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1.
ABSTRACT

Critical thinking and information literacy are strongly connected. At Washington State University, librarians have been involved with first-year experience programs and with a grant-funded critical thinking project that enhanced the library instruction and outreach efforts and has led to increased involvement with new initiatives on campus.  相似文献   

2.
ABSTRACT

This article provides an overview of the “fake news” issue and places it in the context of information literacy instruction for college students. In 2017, the faculty librarians at a large state college in Florida developed a news literacy instruction program that included instructional faculty outreach, lesson plans for one-shot information literacy instruction sessions, lessons assignments for one-credit information literacy classes, and learning objects in a LibGuide that can be used by students or embedded by faculty into courses across the disciplines.  相似文献   

3.
Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a dearth of documentation of how this process has applied to an information literacy curriculum; however, the benefits of an organized examination of course progression is clear. The librarians explored curriculum mapping using different methodologies and approaches in order to formulate a more strategic approach to teaching students information literacy skills.  相似文献   

4.
Abstract

This annotated bibliography presents a review of articles published on the topic of information literacy in teacher education since the late 1980s. Many of the articles outline concerns about pre-service teachers who graduate with insufficient information literacy skills, who are unprepared to teach these skills to their future students, and who do not understand the role of the school librarian as an instructional collaborator. On the other hand, many articles describe innovative and successful programs where exposure to librarians, integration of information literacy instruction, attention to library research, or introduction of a process approach to information use can produce new teachers who are equipped to collaborate with school librarians and to teach information literacy skills to their students.  相似文献   

5.
《The Reference Librarian》2013,54(83-84):203-218
SUMMARY

The nature of research continues to evolve from accessing print publications in a library building toward retrieving information online, any time any place. Since patrons no longer need to enter a library building to access information, the social character of reference service has also changed. Demand for face-to-face reference interaction has declined, altering the traditional one-on-one venue for teaching information retrieval and evaluation. To develop new opportunities for influencing the information literacy levels of students, librarians at Northwest Missouri State University are creating outreach strategies that facilitate increased interaction with students and faculty.  相似文献   

6.
The demand for instructional design librarianship is increasing. The trend is due to higher education's focus on integrating information literacy content in academic disciplines. The generic ADDIE (analysis, design, development, implementation, and evaluation) design model is traditionally used to develop information literacy instruction and content. The IDEA (interview, design, embed, assess) Model is a library-specific systematic approach to integrating information literacy instruction and resources within academic courses. The process is based upon instructional design best practices and cognitive and behavioral learning theories. Close collaboration between library and academic faculty is evident throughout. Flowcharts, forms, and rubrics guide librarians not formally trained in instructional design through the process.  相似文献   

7.
Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.  相似文献   

8.
SUMMARY

Since 2001, librarians at Oregon State University's Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.  相似文献   

9.
《The Reference Librarian》2013,54(24):123-127
Instructional librarians at the University of Washington Undergraduate Library and The Evergreen State College Library have received seed grant funding from the Washington State Center for the Improvement of Quality of Undergraduate Education to sponsor two seminars and a small conference on linking library instruction to undergraduate teaching. The focus of the project is on critical thinking, evaluation of sources, and integration of library instruction into the curriculum. Emphasis will be placed on "critical thinking" and the larger context of the particular discipline. A major purpose is to develop a model program for use in other academic libraries.  相似文献   

10.
Abstract

The tremendous expansion of online information sources has prompted academic librarians to increase their outreach to undergraduates of the “Net Generation” in an effort to more effectively promote their libraries' resources to these students. Such outreach programs involve identifying library resources that support the information-seeking behaviors of Net Generation undergraduates, as well as establishing collaborative relationships with the individuals and groups affiliated with these students. This article describes an outreach initiative conducted by the Reference Department at the Mississippi State University Libraries, in which the Department worked with staff in residence halls to target undergraduates living on campus.  相似文献   

11.
ABSTRACT

Information literacy instruction has become a core responsibility of many academic librarian positions in recent years. Online information literacy tutorials have gained increasing popularity among librarians struggling to keep up with the growing demand for this type of instruction. The availability of high-quality, open source tutorials has prompted some librarians to customize existing tutorials rather than build their own resource from scratch. This article provides an overview and checklist for librarians who are considering customization of an existing online tutorial as a means of meeting student information literacy needs.  相似文献   

12.
《The Reference Librarian》2013,54(89-90):5-23
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13.
《The Reference Librarian》2013,54(67-68):161-173
Summary

While educational partnerships between academic libraries and public schools have taken many forms throughout the later half of the century, a less common approach to building learning communities is coordinated outreach visits by academic librarians to secondary schools to provide active-learning, hands-on workshops that include remote access to the wide range of information technologies and electronic resources available in academic libraries today. This article reviews the concept and practice of learning communities, establishes a connection between learning communities and information literacy, and offers an outreach model that promotes information literacy and expands the academic learning community to college-bound high school students.  相似文献   

14.
This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize “success” in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities.  相似文献   

15.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.  相似文献   

16.
As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50–75 min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction.  相似文献   

17.
Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.  相似文献   

18.
ABSTRACT

Grounded in a campus-wide strategic planning effort and funded through a campus-wide lottery-based grant, the library at a small state-supported institution began a year long initiative with the primary objective of familiarizing faculty with the concept of information literacy. All librarians facilitated a series of hands-on, discipline-based workshops offered to faculty. The workshops served as the groundwork for the initial steps toward embedding information literacy concepts into the general education curriculum with the majority of classroom faculty participating in one of the workshops by the end of the academic year. This paper outlines the history and steps taken in the process.  相似文献   

19.
As a primer on data information literacy (DIL), this column will cover the background of the field and why it is relevant to college and university libraries serving undergraduate populations. This article includes how data information literacy relates to information literacy, competencies associated with DIL, the relevance of DIL to undergraduates, DIL in library instruction, and the reasons for library engagement with DIL. Examining DIL within the larger framework of information literacy can help outreach and instruction librarians engage with a format that may be unfamiliar to them but whose underlying foundation is well-established.  相似文献   

20.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.  相似文献   

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