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1.
Distance students' attitude toward seeking library help was examined in a medium sized university. A web-based survey was conducted for indentifying library help seeking attitudes among distance students. A 30-mile radius of the campus was used to arbitrarily distinguish between near campus and far campus groups. The study concluded that distance students who visit library and seek help more frequently are more likely have higher self-efficacy on learning. Among all types of library help sources, Libguides were the most used. Near campus students preferred face-to-face consultation more than virtual service, and they also tend to seek help from peers. However, far campus students were more likely seek help with a distance librarian. Email continued to be the most common way of distributing and receiving library information. Social network tools for information seeking were not appreciated as had been anticipated. Implications of the findings for providing effective reference service are discussed. There is not one reference service model that fits all. A library should determine the best reference service that meets the changes of their communities and library's function over time.  相似文献   

2.
信息检索课程在校园网VOD教学中流媒体技术的实现   总被引：2，自引：0，他引：2  
结合实际，介绍使用流媒体编码工具RealPresenter把用PowerPoint制作的传统信息检索与利用电子课件编码成带有作者详尽讲解或录音的流媒体课件，通过流媒体服务器实现在校园网VOD教学系统中的应用。  相似文献   

3.
This study gauges instruction and information literacy coordinators' awareness of higher education accreditation processes at their institutions and provides a picture of how coordinators use assessment documentation produced by units external to the library. The study took the form of a survey sent to a random sample of instruction coordinators and information literacy librarians stratified by regional accrediting body. Results showed that instruction coordinators generally are aware of accreditation processes but that only about half use documentation relating to student learning assessment, which may include written student learning outcomes at the institution, program, or course level, plans for assessing learning outcomes, and reports on assessment activities and results, to further their information literacy goals. Accreditation awareness is influenced by time in position, time in the profession, and, to some extent, regional accreditor. Use of and considered importance of assessment documentation is influenced by size of institution, regional accreditor, and, to some extent, time in position. Suggestions for increasing awareness and use of documentation include introducing the accreditation process to new librarians in library school, encouraging contribution of experiences with assessment documentation to the literature and regional conferences, and advocating for instruction coordinators to serve on campus assessment committees.  相似文献   

4.
This article reports on the findings of a study that evaluated the effectiveness of redesigning online information literacy tutorials in order to meet the learning needs and preferences of Millennial students. Using both quantitative and qualitative measures, this study compared two different online tutorials—a static, HTML-based tutorial and a dynamic, interactive, audio/video tutorial. This study found that, contrary to generalizations made in the library and education literature, Millennial students learned equally well from both tutorials. However, students expressed a much higher level of satisfaction from the tutorial designed to be “Millennial friendly.”  相似文献   

5.
Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.  相似文献   

6.
ABSTRACT

Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction.  相似文献   

7.
This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections watched a brief video tutorial, three sections used an interactive HTML tutorial, and three sections received live instruction only. The content of instruction was the same across all nine sections. Immediately after instruction, each class was encouraged to complete a brief survey and quiz. One hundred and fifty-four students completed the survey and quiz. In all three conditions, students reported feeling more confident searching the BIOSIS Previews database after instruction. However, the increase in confidence was less for the HTML group. The students who watched the video tutorial scored higher on all five quiz questions than the other two groups. Comparing the HTML and video groups, the difference in scores was statistically significant (p < .05) for questions 1, 2, and 5. Students may learn more from video tutorials than tutorials that use static Web pages. Also, interactivity in tutorials may not necessarily enhance learning.  相似文献   

8.
BMCC Library is using streaming video technology to extend the electronic reserves service to include audio and videos. We have found that a streaming video project can be managed by non-technical staff with results that empower staff and impress students and faculty with their ease of use. The role of technical services in the library has evolved considerably, a process driven in part by technology. Consistent with this trend, our technical services department was asked to manage an electronic reserves program a few years back. Adding streaming video to its portfolio will invigorate a vital service department in the library. This article will illustrate the process we undertook from start to finish, demonstrating the major concern of streaming media is copyright consideration, not technology.  相似文献   

9.
ABSTRACT

This article describes the approaches that the Library at the Open University has taken to ensure that distance learning students develop digital and information literacy skills for study, work and lifelong learning. Librarians create learning objects and work with academics to embed them into the online curriculum. They also deliver a program of live online training and pilot new approaches to engage with the student community.  相似文献   

10.
Abstract

The Houston Community College System (HCCS) is one of the largest community colleges in the nation, serving over 52,000 students. Though there is no dedicated full-time distance education (DE) librarian at HCCS, “traditional” librarians are meeting the needs of a rapidly growing population of DE and hybrid students by adapting to new roles and applying technology in innovative ways. An adventuresome cadre of information professionals has been reaching out to students to engage them where learning takes place. These “virtual librarians” are embedded in Web-based courses in order to promote library services to students who may never set foot in a HCCS campus library. As DE enrollment continues to expand, however, it has become necessary to consolidate efforts, and this is being accomplished through the utilization of a Web log (blog) and syndication tools, as well as some additional free applications.  相似文献   

11.
《Public Services Quarterly》2013,9(1-2):191-220
SUMMARY

Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed. Student evaluations of library instructional sessions have been gathered since 2002, shared with teaching faculty and administrators, and used to improve and promote information literacy instruction within LEEP. In the fall of 2005, the instructional model for LEEP was adapted to the on-campus environment. Preliminary analysis of the on-campus student evaluations suggests that modifications are needed to deliver an equivalent learning experience to all LIS students at UIUC, whether on-campus or off.  相似文献   

12.
《图书馆管理杂志》2013,53(1-2):331-346
Abstract

The model suggests that librarians can assume the role of co-supervisor to ensure that the literature review of a doctoral dissertation is comprehensive and relevant. Librarians can also assist research students, make sure their supervisors are kept abreast of new information resources in their research disciplines, and act as a mentor to both student and staff member in library matters. The model was developed in recognition of the special support needs of off campus research students who are disadvantaged by isolation, time and distance. It is anticipated that adoption of the model will lead to increased rates of completion, higher standards of research, an improvement in information and literacy skills of research students and supervisors, and reduced isolation for off campus researchers.  相似文献   

13.
As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies find online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction.  相似文献   

14.
This case study provides insights into how one academic library scaled and structured its information literacy program for a rapidly growing online learning division. Particular attention is paid to strategies for reaching learners who bypass portions of the liberal studies requirements and techniques for designing information literacy modules taught by the instructor of record. This case study demonstrates how this library’s online information literacy program reached a new population of student while creating efficiencies with staff time. Attention is also paid to aspects of the program still under development, such as additional modules and a comprehensive assessment strategy.  相似文献   

15.
Library initiatives to first-year students not only present an opportunity to offer information literacy instruction for student advancement, but they also serve a key marketing function by communicating the library's ongoing value and building customer relationships. Library orientation tours are an example of how to effectively market to first-year students. Combining peer-to-peer learning and user-generated content via social media known as crowdsourcing, Newman Library sponsored a contest challenging first-year students to create a video sharing a useful library tip. The contributions and benefits of this cocreation approach to fostering relationships are examined, and the implications to strengthening other library-user bonds are explored.  相似文献   

16.
In response to calls for accountability, academic libraries have increased their assessment efforts. Although the University Library at Colorado State University–Pueblo has been engaged in student learning outcome assessment for several years, it has recently expanded its system of evaluation to share the results of information literacy assessments with teaching faculty. This was done in an effort to demonstrate the value of library instruction to the faculty of a small, regional campus. Several benefits have been realized as a result of this move, including stronger partnerships with course instructors and other departments engaged in academic support.  相似文献   

17.
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   

18.
论文介绍了MOOC概念以及美国图书馆界的相关实践与不足,阐述了中国MOOC学员图书馆需求调查的过程及其结果,认为我国图书馆可以在提供学习空间、组织MOOC学习、资源保障、帮助学员提高信息素养和推广MOOC等几个方面支持MOOC学员的学习。  相似文献   

19.
Streaming is an increasingly popular delivery method for audiovisual content in higher education and has been embraced by many libraries, sometimes without sufficient communication with faculty. The authors developed a survey with the primary purpose of determining whether faculty on their campus were aware of the library's streaming video services and what barriers might be preventing wider use. The study sought to gather contextual information on faculty preferences, interests, and awareness regarding library media collections, audiovisual delivery formats, and the use of streaming video for instruction. This information will inform actions and decisions about collections and outreach.  相似文献   

20.
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   

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