共查询到20条相似文献，搜索用时 640 毫秒
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K. T. L. Vaughan 《Medical reference services quarterly》2013,32(3):211-220
When students are given assignments with specific information needs, they may turn to the library for help. The UNC Health Sciences Library developed three short online modules to teach first-year pharmacy students how to find early/animal studies, mechanism of action information, and specific study types in an effort to lessen demand on the reference desk. The modules filled two goals: to free up time that had been spent on three common low-level questions and to provide a pedagogically sound online tool to teach students how to find answers to these three questions. The modules were created using Adobe Captivate. Developing and promoting the modules took three hours of the pharmacy librarian's time compared with nearly 23 hours spent answering individual questions via e-mail, in consultations, and at the reference desk before the modules were introduced. After introducing the modules, only one student asked for help from the library compared to more than 60 who viewed the online modules at least once. 相似文献
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Online instruction is a hot topic at academic medical centers. Seizing the opportunity to join the online movement at the University of Nebraska Medical Center (UNMC), the McGoogan Library created an open access course made up of six learning modules. The modules addressed three issues: 1) supplementing one-shot library instruction, 2) offering opportunity for instruction when a librarian is not embedded in a course, and 3) showcasing the library as an online instruction supporter. This article discusses the planning process, technology used, how the modules were received, and how this initial project increased McGoogan Library's involvement in the UNMC online movement. 相似文献
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ABSTRACT This paper will discuss a method of incorporating demonstrations into online information and technology literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and assignment instructions and feedback in an online information and technology literacy course. Initial comments from students and instructors indicate high satisfaction with this method. 相似文献
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《Philosophical Books》2002,43(1):41-46
Books reviewed:
Mason, R. Before Logic
Woods, J., Irvine, A. and Walton, D. Argument: Critical Thinking, Logic and the Fallacies 相似文献
Mason, R. Before Logic
Woods, J., Irvine, A. and Walton, D. Argument: Critical Thinking, Logic and the Fallacies 相似文献
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《Communication Teacher》2013,27(3):158-162
Course: Research Methods, Critical Thinking, Argumentation Objectives: Students will (1) become more practiced in critical thinking and logical reasoning skills, (2) become more familiar with the steps of the scientific method, and 3) be introduced to the concept of validity in measurement, a-priori hypothesis formation and the role of theory 相似文献
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Abstract An increase in its distance-learning student population prompted Regent University Library to consolidate the library's information literacy program into one course. The course eventually went online to meet the needs of distance learners. During course development and implementation, librarians learned what worked well and what did not. Unexpected obstacles, such as database name and interface changes, created problems that were handled and overcome. As student surveys were analyzed and librarian experience increased, the course evolved and changed. 相似文献
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《Medical reference services quarterly》2013,32(3):71-75
Abstract In spring 1997, the Education Services department at the University of North Carolina at Chapel Hill (UNC-CH) Health Sciences Library (HSL) developed six Web-based tutorials designed to teach information skills. This paper describes how the modules were created. 相似文献
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Critical to the success of contemporary health administration practice is the ability to identify, access, synthesize, apply, and report information from a diversity of sources. To enhance the critical logic and bibliographic research skills of first-semester graduate students in health services administration, a fifteen-hour learning module was collaboratively developed and integrated into a required course on health care organization. Reference librarians and health administration faculty participate to provide both group and individual instruction. 相似文献
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William Badke 《Public Services Quarterly》2013,9(3-4):19-35
SUMMARY Associated Canadian Theological Schools is a graduate seminary consortium affiliated with Trinity Western University. Since its beginning in 1988 it has had a required one credit research course as a prerequisite for all programs. Several factors demanded the creation of an online version of the course as an alternative to the ongoing live course, but the literature on graduate level for-credit information literacy courses was sparse, and for online courses of this type was virtually non-existent. A process of trial and error since the online course's inception in 2000 has created a more mature offering that now meets the desired criteria for education that is learner-focused and interactive, with a priority on skill development through assignments using student-selected topics. While several hard lessons have had to be learned, the course is achieving its desired ends. 相似文献
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Megan Johnson 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):262-268
ABSTRACTThis case study reports on the process for creating a self-paced non-credit information literacy (IL) course delivered via a university's course management system. The four online modules are designed to contextualize information literacy competencies within the curriculum taught in First Year Seminar (FYS) courses. The meta-course approach changes the model of delivery of instruction for IL from a traditional face-to-face “one-shot” session to a hybrid model, with the responsibility for content delivery shifting from the librarian to the instructor of the FYS course. 相似文献
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Sharing a variety of characteristics and theories, critical inquiry and information literacy have the potential to complement one another in a higher education setting. This article explores an initiative at the University of South Carolina Aiken to help students with their critical thinking and reasoning skills through the implementation of a new, one-credit, freshman seminar course. The class, entitled Critical Inquiry, would address three student learning outcomes, including one directed at information literacy. A case study of how the initiative was implemented is discussed. 相似文献
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《The Reference Librarian》2013,54(58):5-12
Abstract The American Graduate School of International Management (Thunderbird) has an extensive English as a second language (ESL) program for graduate students. As a component of the content-based aspect of this program, students have a semester-long project involving finding information about a U.S. company and its place in its industry. The students must include information about corporate finance, marketing, corporate history, and an industry and competitor analysis. A business librarian at another institution created a website for a course in competitor analysis. A business librarian at another institution created a website for a course with a similar assignment; this website included hot links to sources of U.S. corporate and industrial data. This article discusses the structuring of the course, the creation of the website, the collaboration between the classroom instructor and the business librarian, and the effects of the website on the quality and quantity of the ESL students' research. 相似文献
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ABSTRACT Subject guides are often used as an alternative to in-person library instruction for distance education students. However, when students are not on-campus, it can be difficult to assess if they are getting all of the relevant information they need. In an organization that serves students located across the United States and even outside of the country, a method was needed to assess the effectiveness of library information provided to distance learners on specific topics. The William F. Harrah College of Hotel Administration (Hotel College) at the University of Nevada, Las Vegas (UNLV), offers a number of on-campus and distance education courses, including classes taught at a satellite campus in Singapore. With diverse course offerings via distance education, the conventions and exhibitions subject area was chosen as a case study. Often referred to as M.I.C.E., the study of meetings, incentives, conventions, and exhibitions in a hospitality context is a major subdiscipline within the Hotel College. After researching different approaches to studying the effectiveness of subject guides, a virtual focus group was chosen to gather feedback from students. This paper will demonstrate how focus groups can be created and how the information gathered can be used to increase effectiveness of subject guides. Readers will discover effective techniques and pitfalls for using virtual focus groups in conjunction with subject guides assessment. 相似文献
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In spring 1997, the Education Services department at the University of North Carolina at Chapel Hill (UNC-CH) Health Sciences Library (HSL) developed six Web-based tutorials designed to teach information skills. This paper describes how the modules were created. 相似文献
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《Medical reference services quarterly》2013,32(1):13-19
In 1980 an article appeared in the Archives of Internal Medicine stating that two-thirds of the studies appearing in the best medical journals contain unwarranted conclusions. In order to deal with the ever increasing mass of biomedical information (termed a "journalistic blastoma" by one editor), IAIMS has extolled the use of quality filters, devices to sort through the literature and sift the good from the bad. The complexity of the task is staggering. Quality is obviously subjective, and its nature raises the question of whether our users can be taught the necessary skills to systematically evaluate the literature. This report is based on a research project that grew into an elective course for medical students at Texas Tech University School of Medicine on "Critical Appraisal of the Biomedical Literature." 相似文献
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M Moore 《Medical reference services quarterly》1989,8(1):13-19
In 1980 an article appeared in the Archives of Internal Medicine stating that two-thirds of the studies appearing in the best medical journals contain unwarranted conclusions. In order to deal with the ever increasing mass of biomedical information (termed a "journalistic blastoma" by one editor), IAIMS has extolled the use of quality filters, devices to sort through the literature and sift the good from the bad. The complexity of the task is staggering. Quality is obviously subjective, and its nature raises the question of whether our users can be taught the necessary skills to systematically evaluate the literature. This report is based on a research project that grew into an elective course for medical students at Texas Tech University School of Medicine on "Critical Appraisal of the Biomedical Literature." 相似文献
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文检课知识内容按认知心理学可分为陈述性知识、程序性知识和策略性知识三大模块,三大模块的教学存在着一些突出的问题。如陈述性知识模块教学以接受式教学为主,学生被动、枯燥、缺乏兴趣;策略性模块教学容易被忽略,学生缺乏研究性学习的能力及检索策略的训练,无法培养信息素养;而竞赛式教学和研究性教学能够提供解决以上问题的方法。文章在教学实践基础上着力研究了竞赛式教学和研究性教学的特点及其在文检课几个模块中的应用,力图解决目前文检课的一些不足争缺陷,为文检课的改革发展提供有益的思路。参考文献6。 相似文献
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ABSTRACTOpen education resources represent a great opportunity to reduce textbook costs, but many of them have not been evaluated for quality. Librarians and former students in an introduction to engineering course collected and evaluated open education resources to supplement the course textbook in future semesters. Both searching for and evaluating these resources created opportunities for the librarians to evaluate information literacy skills of these students and to provide instruction to improve these skills. 相似文献