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1.
Librarians are conducting instruction sessions outside the traditional classroom setting using online tutorials with increasing frequency. Online tutorials seem like an obvious solution to meet the growing need for instruction to users in a time when resources are shrinking. Can librarians effectively teach library skills using an online tutorial? Approximately 300 students enrolled in an undergraduate psychology course at the University of South Florida Tampa Campus attended either a library research class or completed an online tutorial as part of their coursework. Participants were given a post-test and were surveyed about their confidence levels and preferred method of library instruction. Analysis of the test scores indicated that there was no significant difference in the learning outcomes between in-person and online library instruction. The majority of students indicated a preference for online instruction over classroom instruction. A rise in confidence levels was noted across both groups.  相似文献   

2.
Between 1996 and 2001, the Health Science Center Libraries and Department of Zoology at the University of Florida partnered to provide a cohesive and comprehensive learning experience to undergraduate students in PCB3063, “Genetics.” During one semester each year, a librarian worked with up to 120 undergraduates, providing bibliographic and database instruction in the tools that practicing geneticists use (MEDLINE, GenBank, BLAST, etc.). Students learned to evaluate and synthesize the information that they retrieved, coupling it with information provided in classroom lectures, thus resulting in well-researched short papers on an assigned genetics topic. Exit surveys of students indicated that the majority found the library sessions and librarian''s instruction to be useful. Responses also indicated that the project facilitated increased understanding of genetics concepts and appreciation for the scientific research process and the relevance of genetics to the real world. The library benefited from this partnership on a variety of fronts, including the development of skilled library users, pretrained future clientele, and increased visibility among campus research laboratories. The course and associated information instruction and assigned projects can be considered models for course-integrated instruction and the role of medical libraries in undergraduate education.  相似文献   

3.
ABSTRACT

To facilitate systematic learning and to complement the limitations of conventional one-shot library instruction sessions, a hybrid embedded instruction model was designed and implemented for undergraduate students and residents in three disciplines at the University of Oklahoma Health Sciences Center. Variations of hybrid instruction are explored, including models that combine face-to-face interactions, online content delivery, flipped instruction techniques, and individual consultations. The hybrid model highlights benefits of collaborative teaching between course faculty members and librarians and enhances the relevance of library instruction for users.  相似文献   

4.
ABSTRACT

Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction.  相似文献   

5.
This article explores the practice of keeping a reflective teaching journal to improve classroom instruction. Reflective practice and journaling have a rich tradition in the teacher education field. Accordingly, the teacher education literature provides the starting point for this case study of keeping a reflective teaching journal for library sessions given to first-semester freshmen enrolled in a learning community. The journaling process proved useful by helping to improve instruction while also providing a mechanism to link theory with practice.  相似文献   

6.
ABSTRACT

This article explores best practices for supporting digital humanities (DH) activity and pedagogy in the undergraduate classroom on campuses without a DH center in the library. By examining specific aspects of librarians' curricular engagements, with a particular focus on reference and instructional activity, we discuss how reenvisioning these services aids in the development of effective support for both faculty and students engaged in DH. An included case study illustrates how redefining “traditional” librarian liaison roles and shifting expectations of faculty from one-shot instruction sessions to embedded librarianship models can be put into practice in undergraduate classrooms with a DH focus. The article concludes with a discussion of the librarian as digital humanist and how this role can positively impact undergraduate curricula.  相似文献   

7.
The cognitive apprenticeship model, which links apprenticeship learning techniques and classroom practices, offers a flexible framework for planning and implementing library sessions. Originally developed by educators Collins, Brown, and Newman, cognitive apprenticeship illuminates the thought process of teachers and other experts while they deliver instruction in problem solving, close reading, critical thinking, or other higher-order reasoning. This article discusses how librarians can employ the cognitive apprenticeship model to collapse the thought process associated with library research into components that are comprehensible to all levels of students.  相似文献   

8.
Abstract

In 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a “serious game” was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation.  相似文献   

9.
A problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English library instruction classes where the works cited page of students final paper was assessed according to a rubric designed to assess the Authority, Timeliness, and Variety of the sources cited. The study compared results of flipped classroom sections against traditional lecture method classes with mixed results.  相似文献   

10.
One-shot instruction in academic libraries is a librarian-controlled bibliographic instruction that responds to the point of information need for subject-related courses. The assessment of teaching effectiveness tends to take a summative approach, which provides an answer to what students learned but does not address how they learned. This column theoretically explores the framework of Ideas-Connections-Extensions (ICE) in library instruction and the classroom setting, which demonstrates learning outcomes and explores the learning journey, and integrates assessment, learning, and teaching through collaborative efforts by academic librarians and classroom faculty.  相似文献   

11.
《Research Strategies》2001,18(1):63-73
While it is generally assumed that active learning, information literacy course are the most effective means of teaching library skills, not every college or university library has the talent, resources, or institutional support required for that level of instruction. Frequently, a student's library instruction is taught as a “one-shot” by a librarian without specialized training in the subject being taught. This essay is addressed to instruction librarians with limited experience in historical research find themselves called upon to conduct “one-shot” instruction sessions for history classes.  相似文献   

12.
What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources.  相似文献   

13.
Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.  相似文献   

14.
While iPads have grown in use for reference or circulation in academic libraries, the author investigates the potential for using iPads to teach information retrieval. A review of the technical logistics and classroom management strategies accompanies an appraisal of the pros and cons of teaching information literacy with tablets. In a collaborative, inquiry-based classroom, the iPads foster increased student engagement and mastery of search techniques.  相似文献   

15.
The University of La Verne, a pioneer in the field of adult and distance education, hosts approximately 4,692 traditional undergraduate and graduate students on the main campus, 3,350 adult students, and hundreds of online students throughout California at nine regional campuses. Challenged by limited funding and staffing, the library and Regional Campus Administration collaborated with senior management to pilot a blended technology platform using Adobe Connect for content and live video streaming and Business Skype for audio to deliver real-time, interactive virtual information literacy to distance learners. The initial objective of “Library on Demand” was to supplement existing in-person, e-mail, and telephonic library information literacy instruction with live streaming video and two-way audio. The use of multi-channel instructional technologies would optimize outreach activities, reaching larger numbers of student communities while optimizing student learning modality preferences and differences. The pilot program was designed in phases to test the integrity of reaching over 3,500 students among the nine regional campus locations concurrently with a single librarian host. Later phases offer opportunities for targeted or specialized sessions including applications fostering emerging virtual social learning communities beyond a shared information literacy experience.  相似文献   

16.
ABSTRACT

Despite the known advantages of active learning, many librarians still favor lecture-style instruction that doesn't engage students in classroom learning activities. This method draws on principles of problem-based learning (PBL) to provide a simple, reusable, and scalable plan for teaching activity-based library researc  相似文献   

17.
This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot and other barriers to collaboration. The case study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided.  相似文献   

18.
Studies show that recent generations of college students have a learning style with identifiable characteristics. Library instruction efforts must adapt to these learning styles. Course management software (CMS), such as Blackboard, is one resource available to academic librarians to meet the challenges posed by the "Net Generation." At Stetson University, the use of Blackboard courseware in library instruction sessions successfully addressed the unique learning styles of students.  相似文献   

19.
《Research Strategies》1998,16(2):103-115
The content of library instruction sessions associated with college biology is examined. A review of the literature is supplemented by a survey of instruction librarians at Ohio institutions offering biology majors. The literature and survey responses indicate that a typical instruction session occurs once during an academic term, highlights automated access to the library catalog and Biological Abstracts, discusses the difference between journals and magazines, and does not test the students or offer an opportunity for evaluation of the instruction session. More of the library instruction sessions described in the literature were associated with introductory biology courses than in the survey responses.  相似文献   

20.

Objective

This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students'' abilities to find, evaluate, and use appropriate evidence for research assignments.

Methods

Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.

Results

Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.

Conclusion

This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.Keywords (Medical Subject Headings) Information Literacy, Educational Technology, Education, Distance/Methods, Teaching/Methods, Evidence-Based Practice/Education, Learning, Group Processes, Program Development, Humans, Libraries, Medical/EducationIn the short term, health sciences students utilize the information resources that librarians highlight during instruction. In the years after graduation, students demonstrate low levels of information literacy skills [1–3]. These low levels of retention likely result from the limited amount of time dedicated to guided practice during library sessions, which has been shown to be critical to learning [4]. In addition, few undergraduate curricula feature scaffolded instruction on evidence-based practice, where guidance of student learning is deployed progressively to promote stronger understanding of concepts. This raises the concern that many students may be unprepared for the rigors and expectations of graduate-level research. Consequently, health sciences librarians and educators have tested numerous methods for improving the effectiveness of information literacy and evidence-based practice instruction [5–7].Higher education has also seen a rise in the use of instructional technologies, such as increased use of video tutorials, web-conferencing tools, and learning management systems (LMSs). Such tools can enhance the effectiveness of face-to-face teaching by delivering time-of-need instruction that is available for future reference during the entire semester [8–11]. LMSs, such as Canvas or Blackboard, provide a virtual space where students take ownership of the learning process and create meaningful learning experiences for themselves and their peer learners [12]. Educators increasingly use these technologies to enable a flipped classroom model of instruction, in which the lecture and homework are reversed [13–15]. In older teaching models, a lecture occurs in the classroom, followed by exercises and applications of the information by students as homework. In the flipped model, students get the lecture-type information at home, then do exercises and applications in the classroom. This model allows instructors to move away from the traditional one-time lecture-based instruction and to incorporate active learning, which leads to better student performance for science, technology, engineering, and mathematics (STEM) undergraduate students [16–18]. The flipped classroom model also accommodates the needs of diverse populations of learners by integrating peer learning and assessment [19, 20]. In contrast, traditional lecture-based approaches to information literacy have been shown to have limited effectiveness for promoting skill development and retention, and often rely on shallow, quantitative assessments to measure student learning [21]. Integrating library instruction strategically into the curriculum and using the flipped classroom model creates opportunities to use a greater variety of assessment tools at various points throughout the semester in order to conduct more meaningful assessment of student learning.Flipped classroom models have not been widely studied for health sciences students. This study aimed to determine whether a flipped classroom approach for upper-level undergraduate students in the health sciences would improve their abilities to find, evaluate, and utilize appropriate evidence for research assignments.  相似文献   

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