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1.
《Journal of Web Librarianship》2013,7(3):260-279
AbstractThis study considers best practices in subject guide design on the LibGuides platform based on usability tests and semi-structured interviews conducted at a mid-sized university library. The study investigated student preferences for guide navigation and was then expanded to address the overall usefulness of subject guides to students. The results indicate that the choice between side and tabbed navigation is highly individual, with students sometimes using the same reasoning to explain opposite preferences. The findings also suggest that thoughtfully maintained subject guides remain relevant to students. The authors recommend that librarians should enlist help from faculty members to promote subject guides and reconsider the inclusion and presentation of subject librarian photos in their guides. They also recommend that librarians conduct their own usability testing to ensure that their subject guides are best serving their particular institutional context. 相似文献
2.
《The Reference Librarian》2013,54(73):309-322
Abstract A review of education literature reveals a pedagogical shift away from linear, step-by-step, instruction toward a fostering of critical thinking and information literacy through active student participation. This conceptual change reflects advances toward cooperative and participatory learning in education. In addition to the students learning more when they are engaged and thinking, we are invigorated as instructors and our tendency toward burnout is reduced or alleviated. This article discusses how those bibliographic instructors who only have one teaching computer in the instruction room can involve the students in their own learning. The author shares ways to conduct a fifty-minute bibliographic instruction session in which all of the students are intellectually engaged in the research process, actively participate in the problem solving of on-line searching, and have fun in a library. Once the students are given agency in the bibliographic instruction session, they begin to develop the critical thinking skills essential to mastering the tools and methods of library research. 相似文献
3.
《Public Services Quarterly》2013,9(2):43-66
Abstract Library Web pages are increasingly designed to be the initial entry point for research, whether used from the library or off campus. But the pages must be intuitive and easy to use or students may bypass them completely, in favor of more familiar Web resources. This article presents the process, results, and evaluation of a Web usability study conducted at Linfield College with undergraduate participants. Web usability testing was a relatively quick and inexpensive way to find out how students used the library Web pages, information that proved invaluable in making effective modifications to them. In the process, researchers gained insights into student online searching and research patterns that have informed reference and teaching activities as well. 相似文献
4.
Lori S. Mestre 《图书馆管理杂志》2013,53(7-8):808-829
ABSTRACT Online instruction is quite prevalent on campuses and within libraries. Librarians are engaged in the creation of learning objects that can either be linked to or embedded within course-management systems. But are those instructional tools designed to best accommodate diverse learners or are they constructed to reflect the teaching and learning style of the designer? Results from a study (a survey of librarians, student usability studies, and interviews) document both considerations made in the creation of learning objects, and the effectiveness of learning objects from students’ perspectives. The findings may be useful for future modifications of these tools (e.g., tutorials, videos, podcasts, and PowerPoints). 相似文献
5.
Abstract This article discusses the results of a study concerning the interactive effects of learning style and computer competency on student satisfaction in library and information science (LIS) distance learning courses. “Concrete” and “abstract” learners react differently to online courses given different technology backgrounds. This study finds a statistically significant relationship between student satisfaction with Web-based courses, the grouping differences of learning style preferences (converging, diverging, assimilating, accommodating), and computer competency (high level and low level). The study concludes that, when students differ with regard to computer competency, there is a difference among learning styles with respect to student satisfaction level. 相似文献
6.
Maryellen Allen 《College & Undergraduate Libraries》2013,20(1-2):21-38
ABSTRACT A constructivist approach to teaching and learning holds that the learner, through interaction and experience with an object or process, creates knowledge. Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor. Constructivist theory has enjoyed a certain level of popularity in higher education as emphasis has shifted from a pedagogical framework to a more andragogical (i.e., adult and learner-centered rather than instructor-lead) one. Emphasis upon teaching critical thinking skills seems a natural fit with a constructivist-based approach to learning. Critical thinking involves the conceptualization, analysis, synthesis, evaluation, and ultimate application of information so that the learner may reach conclusions or form independent judgments based upon what the learner has experienced combined with previous knowledge. The teaching of critical thinking skills using a constructivist-based approach in the field of online library instruction would be an effective means of reaching the large percentage of learners who do not participate in traditional face-to-face bibliographic instruction sessions. This is further supported by the Association of College and Research Libraries' Information Literacy Standards for Higher Education. This article will provide theoretical and philosophical arguments for constructivist-based approaches to teaching critical thinking skills online using online technologies. 相似文献
7.
This study investigated whether library guides embedded in a university's learning management system fulfill their mission to promote library resources and maintain a librarian presence in the online course environment. Specifically, the study examined whether design elements, promotional practices, or other behaviors influenced guide use. It questioned whether students located the library guides and, if so, did students find the guides helpful. Results confirmed that students who used library guides found the guides helpful. Select faculty and librarian behaviors may also influence student use of library guides. Promotion and marketing practices, however, are not the only factors encouraging students to use library guides. 相似文献
8.
Lindsay M. Boyce 《Medical reference services quarterly》2013,32(3):274-284
ABSTRACTLibrary orientation at an academic health sciences library consisted of a five-minute overview within new student orientation. Past experience indicated this brief presentation was insufficient for students to learn about library resources. In 2014, an effort was made to supplement orientation by developing an online game aimed at enabling students to become self-sufficient through hands-on learning. A gaming model was chosen with expectations that competition and rewards would motivate students. Although the pilots suffered from low participation rates, the experience merits further research into the potential of a broader model of online library instruction in the health sciences environment. 相似文献
9.
ABSTRACTThis article examines a collaboration between academic librarians and campus IT to provide library training and assessment for computer lab consultants who work in the library. Pre- and post-tests were used to gauge lab consultants’ ability to answer frequently asked library questions using online guides. This research project also served as a pilot for collaborations between the library's Coordinator of Outreach and Peer Learning and supervisors of student workers in the library. 相似文献
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11.
《Journal of Web Librarianship》2013,7(2-3):339-379
ABSTRACT Digital libraries and collections are a growing facet of today's traditional library. Digital library technologies have become increasingly more sophisticated in the effort to provide more and better access to the collections they contain. The evaluation of the usability of these technologies has not kept pace with technological developments, however, and the end-user has in some cases been left behind. This research study evaluates the usability of digital collections created using the CONTENTdm Digital Collection Management System, a software system used by the University of North Carolina at Chapel Hill. Specifically, this study addresses the following questions: Does CONTENTdm meet users' needs? Is the interface sufficiently intuitive for them to use it? Is the experience of exploring digital collections using CONTENTdm satisfying to users? Employing usability testing techniques with actual-end users, this study attempts to assess the efficacy of the CONTENTdm public interface as well as user attitudes toward it. Ten participants from three user groups—faculty, library science graduate students, and the general public—performed eleven tasks designed to test the key functions of CONTENTdm-created collections and then answered a series of questions about their experiences. Key findings from this study indicate that while the included digital collections are useful and desirable to end-users, the interface generated by CONTENTdm can be confusing even for those who have considerable experience using the Internet. Results from this study may be used to improve this software system and add to the literature surrounding the usability of digital libraries in general. 相似文献
12.
ABSTRACTThis study explored the relationship between the four dimensions of students’ feedback orientation (i.e., utility, retention, confidentiality, and sensitivity) and the four dimensions of students’ classroom engagement (i.e., silent in-class, oral in-class, thinking about course content, and out-of-class) using the tenets of Feedback Intervention Theory (FIT) as a guide. Participants were 208 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. It was found that varying combinations of students’ feedback orientation influence students’ engagement, providing further support for FIT. Specifically, feedback utility was positively related to all four dimensions of student engagement. Furthermore, feedback confidentiality was negatively related to oral in-class behaviors. Future research should continue to examine the influence of instructional feedback on students’ classroom engagement. 相似文献
13.
《Communication Teacher》2013,27(4):249-255
Course: Online or mediated communication courses.Objectives: The purpose of this activity is to provide students with a more engaging way of immersing themselves in the course material through an interactive “Easter egg” syllabus. An Easter egg is an “undocumented function hidden in software?…?[they are] secret ‘goodies’?…?used in video games, movies, TV commercials, DVDs, CDs, CD-ROMs and every so often in hardware” (PC Magazine [n.d.]. Definition of Easter Egg. Retrieved from https://www.pcmag.com/encyclopedia/term/42295/easter-egg). An Easter egg syllabus is guided by this mediated tradition through its inclusion of hidden embeddable audio and video clips to enhance student understanding of the structure of the class and its overall content, as well as adding a game-like component to student learning. By using the syllabus, students can take a more active role in their own learning and make connections between course concepts and the illustrations found in the Easter egg syllabus. 相似文献
14.
Emily B. Paladino Jacqueline C. Klentzin Chloe P. Mills 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):37-49
ABSTRACTBased on in-person, task-based usability testing and interviews, the authors' library Web site was recently overhauled in order to improve user experience. This led to the authors' interest in additional usability testing methods and test environments that would most closely fit their library's goals and situation. The appeal of card sorting methods became evident: learning more than users' points of confusion interacting with the site, but learning users' preferences for grouping pages or concepts and naming various library links. The appeal of the online venue for card sorting was first that testing could incorporate input from a larger base of users than in-person testing alone, and, additionally, that testing could include the university's online-only student population. 相似文献
15.
《The Reference Librarian》2013,54(67-68):243-256
Summary Electronic library services and myriad online resources are shifting the roles and workloads of academic reference librarians. Reallocation of staffing through a differentiated reference desk service model provides time to author curriculum-centered online research guides and tutorials, bibliographies, and webliographies. The expanding electronic information environment also opens new opportunities for teaching partnerships with university faculty. This article showcases a librarian's collaborative work with a history professor, noting student benefits/reactions and implications for future collaboration. 相似文献
16.
《Journal Of Archival Organization》2013,11(1-2):39-53
ABSTRACT Student documents, including scrapbooks, diaries, and student organization records, are invaluable resources for the study of higher education, reform movements, and intellectual and social trends. Not only do they provide fodder for scholarship and classroom instruction, these materials serve the multi-faceted research needs of administrators, alumni, and the community. In order to document student experience fully, it is essential that archivists and librarians institute an innovative outreach program that underlines the importance of maintaining and utilizing student related documents, and in the process actively engages students, faculty, administrators, and alumni in the archives' program. 相似文献
17.
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
18.
《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
19.
José A. Montelongo 《College & Undergraduate Libraries》2013,20(3):378-397
ABSTRACT This article presents a model for creating library information literacy process text guides designed to help students summarize and evaluate quantitative empirical articles. Process text guides contain two strands of strategically embedded activities designed to simulate the processes used by “good readers.” One strand of exercises is included to help students develop the abilities to summarize an empirical research article by having them locate the main ideas of each of the article's paragraphs. A second strand of activities includes more evaluative questions about each of the sections of a research article—abstract, introduction, methodology, results and discussion, and references. Process text guides may be presented throughout a semester or quarter as handouts in library sessions and/or as online information literacy modules. An actual article from a peer-reviewed journal in psychology was used to create a sample process text guide. 相似文献
20.
Abstract A superior learning environment provides students widi an opportunity to benefit from the knowledge and experience of an instructor and encourages them to engage in research into the subject matter of the course. Collaboration between a course instructor and a library liaison using online courseware can lead to the creation of a “learning community” that enhances the learning experience. The authors describe an experiment (using Blackboard to create a “pseudo course”) that produced a learning community that nurtured students and fostered Student retention and success. 相似文献