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1.
ABSTRACT

This 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   

2.
ABSTRACT

The increasing use of problem-based learning in higher education affords librarians new avenues for promoting the development of information literacy skills among students. Information literacy instruction supports problem-based learning activities by providing students with skills to locate relevant resources for developing solutions to these exercises. The author created three WebQuests (together with tutorials) aimed at promoting faculty-librarian partnerships to deliver information literacy instruction through a problem-based learning approach in the context of course work in a distance learning environment. These problem-based learning WebQuests can be adapted to various disciplines as well as to traditional learning environments. Lastly, these WebQuests promote the development of information literacy skills in students as well as increase their exposure to problem-based learning. doi:10.1300/J106v14n03_03  相似文献   

3.
《图书馆管理杂志》2013,53(3-4):427-443
ABSTRACT

This paper details how stand-alone instructional elements became the foundation for a new inquiry-based blended learning approach to information literacy on our campus. Based on the information search process research of Kuhlthau and designed to be inserted into blended learning classes, an information literacy workshop consisting of both online and face-to-face components was developed. Rather than simply train students on specific research tools, the premise for the workshop is to lay a broader foundation for students' inquiry based on discovery. A variety of assessment features (self-tests, quizzes, graded assignments) are employed throughout the syllabus. doi:10.1300/J111v45n03_08  相似文献   

4.
BackgroundDuring the COVID-19 pandemic, students have trouble coping with the available health information regarding the coronavirus in their daily lives because of misinformation.ObjectivesThe aim of this study was to evaluate online health information seeking and digital health literacy among information and learning resources undergraduate students at Taibah University during the COVID-19 pandemic.MethodsTo investigate the primary goal, this study used a simultaneous exploratory mixed methods design. Seventeen students participated in phone interviews, and 306 were invited to complete an online survey.AnalysisThe collected data was analyzed using both quantitative (SPSS) and qualitative (NVivo 10) methods.ResultsSearch engines, social media, and YouTube were most often used by the respondents as sources to search for COVID-19-related information. COVID-19 symptoms, restrictions, and the current spread of COVID-19 were the most searched topics by the respondents. Significant and relevant differences emerged for the digital health literacy subscales “information search” and “adding self-generated content”. However, there were no significant differences in the digital health literacy subscale “determining relevance”.ConclusionUsing the internet to provide health information tailored to the needs and interests of students to seek health information online and thereby improve their health literacy.  相似文献   

5.
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   

6.
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   

7.
SUMMARY

The evolution of information literacy instruction for graduate students at the UCLA Anderson School of Management is described. The emphasis is on the need for instruction that develops student competencies with an eye toward the long view-a lifetime of learning. Key success factors are leveraging partnerships with key stakeholders, and developing just-in-time interventions at significant events in the student life cycle. An Information Literacy Campaign helped define the needs and competencies, and the subsequent pilot program, InfoIQ, has been successful in integrating information literacy instruction into the core MBA experience.  相似文献   

8.
ABSTRACT

This article describes the approaches that the Library at the Open University has taken to ensure that distance learning students develop digital and information literacy skills for study, work and lifelong learning. Librarians create learning objects and work with academics to embed them into the online curriculum. They also deliver a program of live online training and pilot new approaches to engage with the student community.  相似文献   

9.
《The Reference Librarian》2013,54(89-90):63-80
SUMMARY

While there is much discussion today about information literacy, proper implementation of it within university campuses is still a struggle, often due to the fact that librarians and teaching faculty have different “cultures” that create different priorities. Librarians focus more on process and faculty more on content, though the two are not mutually exclusive. Past attempts by librarians to collaborate with faculty to produce information literate students have had limited success. A bolder plan–to imbed information literacy credit courses within existing departments–shows promise to avoid cultural conflict while creating a proper climate for collaboration.  相似文献   

10.
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   

11.
《期刊图书馆员》2012,62(1-2):23-37
ABSTRACT

Library and information science as a discipline is undergoing rapid and extensive change, driven particularly by new areas of research. Citation analysis and information literacy are widely researched and have a rich background of growth. Publish or Perish, Buzzsumo.com, altmetrics.com, and textalyser.net have been used to analyze all metrics associated with citation analysis, social networking, and keyword analysis.

The hypothesis of this study is: “There is no significant difference in the citation pattern of the three prominent citation journals: Journal of Information Literacy, Communications in Information Literacy and Nordic Journal of Information Literacy in Higher Education”.

The hypotheses of the study were tested by assessment of the degree to which each of the journals met set of objective criteria. 697 papers from the three journals were analyzed and the results showed that the citation metrics of the Journal of Information Literacy had the highest correspondence with the criteria. The information linked to the Journals of Information Literacy was moderately posted on social networking sites (SNS) and the highest frequency of the keywords: “Information”; “Information literacy”; and “Information literacy instruction” were found in one, two and three-word searches. Some recommendations have also been offered to improve SNS presence and for further research in this field.  相似文献   

12.
《图书馆管理杂志》2013,53(3-4):213-228
Summary

Graduate schools of library and information science (LIS) are rediscovering civic engagement. Examples illustrate how LIS students further diversity efforts through service-based learning experiences. LIS students involved in the American Library Association's Spectrum Initiative helped plan the leadership institute and the longitudinal study of scholars. Students prepared pathfinders for faculty at tribal community colleges and tribal schools. LIS students helped develop and operate “If I Can Read, I Can Do Anything,” a national reading program for schools serving Native children. LIS students helped create a virtual tour of the National Museum of the American Indian (NMAI).  相似文献   

13.
ABSTRACT

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.  相似文献   

14.
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   

15.
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   

16.
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   

17.
《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   

18.
Abstract

As digital natives enter higher education, there is the need to improve their information skills but they often overestimate their information research skills and are unfamiliar with the library. The serious games give the opportunity for innovative and engaging approaches to information literacy learning. The paper describes NAVIGATE - Information Literacy: a Game-based Learning Approach for Avoiding Fake Content, a project funded by Erasmus?+?program. The Project aims to improve the competences to avoid fake content of the higher education students in the Humanities. The paper focuses on the comparative analysis of the students’ skills gap and the difficulty of actually assessing the learning improvement achieved by games, highlighting the lessons learned and the open issues.  相似文献   

19.
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   

20.
Abstract

In our modern digital and information-rich educational contexts, students are increasingly faced with conflicts between popular media and scholarly content. As a result, discerning source reliability can be considered as a key threshold concept in tertiary information literacy curricula. In this study, the author describes the development of an online tutorial designed to teach this threshold concept using experiential and self-discovery learning. Evaluation of students’ learning journeys as they progressed through the tutorial provided insight into students understanding of the concept of discerning source reliability. Therefore, the author proposes that this online tutorial is an effective pedagogical tool to help students develop their personal epistemology regarding source reliability.  相似文献   

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