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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
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The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document. 相似文献
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ABSTRACT At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics. 相似文献
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Steven Ovadia 《图书馆管理杂志》2013,53(7-8):899-908
ABSTRACT The Writing in the Discipline (WID) concepts lend themselves to execution in an online realm, where written communication is the primary means of contact between students and instructors. The author instituted WID in an online section of a 1-credit research class and found the WID framework also made it easier for students to demonstrate information literacy. WID provides space within a course for students to become accustomed to the discourse of a discipline, writing to understand before being asked to formally communicate. This article explains the concepts behind WID and outlines how it was executed within an urban community college online class. 相似文献
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[目的/意义]针对当前国外信息素养研究新进展,对工作场所信息素养研究情况进行系统介绍,旨在为国内信息素养研究提供思路与借鉴。[方法/过程]采用定量分析与定性研究相结合的方法,在对相关研究文献进行统计分析的基础上,从核心概念、理论基础与研究维度3个方面进行介绍,并对国外该领域研究特点进行归纳,对相关研究趋势进行展望。[结果/结论]研究分析显示,工作场所信息素养研究是当前国外信息素养研究新的生长点;促进不同学科、行业之间对信息素养理解的统一是该问题研究的主要推动因素;该项研究对促进高校信息素养教育改革、信息素养概念化反思以及信息素养与职业特征结合等方面有所帮助。 相似文献
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This article examines the new-century business relevance of information literacy and why it is important for undergraduate business students. It then validates the relevance and value of the elements that make up the concept of information literacy with current business professionals (recruiters and employers). Business professionals were surveyed to reveal their (1) familiarity with the term information literacy, (2) feelings about the relevancy and value of information literacy in the business workplace, (3) perceived competency in information literacy of undergraduate business school graduates, (4) validation of cognitive difficulty elements of information literacy, and (5) reactions to other terms/phrases that more closely align with the concepts of information literacy in the business workplace. Although these business professionals were in general not familiar with the term, once they were informed of its components, they recognized and valued its processes. 相似文献
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Marcia Rapchak 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):150-158
At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning. 相似文献
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中日两国信息用户教育比较 总被引：21，自引：0，他引：21
对中日两国信息用户基础教育和高校用户教育进行了比较,特别是对高校的信息用户教育决策、教学内容、教学模式、教师队伍进行了比较,分析了两国的异同点和差距,提出了建设性的意见。 相似文献
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在新的信息环境下,信息产生、获取等模式已经改变,随之SCONUL在2011年4月也提出了信息素养模型7项标准的更新,重新定义了信息素养在新环境下的内涵。文章将对比SCONUL新旧模型,研究模型的更新及其对我国高校信息素养教育的启示。 相似文献
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��[Purpose/significance] The change of information environment and the evolution of the research paradigm bring about new opportunities for information literacy education, so we need to rethink the traditional information literacy education, from traditional information literacy education to beyond information literacy education, and to promote the changes of information literacy education model.[Method/process] By analyzing the concepts and connotations of information, information literacy and the evolution, this paper made a comparative analysis of the two systems of information literacy education and beyond information literacy education, and based on the practice of University of Chinese Academy of Sciences, the structural changes of information literacy education were outlined.[Result/conclusion] The key of beyond information literacy education is that the purpose of information literacy education needs to be clear, the goal needs to be advanced, the perspective needs to be switched, and the effect needs to be reflected. The strategies are to train users from general ability to advanced ability, cross the disciplinary boundary of information literacy education, realize the reform of information literacy content and system, focus on the application of education and teaching techniques, develop the appropriate context of beyond information literacy education, and improve the spatial configuration of beyond information literacy. 相似文献
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《Communication Teacher》2013,27(1):22-34
Information literacy is becoming a key component of general education programs nationwide. As a critical part of most general education programs, the basic communication course is on the frontlines of the charge to teach information literacy skills to first-year students. Thus, the information literacy skills of basic course students should be assessed to track the effectiveness of instruction and pedagogical practices. The present study used a pretest/posttest design with experimental and control groups to assess the effectiveness of information literacy instruction in the basic course. As predicted, students in the experimental group outperformed students in the control group on the information literacy measure. Results of the present study have implications for basic course directors and instructors, general education curriculum specialists, and librarians. 相似文献
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[目的/意义] 回顾五届欧洲信息素养教育大会（ECIL）,为国内同行了解全球信息素养教育研究现状和未来发展趋势提供参考与借鉴。[方法/过程] 通过参加ECIL的亲身感受并结合历届会议资料与相关论文分析,从会议概况、与会国家分布、会议主题和研究热点、会议交流形式以及中国学者与会情况5个方面对会议进行归纳总结,探讨全球信息素养教育的最新进展以及发展方向。[结果/结论] ECIL平台一定程度上反映了全球信息素养教育的发展趋势,即聚焦信息素养教育的实践应用、拓展信息素养教育的研究领域、延伸信息素养的相关概念、丰富信息素养教育的服务对象、创新信息素养教育的教学方法和手段。中国学者通过参加ECIL展示了中国高校和科研院所在信息素养教育领域的最新成果。最后,建议中国信息素养教育界在内容和形式两方面借鉴ECIL先进经验。 相似文献
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Joanne M. Muellenbach Kathryn M. Houk Dana E. Thimons Bredny Rodriguez 《Medical reference services quarterly》2018,37(2):198-206
This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction. 相似文献
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《The Journal of Academic Librarianship》2019,45(3):288-298
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
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《Journal of Web Librarianship》2013,7(3):183-197
This article presents an approach to teaching information literacy in an academic course from a socio-technical perspective. It includes an overview of the course framework, a review of course contents, and an analysis of student responses provided through pre- and post-course surveys. The premise of the course design was that students bring a set of technical and information skills to class that address specific but not generalized information literacy goals. By designing a course to engage students from this perspective, the instructors hoped to find a new method for approaching information literacy instruction. 相似文献
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Two representations of a three-stage diagrammatic model that holistically depicts the research process are presented. The representations incorporate elements culled from existing information-seeking behavior and information literacy instruction research, as well as evidence gathered from a study of third grade elementary school students, as they worked to fulfill a class project's requirements. Both representations are content independent, attribute equal importance to each of the three stages, and target the K-12 educational environment. The full representation, the preparing, searching, using (PSU) model, is intended for use by instructors and more advanced students. The model identifies elements inherent within the three stages of the research process including actions, affective behaviors, impact factors, learning, and reflection. The simpler representation, the beginning, acting, telling (BAT) model, which is embedded into the PSU, presents only the three main stages and the actions associated with those stages using a familiar graphic (a bat) and a mnemonic device to visually present the basic elements of the research process to younger elementary school students. The PSU model is designed to identify and address the unique information behaviors of students (affective, cognitive, and physical) and factors that may impact the research process. As a result, the representations can be used by educators, including information professionals and teachers, to inform instruction, such as lesson planning, development of assignments, resource location and evaluation, and the use of information, to fully exploit all aspects of the research process. The PSU model can also be used to teach more sophisticated concepts to older students by introducing more complex features gradually to the BAT model. 相似文献
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Business information literacy (BIL) is a core competency for lifelong learning and critical to achieving professional success. This article reports on the evolution of a collaborative framework for integrating and assessing information literacy in subject-specific upper-level undergraduate, as well as introductory MBA, courses in finance. The framework, developed over a significant period of time, provides a guide for structured and full collaboration between librarians and classroom instructors and includes a sample assignment and accompanying evaluation rubric which are adaptable across disciplines. Additionally, it provides a model for developing pedagogical methodologies for student attainment of BIL competencies and for faculty assessment of them. 相似文献