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1.
Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present
Although the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of learning. Many of these spaces evolved over time with the addition of campus partners and services. In this article, the authors examined the literature on academic library learning commons to identify common themes. A qualitiative analysis of 103 articles identified five themes including: planning the learning commons, assessing the learning commons, benefiting from the learning commons, collaborating in the learning commons, and staffing the learning commons. Foremost, the review pointed to the increasing popularity of learning commons in academic institutions. To that end, it remains critical that librarians possess the capabilities necessary to support students, faculty, and staff in these next generation learning spaces. Some of these capabilities include traditional library skills, but librarians' computer literacy, including familiarity with web 2.0 technologies, and their knowledge of instructional design remains important too. 相似文献
2.
ABSTRACTThe article describes the collaborative process between the authors in adapting course assignments in undergraduate music history courses to demonstrate actual learning of content and information literacy skills. Although the inclusion of the information literacy standards is an important step in developing critical thinking skills, other factors impede students to perform well such as lack of knowledge on how to structure a research paper or not understanding how to properly cite the information. By monitoring student performance, the faculty and instruction librarian can make changes to improve student learning and the acquisition of critical thinking skills. 相似文献
3.
Heather Sanderson 《The Journal of Academic Librarianship》2011,37(5):376-385
Librarians are using learning styles as a tool to engage students and enhance their teaching. However, a review of the literature reveals that learning styles theory is complex and problematic. It is important to base our practice on sound pedagogy. This critical examination of learning styles explores the issues surrounding them and what they can offer to information literacy. 相似文献
4.
Katelyn Angell 《The Journal of Academic Librarianship》2019,45(6):102019
The continued popularity of the common read within the first year curriculum invites critical campus partnerships between the academic library and a wide variety of campus departments. These can include Honors, Student Success, Academic Affairs, and Community Engagement. This paper describes the efforts of one First Year Success Librarian to collaboratively expand campus programming related to the common read. Specifics include planning events related to the book and its themes, creating learning objects for first year students and pedagogical tools for instructors, and holding a position of leadership in the common read committee. Additional examples from existing library and information scholarship and future ideas are shared as well, with the goal of assisting a diversity of campus stakeholders on how to best support common read initiatives. 相似文献
5.
《Library & information science research》2006,28(2):249-264
This project, conducted by an interdisciplinary team comprising nursing academics and information professionals, focused on nursing students' access to, and use of, learning resources with respect to an evidence-based practice assignment. From the information professionals' perspective, there was interest in examining the level of use of information, the use of print versus electronic media, students' application of critical and evaluative skills to information sources, and how access to learning resources and libraries is still important. The nursing academics were concerned with exploring the students' perceptions of evidence and what was perceived by them to be “quality evidence.” References used by the students were tabulated and analyzed, and subsequent to this, focus groups were conducted to ascertain the degree of ease with which the students found information and the types of support afforded to them in tracking down information. The results highlight the continuing importance of access to libraries and learning resources and of an equitable level of staff support. They also raise questions that provide a springboard for future research. 相似文献
6.
Catherine Fraser Riehle 《Public Services Quarterly》2013,9(3):227-234
Ability to evaluate information is a critical component of information literacy. This article provides strategies for engaging students in learning about information evaluation in the contexts of the scientific publication cycle and communication in the digital age. Also included are recent findings regarding undergraduate student research behavior and ideas for integrating constructivist learning theory in order to develop effective learning activities that encourage curiosity and critical thinking. 相似文献
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ABSTRACT In developing and teaching a new first-year psychology course that integrates information literacy skills, a librarian and a psychologist learned the importance of teaching critical thinking skills explicitly, rather than implicitly. Students learned how to use the library resources and learned concepts in psychology, but until critical thinking was taught explicitly, students did not understand the value of what they were learning. In this article, implicit versus explicit learning is defined, and psychological principles are applied to demonstrate how critical thinking can be used to teach library and information skills. 相似文献
9.
《Library & information science research》2020,42(1):100997
As a learning center, rural library initiatives aim to provide rural communities with access to a wealth of reliable and readily available information. Changes in user behavior correspond with the changes in the way instructional programs are delivered to meet the rural library users' needs. Guided by the RAMESES review method, a systematic review identified 30 related studies throughout Scopus and Web of Science databases. Seven main themes emerged: roles, services, use, sources, activities, challenges, and impacts. The seven themes produced a total of 30 sub-themes. In-depth qualitative studies of rural library services, and needs analyses of rural communities are recommended. 相似文献
10.
Richard Efthim 《Museum Management and Curatorship》2006,21(1):58-66
There may not be a more passionate group of learners than museum scientists, historians or artists. What if museum visitors had the same freedom to learn from museum collections as researchers do? At the Smithsonian Institution's Naturalist Center we not only examined the environmental factors that have nutured such passion for learning in museum researchers but also successfully reproduced them in a publicly accessible, open storage study collection. Three major functional elements were critical to the Center's success: (1) building a critical mass of information (collections, books, images, databases, etc.) (2) providing access to that information in ways that motivates the public to want to seek information out, and (3) fostering the cognitive skills of inquiry based learning to make the whole experience meaningful to the learner. By incorporating more elements of the learning ecosystem into public offerings, the public not only experiences what fuels museum researchers' unique passion for learning, but also heightens the public's understanding of the subject matter and the learning potential of museums. 相似文献
11.
世界高等教育机构普遍认为，信息的获取与利用对人才培养不可或缺，而有关学生信息行为的研究却一再显示，当代大学生对信息的获取与利用存在缺陷。至于为什么人才培养必须依赖信息获取，何为充分的信息获取，如何保证充分的信息获取，学术界少有系统的理论阐释。本研究旨在通过考察学生信息获取与教学实践的关系，探索上述问题的答案。借鉴实践理论的“目的情感结构”概念，以一所大学的某实体学院本科教学实践为案例，通过政策文本、访谈、问卷调研等方式，收集有关案例学院本科教学的数据；将这些数据按归纳思路予以分析，分别得出了该院本科教学的目的目标、讲授任务、学习任务、信息获取驱动；然后依据“目的情感结构”概念的框架，将归纳结果整合为案例学院本科教学的目的情感结构，展现并反思嵌入其中的信息获取动力机制。研究结果显示，特定教学实践的目的情感结构通过嵌入特定的信息获取驱动，影响甚至塑造学生的信息获取；但只有注重知识理解的教学实践，才能凸显信息对人才培养的价值，进而指导教师设计合理的信息获取驱动，提升学生的信息获取与利用。图3。表3。参考文献56。 相似文献
12.
博物馆学习隶属于非正式学习领域,在我国教育研究中处于边缘地位,为了推进国内博物馆学习研究向纵深方向发展,需要把握国际相关研究的热点与前沿趋势。文章采用CiteSpace分析软件对国内外相关文献的发文量、关键词共现、聚类及突现等方面进行可视化分析。总结博物馆学习研究再出发的路径:利用现代信息技术,实现博物馆数字化学习;关注公众参与及影响因素,提高博物馆学习质量;理论与实践相结合,深化博物馆科学学习研究;基于博物馆学习结果多元性,开展纵向研究;立足本土文化,深化馆校合作实证研究。 相似文献
13.
Sara D. Miller 《The Journal of Academic Librarianship》2018,44(3):412-418
The ACRL Framework for Information Literacy for Higher Education combined with the Decoding the Disciplines model provides a structure for critical reflection to help unearth and clarify tacit, or unspoken, expert disciplinary processes and values related to information literacy. This article details a pilot project designed to explore the process of unearthing unspoken assumptions about disciplinary information literacy through reflective questions designed using the theory of Decoding the Disciplines and the structure of the Framework, and details themes which emerged from several of the author's experiences with librarians and teaching faculty working through the reflections. The themes are presented as potential further sites for inquiry and to generate ideas for identifying and addressing discipline-specific roadblocks, both practical and cultural, through the Framework. 相似文献
14.
Matt Cook 《The Journal of Academic Librarianship》2018,44(1):145-149
As academic library collections are moved off site to make room for learning commons-type collaboration spaces, exploratory research processes (e.g. stacks browsing activities) are threatened. Given the range of benefits associated with chance information encounters in the physical book stacks, the disappearance of accessible collections is problematic. Fortunately, by focusing on embodied aspects of the physical browsing experience we can leverage emerging technologies to preserve instances of serendipitous information retrieval. Virtual reality, in this case, provides a browsing platform that allows for the type of search activity typically associated with research in the physical books stacks and preserves the benefits thereof. 相似文献
15.
This study explores Executive MBA (EMBA) students’ information-seeking skills and knowledge in academic and workplace environments to improve on library instruction. The authors’ research consisted of a survey and 12 qualitative interviews, sampled from two University of New Mexico EMBA cohorts. The themes that emerged included EMBA's specific skills and knowledge of their own industry's information, difficulty in finding new information, several barriers, and lack of transferability. By discussing adult learning theory and focusing on transferability, we can help students acknowledge and transfer their information skills and knowledge between academics and work. 相似文献
16.
Using critical thinking as a basis for library user education 总被引：1，自引：0，他引：1
Chris Atton 《The Journal of Academic Librarianship》1994,20(5-6)
The article focuses on the critical examination of information in rewriting an undergraduate course of bibliographic instruction. By learning to ask questions, by learning from each other, by thinking critically and by taking responsibility for their own learning, students become effective and confident information users. 相似文献
17.
Linda Heichman Taylor 《College & Undergraduate Libraries》2013,20(1-2):141-158
ABSTRACT This article discusses the benefit of library instruction to increase critical thinking skills among business students in the form of a vocabulary skill-building workshop. This learning opportunity represents collaboration between business librarian and classroom faculty to improve students' ability to articulate a research problem and identify information needs in order to proficiently analyze business information and make sound business decisions. Business schools increasingly rely upon standards set forth by the Association for the Advancement of Collegiate Schools of Business (AACSB) to formulate curricula and embed learning outcomes to prepare students to meet workplace expectations. These standards were utilized during workshop planning stages to implement critical thinking learning outcomes into the educational experience. Workshop curricula also relied heavily on the Guidelines for Information Competency set forth by the Association of College and Research Libraries (ACRL) to emphasize specific learning outcomes more commonly associated with the teaching of library instruction. 相似文献
18.
Elizabeth E. Gardner Lindsey B. Anderson Andrew D. Wolvin 《Qualitative Research Reports in Communication》2017,18(1):27-35
Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course. 相似文献
19.
Introduction: In 2003/4 the Information Management Research Institute, Northumbria University, conducted a research project to identify the barriers to e‐learning for health professionals and students. The project also established possible ways to overcome these barriers. The North of England Workforce Development Confederation funded the project. Methodology: The project comprised a systematic review of the literature on barriers to and solutions/critical success factors for e‐learning in the health field. Fifty‐seven references were suitable for analysis. This review was supplemented by a questionnaire survey of learners and an interview study of learning providers to ensure that data identified from the literature were grounded in reality. Results: The main barriers are: requirement for change; costs; poorly designed packages; inadequate technology; lack of skills; need for a component of face‐to‐face teaching; time intensive nature of e‐learning; computer anxiety. A range of solutions can solve these barriers. The main solutions are: standardization; strategies; funding; integration of e‐learning into the curriculum; blended teaching; user friendly packages; access to technology; skills training; support; employers paying e‐learning costs; dedicated work time for e‐learning. Conclusions: The authors argue that librarians can play an important role in e‐learning: providing support and support materials; teaching information skills; managing and providing access to online information resources; producing their own e‐learning packages; assisting in the development of other packages. 相似文献