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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

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   

3.
《The Reference Librarian》2013,54(69-70):161-170
Summary

Like bricoleurs, instructional librarians, especially those who provide instruction to distant learners, use a “tool-box” of materials and means to address the needs of adult learners. They also need to be adaptable and resourceful, staying abreast of current research and technologies in order to create an instructional repertoire (bricolage), to deliver services comparable to those that on-campus students receive. This article describes adult learners' needs and the variety of tools used to reach students in one university's instructional program.  相似文献   

4.
Abstract

This annotated bibliography presents a review of articles published on the topic of information literacy in teacher education since the late 1980s. Many of the articles outline concerns about pre-service teachers who graduate with insufficient information literacy skills, who are unprepared to teach these skills to their future students, and who do not understand the role of the school librarian as an instructional collaborator. On the other hand, many articles describe innovative and successful programs where exposure to librarians, integration of information literacy instruction, attention to library research, or introduction of a process approach to information use can produce new teachers who are equipped to collaborate with school librarians and to teach information literacy skills to their students.  相似文献   

5.
Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.  相似文献   

6.
The purpose of this study was to evaluate the efficacy of online and in-person instructional methods for teaching research skills, as well as to determine student preferences for each method. Undergraduate students received librarian-led research skills instruction either through an online course management system or in person at the library. Students were surveyed about their experience and format preference, and their grades on a subsequent literature review assignment were collected. The online group’s scores were significantly (p?=?0.002) higher, and a majority of eligible participants stated a preference for the online format. Many of the students in both groups reported increased skills and confidence in conducting speech-language-hearing science research following the library instruction. The results of this study support the possibility that online instruction may be more effective than in-person for improving performance on a literature review assignment and is preferred by on-campus students for learning information literacy skills.  相似文献   

7.
With new program additions and changes to existing graduate programs, librarians at the University of Nevada, Las Vegas were interested in investigating if students taking online courses were successful in accessing the library services and instruction. A survey was created that included all types of graduate students (fully online to fully in-person) to identify how they accessed the library and how confident they were in finding resources. The results of this survey have provided the researchers insight regarding successful strategies and where we need to improve; where distance learners are struggling more than on-campus students; and how we need to create varied approaches to disseminate library information and instruction. The study has also opened up communication and stronger collaborations with teaching faculty and instructional designers to better integrate the libraries into the curriculum. To help make findings more generalizable, the researchers aligned them with the Association of College and Research Libraries (ACRL) Standards for Distance Learning Library Services.  相似文献   

8.
《The Reference Librarian》2013,54(89-90):5-23
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9.
Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.  相似文献   

10.
ABSTRACT

While articles on individual studies, surveys, and programs abound, there is a lack of baseline data regarding what and how libraries provide instruction for their distant populations. Do libraries generally provide information literacy or library instruction to students at a distance? How is instruction usually provided? Is instruction generally assessed? If so, how is instruction assessed? These questions were asked of librarians in an online survey of 143 institutions offering distance programs, randomly sampled from the College Blue Book. With a 55% response rate, data about instruction offerings and assessment were correlated with information about library staff size, budget, and student enrollment. The expectation was that larger libraries with more money and students would provide more and better services, but interestingly these factors had far less influence than anticipated. It seems that the individual efforts of librarians were the major determinants for services offered by libraries at institutions with distant students.  相似文献   

11.
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   

12.
《The Reference Librarian》2013,54(73):323-336
Abstract

In 1995, the Duke University Libraries began an instructional program designed to reach all first-year students. Starting as a general library orientation, this program, through trial and error, has evolved into a two-session program, which incorporates many library instruction techniques, including active learning exercises, and consistently receives high marks. Based on the Duke University Libraries' experience, the authors propose strategies for developing a successful bibliographic instruction program for freshmen.  相似文献   

13.
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   

14.
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   

15.
Abstract

A university library developed a list of teaching competencies with three goals in mind: (1) to improve the quality of teaching in the information literacy program, (2) to create an outline for training in pedagogy, and (3) to provide a mechanism for self and peer assessment in library instruction. The authors describe the development process and discuss the rationale for each set of skills and behaviors. The article includes the list of competencies.  相似文献   

16.
Past and present instructors from the Library Education Experimental Program (LEEP) online graduate education program at the Graduate School of Library and Information Science at the University of Illinois discuss their instructional experiences. Topics include: discussion of learning activities that work and those that do not, the differences in participation rates among online students, the challenge of instruction in an environment where visual or physical cues are absent, and the ways in which instructors measure learning outcomes and encourage students to work in groups.  相似文献   

17.
《图书馆管理杂志》2013,53(3-4):477-487
Abstract

This paper investigates the integration of library resources, library instruction and services into the design of online courses. While many libraries embrace the ACRL guidelines for library support of distance learners, many of the Web-based resources we develop still depend upon students seeking them out. Distance learning librarian collaboration with teaching faculty and instructional designers at Regis University resulted in a proactive method of library resource delivery applicable in multiple online scenarios.  相似文献   

18.
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19.
ABSTRACT

In 2001, Niagara University redesigned the library instruction component of the university'smandatory First-Year Experience program. A team of librarians created a mystery game that provided an active and engaging experience for students. This article describes the design, implementation, and assessment of the new instructional program.  相似文献   

20.
Librarians often use assessment methodologies to evaluate the efficacy and impact of their information literacy instruction sessions and programs. In this article, researchers use an action research methodology to explore the effect of information literacy instruction on first-year honors student assignments. The researchers explain how they implemented multiple cycles of planning, acting, observing, and reflecting in order to better understand student needs, increase the impact of library instruction, and communicate that impact to library and external stakeholders. Robust and cyclical assessment gave librarians and their strategic partners the opportunity to make iterative improvements to instruction, address issues of overconfidence in students, and make the case for additional information literacy instructional opportunities for honors students.  相似文献   

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