首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
《The Reference Librarian》2013,54(89-90):121-138
SUMMARY

This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration.  相似文献   

2.
ABSTRACT

Integration of information literacy as a core component into a new online undergraduate nursing course proved to be a learning experience in course design and teaching. This article describes the framework for the course design that combined cultural competency, informatics, and information literacy and was grounded in informatics competencies for nurses at the beginning level, an informatics textbook, and the Neurnan Systems Model. The librarian's role in this process and the information literacy unit's content and written assignment are detailed, and challenges in the collaboration are also addressed.  相似文献   

3.
Courses: This semester-long collaboration occurs in an introductory public-speaking course, but could be applied to other communication courses that emphasize research and information literacy skills.

Objectives: This semester-long collaboration between a communication professor and campus librarian is designed to increase the information literacy and research skills of students in the introductory speech course. Upon completion of the course, students will demonstrate their ability to: locate, assess, and effectively use a variety of credible supporting materials in their presentations; effectively assess the credibility of supporting materials used in classmates’ speeches; and make full use of library resources.  相似文献   


4.
The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reflection, active learning, and social interaction was used to find patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all five information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education.  相似文献   

5.
ABSTRACT

The eCommunity feature of the course management software, Blackboard, is used by the librarians at Henderson Community College to determine student success with their information literacy program. Pre- and post-tests are used along with brief lessons on a variety of library and course-specific topics to create learning modules. Advantages of this new electronic information literacy tool include greater collaboration with faculty, immediate feedback for students, convenient access from remote locations, and compliance with accreditation guidelines. Progress is documented, and popularity of the eCommunity is increasing throughout the community and technical colleges of Kentucky.  相似文献   

6.
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   

7.
ABSTRACT

The rise of “digital humanities” and the “spatial turn” in the humanities has generated many new insights in the study of culture, history, literature, and arts. Within this research trend, the library's geospatial service can play an active role by introducing spatial information literacy and technology. In this article, we use the information literacy framework to explore the library's role in supporting digital humanities by introducing a successful collaboration involving a librarian and history and education researchers in hosting a National Endowment for the Humanities (NEH)-funded summer institute for school teachers. Our results suggest that the framework has opened a new way to facilitate collaborations between librarians and multidisciplinary researchers.  相似文献   

8.
Information literacy is vital to students seeking employment following their undergraduate education. Yet little is known about how students approach using information as part of their career search. This phenomenographic study examined how students experience using information as part of a career fair, or on-campus job expo. Researchers interviewed undergraduate students after a major campus career fair. The findings suggest that students may experience using information in a career fair context as: 1) navigators completing a series of steps, 2) performers seeking to connect with the right person, or 3) aligners determining if a company is a match for them.  相似文献   

9.
Abstract

This article presents an annotated list of career and employment web sites to assist librarians and job seekers with locating information on all aspects of career and job searching. General indexes to career and employment resources are provided, along with sites specializing in career fairs, resume services, relocation and newsgroups. The aim of this paper is to present stable, comprehensive, and well maintained sites that provide resources and services without charge. However, some sites that charge for services, such as resume evaluation and writing, have been included because they also offer links to other sites and information that could be useful to a job searcher.  相似文献   

10.
ABSTRACT

Social technologies such as Weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an educational context. A high proportion of today's learners are very comfortable with technology and Web 2.0 resources. The characteristics of the information they are accessing are also changing, bringing a stronger need for sophisticated evaluation and analysis skills. Where do social technologies fit within information literacy frameworks, and where can they be used in the day-to-day instruction of information skills? This paper suggests social technologies perform a dual role: they are not only useful sources of information but also resources to be used to develop ideas and research, using collaboration and community platforms that learners today are familiar with. Librarians who provide information literacy instruction would benefit from an awareness of these tools and where they sit within today's information environment.  相似文献   

11.
《The Reference Librarian》2013,54(91-92):83-102
  相似文献   

12.
Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.  相似文献   

13.
《图书馆管理杂志》2013,53(1-2):243-253
Abstract

The National University Library Information Literacy Plan has been in place since 1999. Following a slow start, information literacy has begun to be accepted throughout the University. Faculty collaboration, dogged determination of librarians, and impressive assessment results have helped pave the way for this program. In this paper, a program overview will be briefly discussed followed by the National University LIC Librarians (virtual librarians at the regional learning centers) discussing faculty collaboration efforts, a University core curriculum class on information literacy, and information literacy assessment.  相似文献   

14.
ABSTRACT

In 2001, the Saskatchewan Institute of Applied Science and Technology (SIAST) Libraries began an informal partnership with the college's online course development unit: the Virtual Campus. What initially began as a relationship based on the traditional reference model has continued to evolve. Librarians now act as integral team members in course design and delivery along with providing information literacy instruction. This article discusses the evolution of SIAST Libraries’ relationship with the Virtual Campus and presents a model of the collaboration that has taken place. In addition, it describes the ways in which this relationship has impacted the role of SIAST's librarians as well as improved communication with and services for off-campus students and faculty.  相似文献   

15.
《Public Services Quarterly》2013,9(1-2):111-126
SUMMARY

The UCLA Library has had a long-standing commitment to the attributes espoused by the teaching library model outlined in the seminal essay by Stoffle, Guskin and Boisse, “Teaching, Research, and Service: The Academic Library's Role” (1984). Information literacy was identified as a goal in the Library's strategic plan in late 2001. This served as the catalyst for the library's two-year Information Literacy Initiative (ILI). The ILI provided a mechanism for systematic library-wide and campus-wide planning and collaboration to promote information literacy among the campus community. This case study outlines the multi-faceted approach of the ILI program to further information literacy at a large, research-based university, addresses problems and barriers, and offers some solutions for collaborating with campus and library constituents. Program assessment, impact, and future directions are discussed.  相似文献   

16.
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   

17.
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   

18.
After two-years of repeat interviewing early career sciences/social sciences researchers from around the world about their work life and scholarly communications in pandemic-times, the Harbingers-2 project is in a position to release quantitative data on the pandemic's overall impact. The data comes from around 50 questions asked in the third and final round of interviews with 147 early career researchers (ECRs), which had a codifiable element to them (such as yes, no, do not know). The 19 scholarly topics covered include: pandemic-related research; research funding; changes to the workplace/working from home; pandemic-incurred stress and anxiety; teaching; employment security; career progression; mentoring; assessment (including metrics); collaboration; searching/finding information; ethics; networking; informal communication; publishing; sharing; pre-prints; outreach; and scholarly transformations. The main findings are that in six broad aspects of ECRs' work-life and scholarly behaviour, more than 50% of ECRs were impacted by the pandemic, with remote teaching having the greatest impact. By way of comparison, in another six aspects there was little change, least of all when it came to sharing activities. Among the countries studied, Malaysia stood out as being the most impacted, and of the disciplines it was the medical sciences and the soft social sciences most impacted.  相似文献   

19.
Parents are an important source of advice when adolescents are faced with decisions about postsecondary education and career planning; however, parents often need to seek information to facilitate their child’s career development. This study applies the theory of motivated information management (TMIM) to evaluate the decision-making process parents undergo in this context and tests the boundaries of TMIM by considering how individuals use face-to-face (FtF) and online sources to alleviate uncertainty-related anxieties. A community sample of parents (N?=?937) completed a survey regarding their information seeking behaviors surrounding their adolescent’s career development. Parents reported using both FtF and online sources to seek information about their child’s postsecondary plans, and they engaged in different evaluative processes depending on the source of information. Theoretical implications related to TMIM and practical implications related to parents as sources of information in adolescent career development are discussed.  相似文献   

20.
《Public Services Quarterly》2013,9(1-2):147-163
SUMMARY

In an attempt to gauge the effectiveness of their information literacy program, librarians at Stephen F. Austin State University began comparing average course grades in course sections that receive IL instruction to grades in sections that do not. The results varied, revealing no clear benefit to information literacy instruction. We discuss possible explanations for inconsistent results and suggest improvements to this methodology that may make it more effective.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号