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1.
A survey of classroom learning activity and research skills was conducted to obtain data on information literacy competence and critical thinking requirements among all undergraduate students enrolled as business majors at Memorial University of Newfoundland, which is accredited by the Association to Advance Collegiate Schools of Business. Initial findings confirm past larger-scale studies, particularly business students' preference for electronic resources over print, prior skills acquisition being largely self-taught, and reluctance to consult with a librarian during the research process. Regarding critical thinking, survey results can be interpreted as indicating ceremonial conformity in educational discourse versus classroom teaching.  相似文献   

2.
《The Reference Librarian》2013,54(73):309-322
Abstract

A review of education literature reveals a pedagogical shift away from linear, step-by-step, instruction toward a fostering of critical thinking and information literacy through active student participation. This conceptual change reflects advances toward cooperative and participatory learning in education. In addition to the students learning more when they are engaged and thinking, we are invigorated as instructors and our tendency toward burnout is reduced or alleviated. This article discusses how those bibliographic instructors who only have one teaching computer in the instruction room can involve the students in their own learning. The author shares ways to conduct a fifty-minute bibliographic instruction session in which all of the students are intellectually engaged in the research process, actively participate in the problem solving of on-line searching, and have fun in a library. Once the students are given agency in the bibliographic instruction session, they begin to develop the critical thinking skills essential to mastering the tools and methods of library research.  相似文献   

3.
ABSTRACT

This article describes a library workshop for freshman hospitality management students enrolled at New York City College of Technology, CUNY, which features a focus on critical thinking. An active learning experience uses an element of surprise. Students evaluate the Website of a bankrupt company where information about the company's situation is not obvious. When the instructor guides the class to find unbiased information from newspapers, many students begin to think critically about sources.  相似文献   

4.
ABSTRACT

The 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   

5.
ABSTRACT

As e-resources become more ubiquitous, and the technologies available to access them more sophisticated, libraries have greater opportunities to reach out to global users. However, this same distance means that some users never even set foot in a physical library. This case study will describe how one large academic library started a business, economics, and marketing library online instruction pilot for global users in an effort to replicate library instruction offered at the home institution. Librarians assessed global library use and research needs; prepared unique lesson plans for each global site; and created digital learning objects using synchronous and asynchronous methods to establish an instruction strategy for Business and Economics courses. The goal was to test instruction practices and develop an online instruction template that would be replicable and sustainable for library instruction in other subject areas in New York University Libraries and other institutions.  相似文献   

6.
Currently the literature examining formal business information literacy (BIL) instruction and graduate business students focuses on the collaborative efforts between individual librarians and business school faculty members to bring information literacy into the classroom. This article argues that all graduate business students need formal BIL instruction to succeed in their studies and as business leaders. The unique decade-long collaboration between Hofstra University's Axinn Library and Frank G. Zarb School of Business is examined.  相似文献   

7.
To prepare for the real world, business students need to be able to monitor, analyze and interpret date and their sources, and this may best be accomplished through the development of a cooperative assignment and workshop with the college library. Utilizing active learning techniques, the marriage of critical thinking and information retrieval in an undergraduate business program is integrated into a typically quantitative course offering. An instructional services librarian and a business faculty member collaborate to create an assignment designed to help students gain confidence in using print and automated resources and understand applications of particular business models while furthering their critical thinking abilities. This article presents a model assignment, outlines a library workshop, and offers an evaluation of the project.  相似文献   

8.
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   

9.
ABSTRACT

Developing a strategy for embedding librarians in online courses can be challenging, but it is essential to demonstrate to accrediting agencies how libraries serve online students. A well-thought-out plan can be scalable and sustainable for rapidly growing online programs and can satisfy accreditation standards. This article examines how one small, liberal arts college developed a plan of action for an online embedded librarian program, including both the conceptual and practical aspects of launching the program: aligning library instruction with course and program learning outcomes, brainstorming strategies for embedded library instruction, and communicating the value of such a program to online teaching faculty.  相似文献   

10.
ABSTRACT

A constructivist approach to teaching and learning holds that the learner, through interaction and experience with an object or process, creates knowledge. Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor. Constructivist theory has enjoyed a certain level of popularity in higher education as emphasis has shifted from a pedagogical framework to a more andragogical (i.e., adult and learner-centered rather than instructor-lead) one. Emphasis upon teaching critical thinking skills seems a natural fit with a constructivist-based approach to learning. Critical thinking involves the conceptualization, analysis, synthesis, evaluation, and ultimate application of information so that the learner may reach conclusions or form independent judgments based upon what the learner has experienced combined with previous knowledge. The teaching of critical thinking skills using a constructivist-based approach in the field of online library instruction would be an effective means of reaching the large percentage of learners who do not participate in traditional face-to-face bibliographic instruction sessions. This is further supported by the Association of College and Research Libraries' Information Literacy Standards for Higher Education. This article will provide theoretical and philosophical arguments for constructivist-based approaches to teaching critical thinking skills online using online technologies.  相似文献   

11.
ABSTRACT

Undergraduate students are increasingly being asked to conduct higher-level research in their areas of study. In order to address undergraduate needs, many academic librarians, especially those charged with crafting instruction, take critical thinking as a given in the teaching of information literacy skills. However, this review of the literature has revealed that, though there was some discussion of critical thinking in a library context in the mid 1980s, the concept did not really take hold until the 1990s, when higher education reform began to appear on many campuses. Additionally, the literature regarding critical thinking skills during this period exhibits four themes: (1) a lack of agreement among librarians and others on what critical thinking is and how it can be defined, (2) the importance of subject and course integration in the teaching of critical thinking skills in libraries, (3) the necessity of reaching undergraduate students, and (4) the special challenges of teaching critical thinking skills in an age when technology is changing so rapidly.  相似文献   

12.
ABSTRACT

Studies on information and media literacy focus on describing activities and frameworks individually, and most of the time, connect within the field of library science. However, other frameworks and practices can be used. This case study presents the application of Behrman’s Critical Literacy Practices to information and media literacy to engage students to think critically about information within their field of study. The purpose of this research is to model the information behavior of education students through the perspective of constructivist learning. The study used a qualitative method with six upper-level undergraduate education majors. Activities that comprise practices and theories in both education and library sciences are presented to form a continuous exposure to critical thinking. Factors that influenced how students perceived the validity of information came from personal, educational, and societal factors. This research contributes to the ongoing discussion about critical thinking skills in undergraduate students, presenting a model that describes how practices from other fields can be used and incorporated with information and media literacy.  相似文献   

13.
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   

14.
《Research Strategies》2001,18(4):303-309
Information literacy, as defined by the Information Literacy Competency Standards for Higher Education [2000. Chicago, IL: Association of College and Research Libraries], is the ability to locate, retrieve, evaluate, and use information. Critical thinking is an essential component of information literacy and is reflected in the Standards through the evaluation, application, integration, and use of information. At Arizona State University East, an activity in source analysis is used in an international business class to foster students' critical evaluation and selection of sources and is an example of a library instruction exercise that promotes critical thinking.  相似文献   

15.
《图书馆管理杂志》2013,53(3-4):367-378
Abstract

Our library intends to create a tutorial to assist students in library research. In preparation, we need to understand the diverse learning needs of students. Some students seem to thrive in the online environment while others feel at a loss. A review of learning styles literature reveals that many adult learners require personalized, interactive learning environments. The author reviewed library tutorials to identify models of library instruction that meet the needs of such students. This paper serves as background and literature review for an interactive workshop on learning styles and the Internet, which was presented at the conference.  相似文献   

16.
ABSTRACT

How do educators capitalize on students’ comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library instruction, online research scaffolds, and peer evaluation within a class wiki to enhance student research practices and academic achievement. The explosion of information sources and access to networked technologies has provided the opportunity to “ratchet up” the expectations for student research in higher education. The Association of College & Research Libraries's information literacy standards for higher education provide a framework for setting these expectations. The authors describe features of an introductory education course that seeks to enhance honors freshman students’ knowledge of library research resources, efficient research skills, and scholarly writing, as described in these standards.  相似文献   

17.
Effective use of information is a key component of the manager's job. In a business environment burdened by information overload, the question for MBA programs is how to provide instruction so their graduates have the necessary foundations in this skill. Business managers use information during the decision-making process, so students need to learn about and build the capabilities to use information effectively. Many information professionals at business schools have been investigating ways to effectively impart these skills. The instruction described, using the case method and coteaching with a faculty member to introduce information skill development, adds to this work.  相似文献   

18.
ABSTRACT

This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model.  相似文献   

19.
ABSTRACT

This study investigates the impact that pre-tests have on the effectiveness of library instruction when students are given feedback on their pre-test performance. Librarians and academic faculty partnered to measure library instruction outcomes in two Master's degree classes. The Research Readiness Self-Assessment (RRSA) was used as a pre-test (before instruction) and a post-test (after instruction) in Class 1 and as a post-test only in Class 2. Students who completed both tests performed significantly better on a post-test, earning higher scores on obtaining information and overall information literacy. They reported greater library/research experience and less reliance on browsing. Compared to students who did not take a pre-test, students who received pre-test-based feedback had higher scores on library/research experience and lower scores on reliance on browsing. To enhance the effectiveness of library instruction, students can be given pre-test-based feedback that compares their actual and perceived literacy and encourages the use of library databases.  相似文献   

20.
《The Reference Librarian》2013,54(89-90):121-138
SUMMARY

This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.  相似文献   

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