems of such collaborative courses are also discussed. 相似文献
9.
This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation. 相似文献
10.
Elizabeth Molloy David Boud Michael Henderson 《Assessment & Evaluation in Higher Education》2020,45(4):527-540
AbstractThere is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards. 相似文献
11.
随着信息技术的飞速发展,高校图书馆员信息素养显得越来越重要。本文从信息素养的内涵出发,剖析目前图书馆员信息素养现现状,提出迅速提升信息素养的途径及策略。 相似文献
12.
John H. Keiser 《College Teaching》2013,61(3):107-109
The skill set associated with lifelong scientific literacy often includes the ability to decode the content and accuracy of scientific research as presented in the media. However, students often find decoding science in the media difficult, due to limited content knowledge and shifting definitions of accuracy. Faculty have developed a variety of approaches to increasing scientific literacy, but these approaches often miss out on valuable opportunities to teach core information literacy skills, including accessing original scientific research. We describe a scaffolded assignment using news reports that allows students enrolled in a science course for non-majors to learn about the nature of the scientific research literature, the connection between the popular press and the scientific literature, and the accuracy of popular media reporting of science while developing important information literacy skills. Our experience suggests that students develop information literacy skills associated with finding scientific articles using media reports, actively engage in trying to decode scientific articles, and are willing to thoughtfully assess the accuracy of science reporting in the news despite minimal content training. Moreover, students anecdotally report that the skills developed here are portable to decoding media reports from other academic fields of research, especially the social sciences. 相似文献
13.
Marion Walton Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186
In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain. 相似文献
14.
William J. Campion Marybeth Kyle 《Community College Journal of Research & Practice》2013,37(1):95-104
A critical information literacy model centers libraries within the curriculum where students find, evaluate and use information in order to conduct successful research (Swanson, 2011). This report documents the process by which the El Centro College (Dallas County Community College District) librarians and the psychology faculty collaborated in bringing information and research skills into the psychology curriculum. The sessions included (a) the research process of finding articles in professional psychology journals, (b) instruction on creating references using NoodleTools ? (an integrated tool for note-taking, outlining, and building references), and (c) how to write in American Psychological Association (APA) style. The integration of the library sessions within the classroom setting of team teaching with the instructor suggests an ideal opportunity for educators to enhance the academic, research, and information literacy education for all students. 相似文献
15.
针对工程教育专业认证工作的教学实际问题,分析新的工程教育专业认证要求,以信息安全专业的教育教学和人才培养重构为契机,积极探索专业认证视域下的信息安全人才培养方略。以立德树人为根本任务,以促进学生全面发展和适应社会发展需求为根本标准,以工程教育专业认证和新工科核心理念为指导,全面突出以学生为中心,统筹通识教育和专业教育,强化创新创业教育,探索协同育人新机制,着力培养具有社会责任感、诚信实干、基础扎实、实践能力强、综合素质高、具有创新精神的应用型高级专门人才。 相似文献
16.
《College Teaching》2013,61(4):142-145
To determine the impact of an assignment and workshop intended to increase students’ information literacy skills, we conducted a quasi-experiment using a pretest-posttest assessment with undergraduate students in four sections of an introduction to developmental psychology course. Two sections (N = 81) received the assignment and instructions only, acting as the control group; two sections (N = 76) received the librarian-led workshop in addition to the assignment and instructions. Results of an independent-samples t-test revealed a significant difference on posttest scores on students’ information literacy skills between those who participated in the workshop and those who did not. There was also a positive change in students’ subjective views of their ability to use the library and online library resources. 相似文献
17.
This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curri-cula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper covers the practical implications and ways of implementation of these items in a current design process of a new study programme: In the course of the Bologna process the mechanical engineering study programme of RWTH Aachen University has encountered a complete and thorough revision responding to the need of present-day technical students and—accordingly—to the fast-growing requirements of the engineering industry. This change process will be presented. A case study from engineering informatics shows concepts for modern teaching methods, responding to the requirements of students and industry, especially regarding social skills. Teaching competencies have to change and grow accordingly. Thus, a concept for the improvement of educational skills and abilities of engineering teachers—integrated into their work process—is demonstrated. 相似文献
18.
师范专业大学生的信息素养直接影响到未来我国教育信息化的发展。为进一步促进师范专业人才的培养质量,在调查师范专业大学生信息素养现状的基础上,探讨了师范专业大学生信息素养的教育,并提出以下建议：一是建立网络学习共同体,提升师范专业大学生信息意识水平;二是开拓信息素养学习渠道,扩大师范专业大学生信息知识视野;三是增添研究型学习项目,锻炼师范专业大学生信息技能运用能力;四是增强网络信息素养教育,强化师范专业大学生信息道德感和法律意识。 相似文献
19.
This paper proposes a pedagogical approach for teaching and learning critical thinking through multimodal analysis – that is, ‘multimodal analysis for critical thinking'. The approach builds on the conviction that students require competencies that move beyond traditional notions of literacy to meet the changing demands posed by media and technology in the twenty-first century. The approach takes a social semiotic view toward critical multimodal literacy, which aims to provide students with an analytical metalanguage for the systematic analysis of multimodal texts and videos. The pedagogical approach is facilitated through the use of purpose-built software applications with comprehensive analytical frameworks designed to support the systematic teaching and learning of multimodal analysis, with a view to developing the critical literacy skills needed for life in the digital age. The potential efficacies of the approach are illustrated via the exposition of software functionalities and the sample analyses of a printed text with image components, and a short advocacy video. 相似文献
20.
论信息时代图书馆员的信息素养 总被引：1，自引：0，他引：1
高光辉 《和田师范专科学校学报》2005,25(2):189-189
文中论述了信息素养的概念和理解及信息时代图书馆员应具备的信息素养，提出提高图书馆员信息素养的对策。 相似文献