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1.
Abstract

This article describes the current distance education environment for university libraries and the distance education library services for faculty and students. The authors surveyed selected Association of Research Libraries (ARL) members to determine current services and the changes in distance education library services since the 1996 ARL SPEC Kit Survey. The 2003 survey included the library services listing from the “Guidelines for Distance Learning Library Services: A Draft Revision,” prepared by the Distance Learning Section of the Association of College and Research Libraries, ALA.  相似文献   

2.
Abstract

Fake news has captured the world’s attention. Educational survey research has highlighted the difficulties students and adults have in determining how to identify valid sources. Psychology can help us to understand why it is difficult to distinguish fact from fiction. The authors describe how to identify fake news from digital sources and ways faculty and librarians can teach information literacy skills using the Association of College and Research Libraries (ACRL) Framework, websites, LibGuides, worksheets, and other resources shared in the extensive appendix.  相似文献   

3.
The purpose of this article is to provide a literature review of articles that include examples of academic librarians collaborating with faculty for the integration of information literacy instruction into faculty members' courses. This literature review is international in scope and reviews articles published from 2000 through 2009. Also discussed are the transition from bibliographic instruction to information literacy, information literacy requirements, and relevant Association of College & Research Libraries documents.  相似文献   

4.
ABSTRACT

The J. Paul Leonard Library at San Francisco State University is engaged in a number of information literacy efforts. The library's new information literacy coordinators had many questions about the library's current activities and how to further develop its information literacy program. In the 2006–2007 academic year, the Library Education Committee obtained a more accurate understanding of the library's information literacy efforts through a self-study process. A survey instrument was created and distributed to all teaching librarians. The results of this study were contrasted with the Association of College and Research Libraries' (ACRL) Characteristics of Programs of Information Literacy That Illustrate Best Practices: A Guideline in order to facilitate program assessment and long-term planning.  相似文献   

5.
This year's virtual issue (the 6th in the series) has been published to coincide with the European Association for Health Information and Libraries’ (EAHIL) 2015 workshop (10–12 June, Edinburgh): Research‐Minded: Understanding, Supporting, Conducting Research. This event is being run in collaboration with the International Conference of Animal Health Information Specialists and the International Clinical Librarian Conference. Although research has always been a central part of any librarian's role, until recently health librarians and library users and funding bodies assumed that librarians were ‘midwives’ – there to assist students, clinicians, academics and managers set up and carry out their research. The notion of the librarian as a professional with a research agenda, who understands research methods, submits research grants, and publishes, is a relatively new perspective. If librarians are to take an evidence‐based approach to their profession they need to acquire research skills. This is the rationale for the 2015 EAHIL workshop. To support the workshop, this virtual issue contains six original articles published in Health Information and Libraries Journal over the last 2 years that demonstrate the range of research activities carried out by health librarians, as well as a review article and articles from each of the three feature columns. All articles included in this virtual issue are available free online.  相似文献   

6.
《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   

7.
This metasynthesis of empirical and nonempirical literature analyzed 39 journal articles and book chapters that examined issues related to the preparation of information literate teachers in the U.S., Australia, Canada, New Zealand, Taiwan, and the U.K. All 39 items were published after March 1998 (when the Association of College and Research Libraries reported that teacher education programs had made no real progress in modifying course requirements and performance expectations to address information literacy concerns). The literature indicates that teacher education programs have made significant progress in addressing information literacy concerns during these last 10 years; however, much work remains to be done. Increased opportunities for collaboration between educators and librarians at the preschool–Grade 12 (P-12) and postsecondary levels are needed to prepare information literate teachers who can effectively teach information literacy skills and research strategies to their P-12 students.  相似文献   

8.
ABSTRACT

Many colleges and universities are advocating information literacy within their mission statements. To this end, many librarians are offering for-credit courses that incorporate the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards in their instructional programs. In their role as instructors, librarians should be familiar with learning theory, in particular behaviorism and constructivism. The application of a particular learning theory dictates the structure of the course and reinforces the role of librarian as educator.  相似文献   

9.
ABSTRACT

Visualizing Oral Histories: Comics and Graphic Novels/Digital Humanities Lab, is a new model for digital humanities scholarship that other librarians can follow to create and teach similar DH labs attached to humanities courses at other institutions. The model includes a preliminary syllabus and preliminary assignment rubrics designed to integrate the Association of College and Research Libraries (ACRL) “Framework for Information Literacy for Higher Education” (ACRL Framework) into course assignments. Incorporation of a DH lab into a humanities course curriculum reimagines librarian roles and creates a pedagogical strategy that explicitly incorporates information literacy standards into the undergraduate course curriculum.  相似文献   

10.
In 2014, the University of Toronto Libraries (UTL) in partnership with the University's Faculty of Information (FI) launched a new internship program, the Toronto Academic Libraries Internship program (TALint). The program is designed to provide iSchool students with the opportunity to participant in a two-year paid internship at one of the University's libraries. In the course of running our TALint program, some unanticipated questions arose that challenged our assumptions about who, among a diverse student body, is drawn to academic librarianship as a potential career, what skills and competencies library supervisors are looking for in today's hire, and how students and faculty leverage (or not) student workplace experiences as a means of enhancing course-based learning?. Additionally, the university's recent emphasis on the discourse of workplace-integrated-learning (WIL) placed novel demands on the program's design and delivery warranting critical research engagement. The purpose of the following paper is threefold: (1) to introduce the concept of Workplace-Integrated-Learning (WIL) into the academic library literature, (2) present a case study of a WIL-inspired internship program, and (3) reflect on the outcomes of that case study with respect to best practices, policy implications and suggestions for future research into the changing face of the professional academic library workforce.  相似文献   

11.
ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.  相似文献   

12.
The aim of this study was to align information literacy instruction with curriculum learning outcomes as defined by teaching faculty in their syllabi. Using a syllabus study, a cross-disciplinary collection of 180 course syllabi were reviewed for learning outcomes, assignments with research components, and references to library resources and services. Key faculty-defined learning outcomes were mapped to the Association for College and Research Libraries Information Literacy Framework for Higher Education threshold concepts. Based on learning theory, introducing information literacy concepts is most effective when done at the time of need, guaranteeing that students utilize the skills immediately, and are more likely to retain the knowledge and skills learned. The author proposes a tiered approach to information literacy instruction, with novice skills introduced in lower-level courses and expert skills for upper-level and graduate courses to meet learning outcomes. Suggestions of how each of the threshold concepts can be applied to develop instructional activities to achieve learning outcomes are presented.  相似文献   

13.
ABSTRACT

As early as 1977, academic libraries began posting position announcements for access services librarians. During the twenty-seven year period from 1977 to 2004, a total of 217 advertisements that included the phrase “access services” appeared in College & Research Libraries News. Using content analysis, these advertisements are examined to identify both general and unique characteristics in access services positions, while also looking for changes over time as well as possible future trends.  相似文献   

14.
The article examines the transition of (West) German archivists from the Nazi period to the time of Allied occupation and on into the early years of the Federal Republic of Germany. After considering the extent of the profession’s nazification, the article focuses on Allied denazification efforts after the war and discusses the strategies archivists devised in order to maneuver through these dangerous times. In the end, the archival profession mastered the transition with only minor “denazification damage.” The article closes with an examination of the consequences of the continuity of personnel especially among the leading archivists of the former Prussian Archival Administration (Preussische Archivverwaltung) for the reconstruction of the archival profession in West Germany.
Astrid M. EckertEmail:
Astrid M. Eckert   is an Assistant Professor of Modern European History at Emory University in Atlanta. (M.A., University of Michigan, 1995; M.A. Free University Berlin, 1998; Dr. Phil. Free University Berlin, 2003). Before moving to Emory, she was a Research Fellow at the German Historical Institute (GHI) in Washington, D. C. (2002–2005). Her 2003 Dissertation on the history of captured German records after the Second World War was awarded the Friedrich Meinecke Dissertation Prize of Free University’s history department, and the biennial Hedwig Hintze Dissertation Award of the German Historical Association. The work was published in German in 2004 and will appear in English with Cambridge University Press as Fight for the Files: The Western Allies and the Captured German Archives after World War II. Her research interests include the history of postwar Germany, transnational historiographical questions, and, most recently, the political and cultural history of the inter-German border.  相似文献   

15.
《期刊图书馆员》2013,64(4):123-132
Abstract

THE ACADEMIC LIBRARY: ITS CONTEXT, ITS PURPOSES, AND ITS OPERATION. By John M. Budd. Englewood, CO: Libraries Unlimited, 1998. xiv, 372 p. $58.00. ISBN 1-56308-614-X.

LYLE'S ADMINISTRATION OF THE COLLEGE LIBRARY. 1997 Text Edition. By Caroline M. Coughlin and Alice Gertzog. Lanham, MD: Scarecrow Press, 1997. xiv, 187 p. $38.00. ISBN 0-8108-3333-6.

RESTRUCTURING ACADEMIC LIBRARIES: ORGANIZATIONAL DEVELOPMENT IN THE WAKE OF TECHNOLOGICAL CHANGE. Edited by Charles A. Schwartz. (ACRL Publications in Librarianship, no. 49). Chicago, IL: Association of College and Research Libraries, 1997. xi, 289 p. $28.00. ISBN 0-8389-3478-1.

IMPLEMENTATION OF ORGANIZATIONAL INNOVATION: STUDIES OF ACADEMIC AND RESEARCH LIBRARIES. By Peter Clayton. San Diego, CA: Academic Press, 1997. xiii, 208p. $59.95. ISBN 0-12-174860-X.  相似文献   

16.
Information literacy has gained ascendency in the reference world to the detriment of the practice of reference librarianship itself. Libraries seem more interested in having librarians teach with technology than in having them engage in thoughtful reference work. Major library associations seem more interested in touting the benefits of information literacy than in supporting traditional reference work, and they define reference in overly simplistic, tautological terms as the practice of answering reference questions rather than attributing to it the subtlety and expertise that make it so valuable. These associations need to rethink the hierarchy and give reference its due.  相似文献   

17.
Objectives:Current literature recommends online research guides as an easy and effective tool to promote LGBTQ+ health information to both health care providers and the public. This cross-sectional study was designed to determine how extensive LGBTQ+ health guides are among hospital and academic libraries and which features are most prevalent.Methods:In order to locate LGBTQ+ health guides for content analysis, we searched for guides on the websites of libraries belonging to the Association of Academic Health Sciences Libraries (AAHSL) and the Canadian Association of Research Libraries (CARL). Additionally, we searched the Springshare interface for LibGuides with the word “health” and either “LGBT” or “transgender.” Content analysis was performed to identify major characteristics of the located guides, including target audience and the information type provided.Results:LGBTQ+ research guides were identified for 74 libraries. Of these, 5 were hospital libraries, and the rest were academic libraries. Of 158 AAHSL member libraries, 48 (30.4%) had LGBTQ+ guides on their websites. Nearly all guides (95.9%) provided general LGBTQ+ health information, and a large majority (87.8%) also had information resources for transgender health. Smaller percentages of guides contained information on HIV/AIDS (48.6%) and women''s health (16.2%).Conclusions:Even though literature recommends creating LGBTQ+ health guides, most health sciences libraries are missing an opportunity by not developing and maintaining these guides. Further research may be needed to determine the usage and usefulness of existing guides and to better identify barriers preventing libraries from creating guides.  相似文献   

18.
《The Reference Librarian》2013,54(67-68):5-28
Summary

The main library Web pages representing Yahoo!'s list of the “100 Most Wired Colleges” were analyzed for accessibility to people with disabilities. Forty of the pages were judged accessible using Bobby, the online automated service developed by the Center for Applied Special Technology. Frequencies of accessibility errors, recommendations, questions, tips, and browser compatibility errors are provided. The study found no relationship between accessibility of the library home pages and indicators of institutional resources, as represented by Yahoo! ranking (computer resources), Association of Research Libraries composite ranking (extent of library resources), and Carnegie Classification (range and extent of academic and research resources). Guidelines for accessible Web pages and an Adaptive PC Computer Workstation are included.  相似文献   

19.
Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50?min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached.  相似文献   

20.
Design-based research for LIS   总被引：2，自引：0，他引：2  
Design-based research is a methodology emerging from the field of education that may hold potential for research in library and information science (LIS). Based upon the assumption that learning is situated in a real-world context, design-based research combines research, design, and practice into one process. It results in usable products that are supported by a theoretical framework. While definitional and methodological issues do exist, the method holds some promise for research into “user-centered” information systems and services. In the field of LIS, design-based research might contribute to our understanding of how people find, choose, understand, and use information in context. The method is also of interest to professionals concerned with “evidence-based practice.” This article will first explain and describe the method as it has been used in the allied field of education. Issues related to definition and methodology will be explored, as well as some of the solutions that have been proposed. The method will then be related to LIS, using the bonded design work of Large, Nesset, Beheshti, and Bowler [Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006a). Bonded design: a methodology for designing with children. In S. Kurniawan & P. Saphiris (Eds.), Advances in Universal Web Design and Evaluation: Research, Trends and Opportunities. London: Idea Group., Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006b). “Bonded design”: a novel approach to intergenerational information technology design. Library and Information Science Research, 28, 64–82] as a case study to demonstrate the applicability of design-based research to LIS inquiry.  相似文献   

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