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1.
《Research Strategies》2001,18(1):63-73
While it is generally assumed that active learning, information literacy course are the most effective means of teaching library skills, not every college or university library has the talent, resources, or institutional support required for that level of instruction. Frequently, a student's library instruction is taught as a “one-shot” by a librarian without specialized training in the subject being taught. This essay is addressed to instruction librarians with limited experience in historical research find themselves called upon to conduct “one-shot” instruction sessions for history classes.  相似文献   

2.
Abstract

Library instruction about reference materials, databases, and quality web sites never goes out of fashion for students, faculty, or staff. An annual professional development program on the Colorado State University campus offers an opportunity to provide specialized library instruction to targeted faculty and staff members. For two consecutive years, the authors offered a workshop called “«Find it Fast»: Research Tips for People in a Hurry.” Using a standardized assessment tool, attendees were asked to rank their level of satisfaction with various aspects of the instruction session. By evaluating and incorporating this feedback, the authors modified and enhanced the workshop's format and content. Higher levels of user satisfaction are achieved in the second year, along with recommendations to continue and broaden the workshop.  相似文献   

3.
ABSTRACT

This case study reports on the process for creating a self-paced non-credit information literacy (IL) course delivered via a university's course management system. The four online modules are designed to contextualize information literacy competencies within the curriculum taught in First Year Seminar (FYS) courses. The meta-course approach changes the model of delivery of instruction for IL from a traditional face-to-face “one-shot” session to a hybrid model, with the responsibility for content delivery shifting from the librarian to the instructor of the FYS course.  相似文献   

4.
Abstract

In 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a “serious game” was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation.  相似文献   

5.
One can think of one-shot library instruction sessions as a way to introduce the academic library's resources to first-year students to help them with their research. These classes can also be thought of as an opportunity to “sell” the entire library and its resources to the student. This article will propose suggestions that can be adopted by library instruction librarians based on the recommendations and practices of business marketing practitioners and entrepreneurs who depend on one-shot “selling” meetings to convince their audience to “buy” their wares.  相似文献   

6.
《Research Strategies》1998,16(1):1-28
Teaching effectiveness is a particularly difficult aspect of library instruction to evaluate because judging what makes an instructor effective in the classroom can be a highly subjective, interpretive act. In search of more “objective” criteria, this study began by adapting a process described by Carole Larson and Laura Dickson (in their 1994 RQ article, “Developing Behavioral Reference Desk Performance Standards”) to elicit a comparable set of performance behaviors for instruction. Traits and behaviors derived from two preliminary investigations served as the basis for a written survey then distributed to a wider audience of instruction librarians. This article reports on the results of that survey—what instruction librarians consider to be the desired traits and behaviors of an effective teacher.  相似文献   

7.
Contemporary standards suggest that information literate activity is a solitary process. As a corrective, research and pedagogical theories related to “learning communities” and “communities of practice” have become valuable sites of inquiry for librarians. The author provides strategies for making community a topic of instruction.  相似文献   

8.
Librarians who teach one-shot library instruction classes (one-time, one- to three-hour classes to students who are assumed to be novice researchers) are often torn between two pedagogic approaches: a “critical mass” pedagogy emphasizing a minimum amount of databases that must be introduced with little time for student searching, and a “use-oriented” pedagogy emphasizing the introduction of one or two databases, with the instructor providing adequate time for the student to hone their search skills through in class work time that provides for interaction with the librarian. Drawing from the learning theory of Brian Cambourne, we compare the two pedagogic approaches and argue that a use-oriented approach is a better match to Cambourne's Conditions of Learning, but that without certain preparations of and expectations from the student, librarians will struggle with both approaches in these one-shot library instruction sessions.  相似文献   

9.
《Research Strategies》1998,16(3):175-185
This article demonstrates the usefulness of evaluation surveys m improving a one-hour library instruction session Results from the surveys for an English composition class were used to modify the instruction session A comparison of the results from the student evaluation surveys from the original library instruction session and the modified one showed significant improvement in several areas It is concluded that evaluation surveys do have an integral role to play in improving library instruction  相似文献   

10.

For many years, there has been controversy between the so‐called “liberal arts”; and the “vocationsal”; approach to broadcasting instruction. In this article, Jack Warfield points out that the resulting compromise has been unsatisfactory, and offers a partial solution.  相似文献   

11.
The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for “hands on” instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast.  相似文献   

12.
《Research Strategies》1998,16(2):103-115
The content of library instruction sessions associated with college biology is examined. A review of the literature is supplemented by a survey of instruction librarians at Ohio institutions offering biology majors. The literature and survey responses indicate that a typical instruction session occurs once during an academic term, highlights automated access to the library catalog and Biological Abstracts, discusses the difference between journals and magazines, and does not test the students or offer an opportunity for evaluation of the instruction session. More of the library instruction sessions described in the literature were associated with introductory biology courses than in the survey responses.  相似文献   

13.
In recent years there has been growing interest in the integration of contemplative practices into higher education, but little has been published regarding contemplative practices or contemplative pedagogies in academic libraries. Nor have explicit links been made to critical librarianship (critlib), particularly regarding the stress associated with the profession and the “resilience narrative” of “doing more with less”. In this paper, we review the literature and describe our experiences introducing a variety of contemplative elements into our library instruction program, most recently in the virtual environment. Building on the three levels of “intervention” modeled by Barbezat and Bush (2014) to include librarians, and incorporating critlib theory, we describe the contemplative practices we have used with a view to alleviating librarian, student, and faculty stress and burnout, especially during the COVID-19 pandemic. Anecdotal reports suggest a broad interest in such practices and their potential effectiveness in reducing distraction and stress. However, future study is needed to systematically evaluate the outcomes of CP during library instruction.  相似文献   

14.
Intercultural communication offers both theoretical and pedagogical implications for communication instruction. As such, we interweave theories and concepts of intercultural communication and instructional communication in (re)thinking “difficult,” “sensitive,” or “uncomfortable” classroom conversations that involve privilege, power, and intersecting cultural identities (e.g., racism). In juxtaposing these areas side by side, we first interrogate why intercultural and instructional communication scholars have neglected what the other takes as central: pedagogy and diversity. In particular, we ask: Why are certain conversations deemed “difficult” in the mainstream communication classroom? To whom are they difficult conversations? Why might these conversations feel “uncomfortable or risky”? Second, we crystalize how intercultural communication makes strides toward feeling/thinking/understanding difficult conversations in ways that promote social justice by proposing a pedagogy of “SWAP-ping” the communication classroom.  相似文献   

15.
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   

16.
The new Framework for Information Literacy is a dramatic break from the previous Association of College and Research Libraries (ACRL) Information Literacy Competency Standards, but it does not depart as radically from actual library practice. Many librarians have already been trying to help students acquire a deeper, more contextual understanding of “information” and research. In this article, we review some of the practice-based literature on information literacy instruction that reflects efforts to teach this more nuanced view of “information,” and we highlight examples of ongoing instructional practices from a number of college and university libraries that teach in ways that are compatible with the new Framework.  相似文献   

17.
Drawing on the “predator” model of entrepreneurship put forward by Villette and Vuillermot in their 2009 book “From Predators to Icons,” this article argues that challenging economic times reveal that self-funded, collaborative information literacy models have in many cases unsustainably overstretched staff and budgets. In such circumstances, it is necessary for librarians to shift to an entrepreneurial approach that seeks profitable opportunities funded by parties other than the library in order to build capital for current and future instructional services. Following Villette and Vuillermot, the article seeks to refute a cultural myth that sees the entrepreneur as someone who is first and foremost a “do-gooder” or marketer of helpful products, and it also advocates that librarians adopt a view of the entrepreneur as one who preys on unexploited, low-cost/high-profit opportunities to leverage “other people's money” to build capital for later innovation. The article considers the economics of information literacy and library instruction programs, provides historical context for what has come to be known as the “collaborative imperative,” points to the economic shortsightedness of many collaborative and “embedded librarian” partnerships, and details six examples from information literacy programs that model successful entrepreneurship of the sort argued for.  相似文献   

18.
《Research Strategies》1997,15(3):177-186
The incorporation of active learning techniques into library instruction classrooms has been a topic widely explored in the 1990s. Research confirms the success of active learning in increasing student participation as well as student learning. Case study methodology is one of many active learning techniques. “Beyond the Book ‘case’” provides an overview of case—study methodology; discusses the appropriateness of case—study methodology in the library instruction setting; and presents examples of case studies used in a library instruction course at Murray State University, Murray, Kentucky.  相似文献   

19.
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   

20.
Teaching cataloguing requires instructors to present and integrate information about the variety and complexity of the field while providing an adequate theoretical foundation for practice. A problem solving pedagogy called “wayfinding” that focuses on instruction about ways to navigate the structural features of rule sets is described. It enables students to learn not only about common rules but also about less well known cataloguing problems (“dragons”), embedding this knowledge in the theoretical foundation of the rule sets underlying cataloguing practice. It provides both pragmatic and pedagogical benefits that mitigate differences between face-to-face and distance learning environments.  相似文献   

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