共查询到20条相似文献，搜索用时 15 毫秒
1.
《Public Services Quarterly》2013,9(4):43-65
Abstract “Drop-in” workshops historically played important roles as components of instruction programs in college and university libraries. Unrelated to any specific course and initiated largely at the library's discretion, these sessions-along with tours, course-related library instruction sessions, and credit courses-served to introduce library users to the basics of information research as well as the organization of particular, local libraries. Perhaps because of increasing demands for library instruction and upon instruction librarians' time, as well as changes in values brought by the focus on information literacy, workshops have not factored significantly in recent library literature. Workshops still merit continued attention-as well as marketing to maximize their attendance and thus their effectiveness-because they uniquely allow students, faculty, and staff to behave as lifelong learners, not just to learn the information literacy skills characteristic of lifelong learners. Data from over a decade's worth of drop-in workshops at New Mexico State University underlie the discussion herein of ways to market workshops successfully by attention to their topics, their timing, and publicity. 相似文献
2.
Robert Miller Edward O’Donnell Neal Pomea Joseph Rawson Ryan Shepard Cynthia Thomes 《图书馆管理杂志》2013,53(7-8):830-856
ABSTRACT At University of Maryland University College (UMUC), librarians have designed and led a number of multiday, asynchronous online workshops for faculty. The workshops teach faculty how to meet information literacy goals in the virtual classroom. Through hands-on activities and discussion among their colleagues, participants in the faculty workshops learn about the university's information literacy standards, library resources and services, free Web tools, and how best to design class assignments involving library research. Library-led faculty workshops at UMUC have increased library visibility and furthered collaboration between faculty and librarians. This article discusses 5 workshops, detailing workshop content and logistics and demonstrating how librarians can help distance faculty further information literacy goals for students. 相似文献
3.
《The Reference Librarian》2013,54(67-68):161-173
Summary While educational partnerships between academic libraries and public schools have taken many forms throughout the later half of the century, a less common approach to building learning communities is coordinated outreach visits by academic librarians to secondary schools to provide active-learning, hands-on workshops that include remote access to the wide range of information technologies and electronic resources available in academic libraries today. This article reviews the concept and practice of learning communities, establishes a connection between learning communities and information literacy, and offers an outreach model that promotes information literacy and expands the academic learning community to college-bound high school students. 相似文献
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5.
Mona Florea 《图书馆管理杂志》2013,53(3-4):411-430
ABSTRACT Librarians, as service providers, are always looking for innovative ways of using technology for designing and improving information systems that allow teaching and building of information literacy skills. Online learning and teaching tools offer teacher librarians undreamed of opportunities to enhance face-to-face information literacy instruction. This paper describes the librarian's research, discoveries, and experience with using WebCT Campus Edition and Vista, ePortfolios, and Wikis to deliver online information literacy instruction as part of fully-online, Web-enhanced, or hybrid courses. Models of librarian/faculty partnership and collaboration are also illustrated. 相似文献
6.
《The Reference Librarian》2013,54(82):57-68
Abstract Librarians at Northwest Vista College, a new community college, speculated that keeping faculty members informed about the library and its various resources would result in more instructors sending students to the library for library instruction and, ultimately, it would result in more students who were familiar with and comfortable using the library. This paper describes the librarians' comprehensive faculty outreach effort, which involved putting on special workshops for faculty, creating online forms, and Web links on the library Web page, and taking every opportunity to increase contact and collaboration between librarians and Other faculty and Staff. 相似文献
7.
ABSTRACTAs information sources have expanded, there have been parallel changes in the way students and researchers find and use that information. The role of the library has shifted to embedding information literacy skills into the curriculum as a primary function. This presentation explored how librarians are becoming more involved with information literacy curriculum and how publishers can assist them, particularly regarding access to information and the scholarly publishing process. Since 2015, Rebecca Donlan at Florida Gulf Coast University (FGCU) and Stacy Stanislaw at Taylor & Francis Group have been collaborating on an information literacy program for FGCU students and faculty that focuses specifically on navigating the scholarly publishing landscape. Donlan and Stanislaw provided an overview of the project, its formation, implementation, and progress to date. 相似文献
8.
《The Reference Librarian》2013,54(79-80):323-334
Summary With the rapid advances in information technology, the proliferation of information resources and formats, and the increasing complexities of access and evaluation, libraries recognize the necessity for a dynamic information literacy program that will address the needs of all categories of users. University faculty constitute one group of users to which the systemic college library increasingly endeavors to extend and market its services and programs, including its information literacy training workshops. A consideration of this library/classroom faculty relationship in the context of the adult education literature, as well as successful models that have been employed in this effort, provide insight on ways in which the library can successfully accomplish its information literacy training objectives among this group. 相似文献
9.
SUMMARY The article presents a faculty-librarian collaborative course model for information literacy instruction for liberal arts students. Information literacy was integrated seamlessly into a master's thesis seminar, and the faculty member and librarian worked together to teach students effective research skills while helping them make personal connections to their theses. The learning experience was transformational. As students engaged themselves with problems of the real world and shared their learning, their voices articulated insights about themselves and the world. The authors conclude that integrating information literacy into the curriculum and teaching students holistically is the key to successful student learning. 相似文献
10.
Anne Marie Gruber Mary Anne Knefel Paul Waelchli 《College & Undergraduate Libraries》2013,20(1-2):99-125
ABSTRACT Librarians at the University of Dubuque, in collaboration with writing center staff, created a project that incorporates critical thinking, ethical inquiry, and information literacy into a beginning composition class. A team of faculty, librarians, and writing tutors lead student peer groups as they write a research paper using common journal articles in support of a single thesis. Because a recent campus-wide ethics initiative frames this assignment, students examine topics which may challenge their existing beliefs. This article describes how the team conceived, implemented, and evaluated this project. 相似文献
11.
《The Reference Librarian》2013,54(82):19-37
Abstract Over the past decade, there has been a steady rise in interest among academic librarians in the idea of outreach. Outreach from the academic library can take many forms, but it is often built around a commitment to instruction. At Washington State University, a commitment to information literacy instruction across the curriculum and an organizational structure that includes both an independent Library Instruction department and a network of subject specialists has facilitated the rise of a programmatic approach to instructional outreach that allows librarians and faculty to work together to develop creative approaches to the integration of information literacy instruction across the academic curriculum. This article identifies some of the characteristics of new models for instructional outreach in the academic library and describes two instructional outreach programs at Washington State. 相似文献
12.
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
13.
《Public Services Quarterly》2013,9(1-2):191-220
SUMMARY Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed. Student evaluations of library instructional sessions have been gathered since 2002, shared with teaching faculty and administrators, and used to improve and promote information literacy instruction within LEEP. In the fall of 2005, the instructional model for LEEP was adapted to the on-campus environment. Preliminary analysis of the on-campus student evaluations suggests that modifications are needed to deliver an equivalent learning experience to all LIS students at UIUC, whether on-campus or off. 相似文献
14.
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
15.
Abstract This article highlights a project on information literacy that began in the fall semester of 2003 at the University of Redlands. The faculty in the School of Education needed an information literacy component for their teacher credential program. The Manager of Instructional Technology believed that a tutorial of this type would work well in the Blackboard Course Management System, and the Off-Campus Services Librarian, who is the library liaison for the School of Education, was a natural choice as the person to present the tutorial to the students. The beginning information literacy workshop was developed in the fall of 2003, and the advanced workshop was developed in the spring of 2004. This article provides an overview of the content of the tutorial and workshops, as well as some conclusions about the project in general. 相似文献
16.
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
17.
《The Reference Librarian》2013,54(65):79-88
Summary The purpose of this article is to provide readers with creative methods for procuring funding for building an electronic information literacy instruction classroom. Using the Library Instruction Program at Niagara County Community College as a case study, the authors explain how grant funding was obtained to create a 24-computer lab classroom to teach students how to search for information effectively. A complete explanation of instruction provided to grant participants is also included. This article is particularly useful for librarians working with limited resources and for instruction librarians responsible for teaching students how to search for information in electronic form effectively. 相似文献
18.
Oliver Kohl-Frey 《Public Services Quarterly》2013,9(3-4):71-93
SUMMARY This article presents the development and perspectives of improving the information literacy of graduate students at the University of Konstanz, considering the European background with the Bologna process and the general conditions of the German higher education system. It gives a short overview of the current reforms in European higher education and the consequences for information literacy instruction for undergraduates and graduates as well. The situation at the University of Konstanz, with its library being a leading institution in the German information literacy debate, is described explicitly. Some findings of a comprehensive graduate information literacy survey, which was recently realized there, are reported in detail. Further perspectives for graduate information literacy in the context of the library's user services are outlined. 相似文献
19.
Angeleen Neely-Sardon 《The Reference Librarian》2018,59(3):108-121
ABSTRACTThis article provides an overview of the “fake news” issue and places it in the context of information literacy instruction for college students. In 2017, the faculty librarians at a large state college in Florida developed a news literacy instruction program that included instructional faculty outreach, lesson plans for one-shot information literacy instruction sessions, lessons assignments for one-credit information literacy classes, and learning objects in a LibGuide that can be used by students or embedded by faculty into courses across the disciplines. 相似文献
20.
Jeremy R. Garritano 《Public Services Quarterly》2013,9(3-4):53-70
SUMMARY This article provides information on a chemical information literacy program designed primarily for new graduate students. The full implementation of this program is discussed, including defining its purpose, topics covered, content presented, methods of marketing, and evaluation. The result is a series of voluntary seminars given biweekly throughout the academic year. Seminars are based either around a particular resource or database or are centered on a topical problem that may be addressed using multiple resources. Evaluations show that graduate students are pleased with the seminars, including content covered and the format. Areas for future development and experimentation are also suggested. 相似文献