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1.
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   

2.
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   

3.
Business information literacy (BIL) is a core competency for lifelong learning and critical to achieving professional success. This article reports on the evolution of a collaborative framework for integrating and assessing information literacy in subject-specific upper-level undergraduate, as well as introductory MBA, courses in finance. The framework, developed over a significant period of time, provides a guide for structured and full collaboration between librarians and classroom instructors and includes a sample assignment and accompanying evaluation rubric which are adaptable across disciplines. Additionally, it provides a model for developing pedagogical methodologies for student attainment of BIL competencies and for faculty assessment of them.  相似文献   

4.
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   

5.
ABSTRACT

Visualizing Oral Histories: Comics and Graphic Novels/Digital Humanities Lab, is a new model for digital humanities scholarship that other librarians can follow to create and teach similar DH labs attached to humanities courses at other institutions. The model includes a preliminary syllabus and preliminary assignment rubrics designed to integrate the Association of College and Research Libraries (ACRL) “Framework for Information Literacy for Higher Education” (ACRL Framework) into course assignments. Incorporation of a DH lab into a humanities course curriculum reimagines librarian roles and creates a pedagogical strategy that explicitly incorporates information literacy standards into the undergraduate course curriculum.  相似文献   

6.
Many academic librarians have ideas or opportunities for teaching information literacy courses for the library, outside the scope of their regular positions. Some additional librarians are asked to consider teaching credit-bearing courses for other departments at their institutions, based on graduate degrees they hold in fields besides library science. Academic librarians who face either option are often asked to provide detailed information on how colleagues at other institutions handle arrangements: payment, coverage of library services while they are teaching, and proving their suitability for teaching in a given subject area. Unfortunately, the data available on their work is both scant and scattered. The authors surveyed librarians at 350 academic libraries across the United States to gather and analyze data on these and numerous related aspects of librarians’ teaching for departments outside the library. They also collected and analyzed comprehensive background information on these “professor-librarians.”  相似文献   

7.
通过对212所高校图书馆网站的馆员信息素质学习栏目建设情况进行调查,从栏目设置、培训内容、培训方式等方面进行了分析。在此基础上,提出要从职业道德、业务素质和学术素质三方面培养高校图书馆馆员的信息素质,并强调高校图书馆馆员信息素质培养网上平台的建设策略：一是注重平台的互动性;二是提供课程资源共享;三是提供网上模拟考试系统。  相似文献   

8.
杨莉  张依兮 《图书馆杂志》2022,(1):91-97+113
"写作信息素养"是近年来信息科学和高等教育领域高度关注的一个新概念。写作与信息素养密切相关,把信息素养教育融入写作教学中,打破学科壁垒,使二者相辅相成,是拓展大学图书馆服务与发展"新文科"的必要途径之一。南方科技大学自2018年开设新生"写作与交流"课以来,尝试把信息素养教育整合到写作课中去,取得了良好的教学效果。在写作课中嵌入信息素养教育对于低年级大学生的学术训练尤其重要,为跨学科教学提供新的思路和方法。  相似文献   

9.
This study examines a corpus of syllabi to target program-specific information literacy needs. Examining a graduate program in Urban Planning, the study first identifies specific information literacy needs for the program, focusing on student data use, student tasks including locating, identifying and analyzing existing data sets. Based on these needs, the study then analyzes all courses in the curriculum, identifying places in the curriculum that strongly feature student data use and identifying patterns among those courses. What emerges is the ‘Arc of Learning’, a sloped trajectory that takes students from dependent beginners to independent pre-professionals. By following this arc, librarians can better make the case for library instruction in the curriculum. This study additionally provides a framework for such a study.  相似文献   

10.
Drawing on discussions within Composition and Rhetoric, this article examines information literacy pedagogy. It considers how academic librarians can work toward theorizing our profession in such a way that we may ask new questions of it and foster creative, reflective, and critical habits of mind regarding pedagogical praxis.  相似文献   

11.
《Research Strategies》1997,15(2):80-88
This article describes a two-week graduate course on information literacy, developed and taught by a librarian and a professor of industry and technology, and intended for teachers and librarians in elementary and secondary schools. Information literacy is not only the content of the course but also the basis of its structure: active, student-centered learning with several group assignments helps students develop skills in finding information, analyzing and interpreting it, and putting it to practical use. Both pedagogical and evaluation methods reflect recent educational reforms, and the team teaching provides a model of collaboration between teachers and librarians.  相似文献   

12.
This study used content analysis to examine job postings from advertising agencies to find how often information literacy (IL) skills were seen in the job posts and how these skills manifest themselves. Five out of the six IL skills were seen in at least 41% of the job postings, however the skill of synthesizing information was rarely mentioned. It was also found evaluating data and using data software is performed by advertisers. This study concludes with asking librarians to introduce marketing students to more data and calls on librarians to consider the context in which IL skills are used.  相似文献   

13.
The purpose of this article is to provide a literature review of articles that include examples of academic librarians collaborating with faculty for the integration of information literacy instruction into faculty members' courses. This literature review is international in scope and reviews articles published from 2000 through 2009. Also discussed are the transition from bibliographic instruction to information literacy, information literacy requirements, and relevant Association of College & Research Libraries documents.  相似文献   

14.
Community colleges offer a unique context in higher education and yet specific guidance on implementing the ACRL Framework in community colleges is lacking. Semi-structured interviews with 30 community college librarians who had instruction duties explored the state of the implementation of the Framework in community colleges and the effect of the recent pandemic on information literacy instruction (ILI). The Framework is most lauded for its effect on the design and delivery of instruction, but its components mainly underpin ILI rather than being explicitly taught. The pandemic limited one-shot information literacy instruction but opened up opportunities for embedding librarianship in online courses. The value of this study lies in the potential for identifying opportunities for improving ILI in community colleges, based on a better understanding of librarians' attitudes and experiences of their instructional roles. Community college librarians with responsibility for ILI can be more fully supported when their instructional challenges are better understood.  相似文献   

15.
This case study evaluates the process of developing modules for inclusion in a learning management system that are informed by the Association of College and Research Libraries Framework for Information Literacy in Higher Education (2015). A replicable, transparent process was used to match more task-oriented topics suggested by librarians and teaching faculty to the Framework. As more and more students receive instruction online it is important for academic libraries to provide robust services to those users within the LMS as well as outside of it. By providing instruction within the LMS that is tied to the Framework, and by using digital badges to make the exploration of information literacy more obvious to students, instructors, and librarians, libraries can develop instruction that meets users at their point of need and provides content while lowering the need for direct librarian involvement in all online courses.  相似文献   

16.
This paper outlines the case studies of two librarians who work closely with graduate students in fine arts programs. Realizing that graduate students can often experience a unique form of research anxiety, both librarians collaborated with faculty to embed themselves into the research methods courses of their programs. Both librarians found that the chance to work one-on-one with graduate students resulted in a reduction of their anxiety, an increase in information literacy skills, and a strengthened partnership between the librarians and the departments.  相似文献   

17.
As part of the ongoing debates over the best methods for teaching information literacy, some librarians have argued for a “teach the teachers” strategy. In this approach, librarians concentrate some of their instructional energies on teaching disciplinary faculty to teach information literacy. In this paper, multiple examples of “teach the teachers” efforts are reviewed, in order to provide insight into the impact that taking this approach might have on librarians, faculty, and students. Results indicate that the “teach the teachers” approach shows promise as one method by which librarians can support the integration of information literacy into the curriculum, but that more assessment is needed to determine the long-term impact of such initiatives on faculty teaching practices and students' information literacy development.  相似文献   

18.
Academic libraries provide value to their institutions on many levels, one of which is information literacy (IL) instruction. Librarians have the opportunity to guide students through the research process, teach students how to think critically, evaluate resources, and use resources ethically. It is beneficial for librarians to assess student learning after these sessions to demonstrate how libraries support the academic mission of their institutions. This article will address ways to assess the effectiveness of integrating information literacy into college courses by taking a close look at a partnership developed between a professor and two librarians at a small, private four-year institution.  相似文献   

19.
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   

20.
《The Reference Librarian》2013,54(89-90):63-80
SUMMARY

While there is much discussion today about information literacy, proper implementation of it within university campuses is still a struggle, often due to the fact that librarians and teaching faculty have different “cultures” that create different priorities. Librarians focus more on process and faculty more on content, though the two are not mutually exclusive. Past attempts by librarians to collaborate with faculty to produce information literate students have had limited success. A bolder plan–to imbed information literacy credit courses within existing departments–shows promise to avoid cultural conflict while creating a proper climate for collaboration.  相似文献   

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