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1.
The Framework for Information Literacy for Higher Education emphasizes conceptual, critical-thinking approaches to information literacy, a departure from the competency-based Standards. The Framework can be challenging for librarians to incorporate into their teaching practices. While redesigning [course name], the researchers of this study became curious about how peers were using the Framework in credit-bearing information literacy and library instruction courses. Were peers using the Framework? Were courses structured entirely around the Framework? Which frames were most common and least common? Were the frames explicitly or implicitly presented? Did courses reflect a more conceptual approach as represented by the Framework? Using deductive coding, the researchers mapped the Framework's six frames to the course objectives and course outlines found in the syllabi of peer institutions. Coding revealed Searching as Strategic Exploration was the most prevalent and Authority is Constructed and Contextual was the least coded frame. Additionally, syllabi were not explicitly designed around the Framework. Instead, frames were incorporated implicitly. A competencies-based approach to instruction was still predominant. This study demonstrates the process of mapping the Framework to existing syllabi can help librarians redesign their own courses while thinking more critically about what and how they teach.  相似文献   

2.
This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize “success” in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities.  相似文献   

3.
Curriculum mapping is a procedure for documenting and visualizing student learning at the programmatic level. The process allows libraries the opportunity to record where information literacy skills are taught across the curriculum in order to locate gaps and redundancies within a library instruction program. It also allows for alignment of the library's learning outcomes with the learning outcomes important to the institution. This paper presents a review of the history of curriculum mapping, followed by a case study of how Loyola Marymount University (LMU) used the process to support information literacy in a new core curriculum.  相似文献   

4.
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   

5.
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   

6.
How information literacy instruction affects students' learning has been a concern for many librarians and teachers. This study examines the effects of six-year integrated information literacy instruction on elementary students' memory and comprehension of subject content through inquiry learning and also focuses on the moderating factor of students' academic achievement levels. The subjects were 75 students participating in the study from the time when they entered elementary school. The school adopted information literacy instruction and integrated it into various subject areas using the framework of inquiry learning, for example, the Super3 and Big6 models. A total of 11 inquiry learning projects were implemented from Grade 1 through Grade 6. The results showed that inquiry-based integrated information literacy instruction helps students memorize facts and apply new concepts in the subject content. In general, the progress level in comprehension was higher than in memory learning for the six-year integrated information literacy instruction. Regardless of students' prior academic achievement levels, if they devoted their efforts to inquiry processes, their fact memorization and conceptual understanding of subject content improved. Low-achieving students displayed the most progression in both memory and comprehension learning, compared to their medium- and high-achieving peers. This study underscores the importance of information literacy instruction in students' learning.  相似文献   

7.
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   

8.
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   

9.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.  相似文献   

10.
ABSTRACT

The article examines the application of innovative approaches in the information literacy training of library and information science students in Bulgaria. The change of the educational paradigm in the field is presented based on recent developments in one of the oldest Bulgarian institutions that prepares librarians and information specialists—the State University of Library Studies and Information Technologies. The active learning strategies suitable for information literacy skills development courses are studied by the use of three methods: “learning by doing,” “interaction in the learning group,” “learning by trial and error” within the practical training of students. The prospects for transforming information literacy instruction through the elaboration of digital educational games and a game-based learning model in the frame of the international project tiLIT are also outlined.  相似文献   

11.
This study examines a corpus of syllabi to target program-specific information literacy needs. Examining a graduate program in Urban Planning, the study first identifies specific information literacy needs for the program, focusing on student data use, student tasks including locating, identifying and analyzing existing data sets. Based on these needs, the study then analyzes all courses in the curriculum, identifying places in the curriculum that strongly feature student data use and identifying patterns among those courses. What emerges is the ‘Arc of Learning’, a sloped trajectory that takes students from dependent beginners to independent pre-professionals. By following this arc, librarians can better make the case for library instruction in the curriculum. This study additionally provides a framework for such a study.  相似文献   

12.
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   

13.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.  相似文献   

14.
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   

15.
The arrival of the ACRL Framework and the removal of the ACRL Standards posed a new challenge to the user education coordinators at William Paterson University: how can the ACRL Framework be implemented and buy-in acquired from other library faculty? Not all librarians who teach are information literacy librarians; many never fully interacted with the Framework or knew about threshold concepts. Simply informing the other library faculty about the ACRL Framework was ineffective. They were not using it and still were unfamiliar with it months after incorporation by the ACRL Board. A strategy was devised to solve this problem by engaging the library faculty with the Framework while revising the preexisting general learning outcomes for information literacy instruction. Incorporating principles of reflective practices and the Scholarship of Teaching and Learning (SoTL), user education librarians hosted a teaching circle designed to get librarians reading, talking, and discussing the ACRL Framework. With faculty feedback in hand, the existing outcomes were then revised and updated to include elements of all six frames.  相似文献   

16.
Whereas academic library participation in learning communities has become visible in recent years, the literature is still lacking research studies providing assessment data. This article offers the first perspective from students on the value of information literacy instruction through a learning community and the impact that instruction has on academic careers. A qualitative research method of focus group interviews was employed to solicit opinions from students who completed during a three-year period the University of Hawaii at Manoa's (UHM) Libraries, Scholarship, and Technology (LIS 100) learning community course. The findings indicate learning communities provide a valuable context for learning both affective and cognitive information literacy skills necessary in an undergraduate education.  相似文献   

17.
英国高校信息素养教育进展   总被引：2，自引：0，他引：2  
通过对英国主要信息素养组织机构、学术活动、标准框架的演进以及英国高校信息素养教育发展现状的调研,可以看出分阶段的信息素养教育、结合专业的信息技能培养、开展在线课程以及多元化的信息服务是目前培养学生信息技能乃至终身学习能力的重要走向。  相似文献   

18.
Due to a lack of formal pedagogical training in Library Science graduate programs, early career librarians are often unprepared to teach information literacy courses. This is problematic for those whose responsibilities include library instruction, creating a need for librarians to develop the skill of identifying and applying pedagogy to their information literacy courses. We argue that librarians can benefit from looking at specialized educational contexts, as those contexts make use of unique pedagogies that students are exposed to on a regular basis. By looking at six different pedagogies found within the context of religious education, and then by aligning those pedagogies with the six threshold concepts of the ACRL Framework, we seek to model the type of pedagogical identification and application that can benefit librarians in any given context.  相似文献   

19.
Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.  相似文献   

20.
[目的/意义]以学分课形式开展信息素养教学的挑战在于如何在一个相对较长的时间里,激发并保持学生的学习兴趣,传授课程内容和技能,使课程学习效果转移到学科学习的过程中。本文主要讨论引导性探究应对这种挑战所发挥的作用和局限性。[方法/过程]引导性探究、教学支架、小组学习是设计引导探究式信息素养教学的关键。以案例分析的方式,介绍引入引导性探究设计实施本科生信息素养学分课的过程。[结果/结论]运用引导性探究设计信息素养学分课,提供更多近距离观察学生的机会,培养学生合作学习的能力;引导性探究需要教师设计教学支架、观察和诊断学习表现、迭代改进教学设计,但也存在教师学科视角缺位、知识转移效率评估困难等局限。  相似文献   

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