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2.
[目的/意义]调查北美研究图书馆对校园创业支持的总体情况和典型案例,为国内图书馆提供参考和借鉴。[方法/过程]首先构建图书馆支持创业的一般模型,然后采用网站调查法、文献分析法,对多所研究图书馆的创业支持情况进行考察,归纳创业支持的内容与形式等。[结果/结论]目前北美研究图书馆为校园创业提供的支持包括：创业素养教育与信息服务、创业/创客空间与设施、创业拓展活动、微观制度安排等;服务尚有较大提升余地;我国大学图书馆可根据支持模型结合自身实力构建信息平台,开展创业支持服务。  相似文献   

3.
ABSTRACT

This research created a profile of a modern LIS professional by discussing the competencies and skills essential in successfully conducting one's duties. Through a series of focus group discussions and interviews, the researcher identified essential competencies modern LIS professionals should possess. Aside from traditional skills such as cataloging and classification; indexing and abstracting; and library management, non-traditional competencies such as communication skills, advocacy skills, teaching skills, and technological skills were revealed to be vital competencies. These were identified and further supported by discussions of actual library work experiences. In the end, a profile was created it was concluded that a modern LIS professional should be pro-active; an effective communicator; well-informed; adaptable; and should advocate causes relevant to the practice of librarianship.  相似文献   

4.
Abstract

Academic library spaces and services have widely broadened their missions away from providing only traditional research services and quiet spaces for study. Today, academic libraries are increasingly repurposing space and redesigning services to become the hub of innovation on university campuses. The literature explores entrepreneurship and academic libraries from many perspectives but with a common theme of the library as a leader in support of entrepreneurship initiatives on campus.  相似文献   

5.
This longitudinal follow-up study surveyed the attitudes toward, and skills in, evidence-based medicine (EBM) of medical school graduates who had participated in a formal EBM curriculum during their third-year Internal Medicine (IM) clerkship. The objective was to measure whether competencies were retained over time and to identify the long- term impact on the graduates' attitudes toward, and proficiency in, EBM after graduation. Questionnaire results showed that a group of medical school graduates retained EBM skills and a positive attitude about the importance of applying EBM principles in patient care one to three years after completing an EBM course.  相似文献   

6.
Abstract

Academic health sciences libraries increasingly are urged to develop research support services for faculty and students. However, moving to a research-centric culture is not easy. It requires assessment of existing competencies (defined as knowledge, experience, and skills) to identify capacity and gaps and to inform individualized and unit-level professional development activities. This case study examines the self-assessment process undertaken by librarians at a large urban academic health sciences library as they began to build a new research support services unit.  相似文献   

7.
This paper shows how the Galter Health Sciences Library of Northwestern University's Feinberg School of Medicine developed and implemented a program to assess reference staff competencies for assisting users in the electronic environment after completing a new training program. The first phase was a year-long assessment of reference questions to identify the types of questions received at the desk. Next, a training program for reference was developed and implemented with an emphasis on answering the most common questions identified such as remote access, access privileges, holdings information, and database searching. The program included individualized instruction on library policies, electronic resources, access restrictions, and troubleshooting. The next phase was to create instruments to test staff competencies in answering questions after training. Based on the scores, additional training was individualized and provided to the appropriate staff member to enhance their skills where needed. The training system that was developed has proven to be effective as most staff scored better than 92% on initial testing. As a result, library management can be certain that users' questions are being answered correctly and that the staff has the skills required to work in an electronic environment.  相似文献   

8.
The purpose of this study is to explore and investigate the perception of faculty on Digital Information Literacy (DIL) and their skills and competencies in using digital information in an Indian University. In this study, special focus has been on Sambalpur University (SU) in the state of Odisha. Furthermore, this study has enlightened various types of DIL skills and competencies required for faculty members of Information Communication Technology, constraints affecting related skills, competencies, and suggested suitable measures to meet challenges in University libraries. The study has provided direction for information professionals to meet the challenges and demands of the information requirements of faculty members from the University by adopting innovative solutions through evidence-based practices.  相似文献   

9.
Educators are concerned about the ease with which new digital technologies permit intellectual property to be discovered, re-purposed and shared. What do our students know about copyright compliance and academic integrity and how are these critical information competencies being addressed? Librarians have the authority for copyright-related instruction on campus and can provide both the point-of-need instruction and expertise to ensure that all students are informed about these issues. This article discusses the importance of developing copyright education for students as part of an overall information literacy curriculum by describing the development of a relevant, active learning online course targeting students' competencies as both users of and creators of creative content.  相似文献   

10.
Technology has altered the traditional academic library beyond recognition. These dramatic changes have impacted significantly on the knowledge and skills requirements for LIS professionals practising in this environment. While there have been studies in other parts of the world which have investigated the knowledge and skills requirements for the digital era academic library environment, to date no comprehensive study has ‘drilled’ down into this area in the South African context. This paper reports on a preliminary study which is part of a wider study aimed at developing a comprehensive skills statement which would provide an objective framework against which professional LIS practitioners in the modern academic library environment in South Africa may both measure their existing competencies and also identify the need for further skills acquisition. The research question guiding this preliminary investigation was: What key knowledge and skills are required for LIS professionals to effectively and efficiently practise in a digital era academic library in South Africa? The triangulated findings (using content analysis of job advertisements and semi-structured interviews) from this preliminary investigation are used to ascertain an initial picture of key knowledge and skills sets required for LIS professionals in this environment. These preliminary findings also proved useful in teasing out some of the parameters for the wider study targeting the development of a comprehensive skills statement for higher education libraries in South Africa. The study reported here has relevance for the academic library context in other parts of the world as well.  相似文献   

11.
In 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas.  相似文献   

12.

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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13.
A number of attempts have been made to determine the key competencies for librarians supporting scholarly communications (SC), but it remains unclear what technical competencies are required. To explore this issue, the study undertook thematic analysis of in-depth semi-structured interviews with UK based librarians working in SC. Typical technologies in use were identified and six typical ways of talking about technologies uncovered. Partly because of the out-sourcing of key technologies, SC librarians need soft skills and certain positive orientations to technology rather than practical technical skills. They acquire these skills through learning on the job and through communities of learning. A concept of socio-technological competence is proposed to encapsulate this skillset.  相似文献   

14.
This article overviews work by the Canadian Association of Research Libraries (CARL) to build the workforce competencies and capacity of academic librarians in respect of librarian research skills. CARL's Librarians' Research Institute (LRI) is reviewed and evaluated as a case study example of strategic and collaborative workforce capacity building. The CARL LRI offers a model for possible replication by others seeking to build workforce competencies and capacity through collaborative action.  相似文献   

15.
Digital Humanities (DH) is a relatively new and dynamic field that involves a wide range of disciplines. There is a need to identify a set of competencies for professionals in this growing field. The purpose of this study is to assess the current state of required and desirable qualifications and knowledge described in the job advertisements regarding DH-related positions. 72 unique job advertisements between November 2006 and April 2018 were collected from American Library Association JobLIST. Position title; institution types and location; educational background; experience; knowledge and skills; and duties were examined and analyzed. SCI2, VOSviewer and Pajek were used to analyze the word/phrase frequency of the job title and job functions, the clusters of job duties and job requirement. The results of the study offer insights on and have practical applications in DH-related education and training to meet the needs of this field.  相似文献   

16.
This article is concerned with the management of creative journalistic work in a media organisation. It reports and analyses a case study conducted in one of Europe's largest media corporations: the focus of the study was a development team of journalists set up and charged with creating and producing a new multi-platform media service and its content. The article discusses the ways in which the creativity of media professionals is supported and managed under the constantly changing conditions of media work and journalistic practices. The study contributes to research on creativity in the media industry, particularly the management of creativity in journalism and media work. The findings identify the key motivations and constraints in relation to creative journalistic work in the media industries under digital transformation. Specifically, media professionals are motivated by the opportunity for developing new skills and competencies as well as chances to create new journalistic products and practices. The article suggests that the skills of change management, communication management and project management are crucial for creative media work.  相似文献   

17.
Abstract

A university library developed a list of teaching competencies with three goals in mind: (1) to improve the quality of teaching in the information literacy program, (2) to create an outline for training in pedagogy, and (3) to provide a mechanism for self and peer assessment in library instruction. The authors describe the development process and discuss the rationale for each set of skills and behaviors. The article includes the list of competencies.  相似文献   

18.
Law libraries should play a greater role in addressing the current crisis in legal education. Proponents for educational reform often view libraries as a vehicle for cost savings, while overlooking the ability of libraries to train students in the skills and competencies that are essential for the practice of law. Libraries’ research assistant programs can be particularly effective in imparting workplace values and lawyering skills beyond the traditional law school curriculum. This article encourages libraries to build on the strengths of their research assistant programs as a substantive way to equip law students with essential skills for today's legal marketplace.  相似文献   

19.
New competencies are required for communication in the digital environment. However, technology and training disparities prevent many young people from obtaining these competencies. Outreach services can help bridge technology and training gaps. This article describes outreach services for students who are underserved in information and digital literacy skills training. Services are provided by an academic library in an effort to provide students with a portable skills toolkit that, once developed, can travel with them in whatever space or place they may be—the home, library, school, or community center.  相似文献   

20.
Objective:The primary objective of this study was to determine how community college health sciences librarians perceive their proficiencies in the essential skills, knowledge, and abilities necessary for the practice of a health information professional as defined by the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success. A secondary objective was to determine their current level of engagement with the professional community and identify barriers to further professional development.Methods:A survey was posted to various email discussion lists, and volunteer follow-up interviews were conducted.Results:The survey was completed by seventy-five community college health sciences librarians, and seven follow-up interviews were performed. Survey results indicated that community college health sciences librarians perceived themselves as having intermediate or advanced intermediate proficiency in the six MLA competencies. Survey and interview results indicated that community college health sciences librarians were engaged with the profession and faced the same barriers to continued professional development and continued education as other academic librarians.Conclusion:The results affirm that community college librarians who are responsible for collections and services in the health sciences meet the MLA competencies, which fills a gap in the literature regarding how these librarians develop professional competencies and are involved in professional associations. The results suggest that community college librarians can improve their skill levels by continuing their education and following trends in the literature.  相似文献   

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