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Background:Nursing students often prioritize learning clinical skills rather than research skills, possibly inhibiting their growth as scholars. Supporting nursing students'' learning of information literacy skills has been shown to impact nurses'' involvement with research after graduation. This suggests a need for developing innovative information literacy teaching strategies that can enable nursing students to better understand the process of research and how to apply research to practice.Case Presentation:This article describes the implementation of the embedded librarian project at the course level at the University of Memphis. A librarian was integrated into the Advanced Nursing Research course, a semester-long course for graduate nursing students, for the fall 2020 semester. This case shares the embedded librarian project''s implementation and evaluation strategies.Conclusions:The embedded librarian project aided students'' acquisition of information literacy skills at the University of Memphis. Students reported that the embedded librarian project helped them complete assignments for their research course. Using an embedded librarian service within the graduate nursing curricula model may enhance scholarship among future nurses. 相似文献
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《The Reference Librarian》2013,54(69-70):19-30
Summary In looking for answers to their learning and information needs, adult learners face an information explosion as one component of their complex world. While adult learners represent a wide variety of developmental stages, for information literacy, for a successful search for electronic information, each one must learn to cope with the burgeoning explosion of information. This paper explores the challenges of information gathering and examines the specific needs and characteristics of the adult learner in relation to information gathering. It presents strategies to assist the reference librarian in developing the necessary skills as well as methods to assist the adult learner. 相似文献
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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
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ABSTRACT In developing and teaching a new first-year psychology course that integrates information literacy skills, a librarian and a psychologist learned the importance of teaching critical thinking skills explicitly, rather than implicitly. Students learned how to use the library resources and learned concepts in psychology, but until critical thinking was taught explicitly, students did not understand the value of what they were learning. In this article, implicit versus explicit learning is defined, and psychological principles are applied to demonstrate how critical thinking can be used to teach library and information skills. 相似文献
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Peggy A. Pritchard 《图书馆管理杂志》2013,53(4):373-396
ABSTRACT Information literacy is essential for success in undergraduate science programs, but teaching faculty are generally ill-prepared or unwilling to provide intentional support in their courses. Librarians are uniquely qualified to help. In this article, the author presents one example of a faculty–librarian collaboration in which the science librarian is embedded in a first-year, undergraduate course in nanoscience, both as a codesigner of the curriculum and a member of the teaching team. She traces her progress from new appointee to faculty partner, and describes the unique, electronic-journal project they designed to promote the development of information and academic literacies. 相似文献
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Wendell G. Johnson 《College & Undergraduate Libraries》2013,20(4):103-120
ABSTRACT Many colleges and universities are advocating information literacy within their mission statements. To this end, many librarians are offering for-credit courses that incorporate the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards in their instructional programs. In their role as instructors, librarians should be familiar with learning theory, in particular behaviorism and constructivism. The application of a particular learning theory dictates the structure of the course and reinforces the role of librarian as educator. 相似文献
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《The Reference Librarian》2013,54(69-70):259-269
Summary The creation of a course, offered through UCLA University Extension, called “Research Methods for Fiction, Nonfiction, and Film Writers” was motivated by the observation that many adult learners lack information skills and the opportunity for formal library instruction. The content and format of this librarian-taught course have changed through the years both to incorporate more electronic resources and to employ more active learning methods. This article describes the need for the course, the course content and its evolution, and the active learning exercises employed. What an academic reference librarian derives from teaching such a course informs reference work with adult learners, whether or not they are part of the university community. 相似文献
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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
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ABSTRACT Information literacy instruction has become a core responsibility of many academic librarian positions in recent years. Online information literacy tutorials have gained increasing popularity among librarians struggling to keep up with the growing demand for this type of instruction. The availability of high-quality, open source tutorials has prompted some librarians to customize existing tutorials rather than build their own resource from scratch. This article provides an overview and checklist for librarians who are considering customization of an existing online tutorial as a means of meeting student information literacy needs. 相似文献
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《The Reference Librarian》2013,54(74):13-36
Summary The Internet has brought great changes to reference services in academic libraries. One significant impact has been the growth and evolution of the reference librarian's role as teacher. This article reviews the literature on the librarian's increased teaching role with the emergence of the Internet, discusses the changing student populations who require a librarian's instruction and the skills that students need to achieve information literacy, and reviews how the Internet has affected current teaching strategies including classroom instruction, Web-based instruction, and efforts to integrate information literacy instruction into the curriculum. In addition, it also introduces emerging Internet technologies with their potential impact on teaching and instruction. The authors conclude that the reference librarian's teaching role will further increase with the development of information technologies. 相似文献
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AbstractMillennials, 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
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《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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Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50?min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached. 相似文献
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Librarians are instrumental in advancing the education of students and orienting tomorrow's professions toward the world in which they will practice: rich in information, diverse in perspective, and latent with the opportunities for transdisciplinary research. Critical information literacy offers a model for orienting theory and practice to create an integrated learning experience for students in the behavioral health sciences. This paper examines how different disciplines may be included in a shared problem, using psychopathy as an example. The role of the librarian is discussed in terms of critical information literacy, as a means to conducting transdisciplinary research. 相似文献
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《Public Services Quarterly》2013,9(1-2):57-82
SUMMARY Since 2001, librarians at Oregon State University's Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education. 相似文献
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Marina Encheva 《图书馆管理杂志》2013,53(5):595-602
ABSTRACTThe 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
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Rachael A. Lewitzky 《College & Undergraduate Libraries》2020,27(1):32-40
AbstractThis literature review aims to answer three questions: (1) Why is teaching important in the role of an academic librarian? (2) What teaching-related initiatives have been used by academic librarians to acquire teaching competencies? (3) How does teaching in academic libraries relate to the community of practice formed by educators across disciplines at a higher education institution? A review of the literature highlights the importance of teaching in academic libraries. Findings suggest that onboarding processes at academic libraries should accommodate the pedagogical and andragogical gaps of new librarians by implementing mentorship programs and providing ongoing feedback. Establishing such protocols would establish a framework for supporting a community of practice with regard to academic librarianship and teaching. 相似文献
19.
[目的/意义] 在分析元素养与传统信息素养教育区别与联系的基础上,开展混合教学模式下元素养教学实践,在实践中总结成效与问题,为探索有效的元素养教学路径提供参考和借鉴。[方法/过程] 采用案例研究方法,以面向研究生的医学信息检索课作为实证研究对象,围绕元素养、阈概念、学术情境、深层学习理论、信息生态环境等,阐述具体教学实践实施步骤与要点,研究构建混合教学模式下的元素养教学路径。[结果/结论]混合教学模式有效地亟合了元素养教学理念,采用的分阶段分层次的渐进性教学路径是实现元素养教学目标的有效途径,切实落实了元认知、批判性思维与探究学习等培养的全过程。 相似文献
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AbstractAt the University of Wollongong (UOW) Library we have been exploring ways to deliver information and digital literacy resources at point of need for students. Aligned with the University’s strategic direction, the Future Ready Library Strategy points to a digital first mindset and its application to services and resources offered to the UOW community. Combined with the need to embrace the real life challenges faced by higher education students in Australia today, this has led us to develop a suite of digital learning objects in collaboration with teaching academics that can be delivered at scale, enabling a sustainable way to target student needs. In this article, we discuss the drivers that have brought UOW Library to this point and outline the model for learning and teaching support for our academic community into the future. 相似文献