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1.
ABSTRACTThe article describes the collaborative process between the authors in adapting course assignments in undergraduate music history courses to demonstrate actual learning of content and information literacy skills. Although the inclusion of the information literacy standards is an important step in developing critical thinking skills, other factors impede students to perform well such as lack of knowledge on how to structure a research paper or not understanding how to properly cite the information. By monitoring student performance, the faculty and instruction librarian can make changes to improve student learning and the acquisition of critical thinking skills. 相似文献
2.
Francesca Marineo Qingmin Shi 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):40-55
This article discusses how the Library and Office of Institutional Research at a public college measured the relationship of an online information literacy module in the learning management system with student success metrics in a first-year experience course. Specifically, the authors examine the relationships of an online instruction module, online module completion status, library use sessions, and student success metrics, such as semester grade point average (GPA), one-year retention, and academic standing. The results suggest that students who participated in the online information literacy module had better student outcomes than those that did not participate in the module. Research assignment grade and library use sessions are found as significant predictors of student semester GPA and one-year retention, controlling for high school GPA, student characteristics, and utilization of student support services. Practice implications are discussed. 相似文献
3.
Eloise M. Bellard 《Research Strategies》2005,20(4):494-505
The increased use of technology in academia combined with the challenges posed by growing enrollments of nontraditional graduate students have forced institutions to adapt educational programs to insure student retention and academic success. This case study examines student perceptions and responses to a required information literacy workshop, developed for a Masters in Social Work, herein referred to as an MSW program. A review of the literature on information literacy needs of graduate students (specifically nontraditional students entering MSW programs) is presented below. Also included are the results of a pre/post-questionnaire that was developed and administered in the fall of 2003/2004 along with classroom observations to determine if additional information literacy instruction was necessary. The findings suggested that there was significant need for additional instruction and that graduate students recognize the need for information literacy instruction throughout their MSW track. 相似文献
4.
For higher education institutions in the United Kingdom there is a growing focus on improving student retention, encouraging academic engagement, and easing transition into university life. This article reports on the creation and outcomes of Head Start, a pre-induction online course created to provide students with a level of understanding of academic literacies including information literacy to aid preparation for university study. Information literacy librarians have reported that there has been a marked improvement in the confidence and information literacies of new starters taking the module. The article is of value for others wishing to support students at pre-entry. 相似文献
5.
Amanda L. Folk 《College & Undergraduate Libraries》2014,21(2):177-192
Most libraries have fully integrated cadres of student assistants into their daily operations, including helping at points of service. As libraries rely more and more on student assistants, we must maintain exceptional customer service to our users. This requires our student assistants to possess information literacy skills that exceed those of our users. This assessment investigates the information literacy skills of first-year library student assistants when compared to the general first-year student population, and it examines if first-year library student assistants’ information literacy skills increase more than those of their peers during their first semester at college. 相似文献
6.
范新容 《大学图书情报学刊》2014,32(6):89-93
随着大数据时代的到来,国家在高等教育改革和创新人才培养方面提出了着重培养大学生信息素养的要求,为高校图书馆指明了新的职能定位和服务方向。文章在分析大数据与大学生信息素养的联系基础上,对我国高校学生的信息素养现状以及高校图书馆对培养学生信息素养的重要性进行分析,最后探讨了高校图书馆在提升大学生信息素养方面的策略和方法。 相似文献
7.
[目的/意义]探索如何在《高等教育信息素养框架》的指导下,开展面向学生成功的大学生信息素养评估工作。[方法/过程]通过嵌入创新项目的信息素养课程开展实证研究,从信息素养思维观念和实践能力两个层面分3个角度在时间维度和质量维度上进行评估,采集创新项目过程信息素养思维观念变化、实践能力评估及创新项目过程后个人信息素养实践能力评估数据。[结果/结论]研究显示嵌入创新项目的信息素养评估起到了两方面作用：一是通过评估促进学生信息素养思维观念转变和实践能力提升,培养元认知能力;二是评估能有效分析面向学生成功的信息素养教育成效,展示图书馆对学生成功的贡献度。 相似文献
8.
Beth Tumbleson John Burke Jessica Long 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):196-214
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
9.
[目的/意义]通过对国际学生信息素养测评2013框架的解读,深入挖掘国际学生信息素养测评的必要性,分析导致学生信息素养水平差异的各种影响因素,以期为我国学生信息素养测评提供有益借鉴,为我国信息素养教育指引正确方向。[方法/过程]主要采用文献研究法、比较分析法,对学生信息素养测评的内容框架、背景框架、测评对象、测评工具、测评方法和测评结果进行分析比较。[结果/结论]研究得出国际学生信息素养测评2013框架体现了鲜明的时代特征,可为国内外中学生信息素养标准的制定提供借鉴;更加关注信息素养背景信息,强调信息技术作为一门学科领域而不仅是工具,推动了各国信息素养教育的发展。 相似文献
10.
This study looks at whether the information literacy self-efficacy of student teachers in departments of primary education in Turkish universities varies according to their Information and Communication Technologies (ICT) usage level, duration of ICT experience, gender, and grade. The survey was conducted with 1702 student teachers using the Information Literacy Self-Efficacy Scale. Results showed that student teachers' level and duration of ICT usage were determining factors for information literacy self-efficacy. Significant differences among grades show that training during university education has an important role in increasing information literacy self-efficacy. 相似文献
11.
Mitchell Ross Helen PerkinsAuthor VitaeKelli BodeyAuthor Vitae 《Library & information science research》2013
Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today, many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy self-efficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment. 相似文献
12.
《Journal of Web Librarianship》2013,7(4):493-509
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
13.
Approaches to providing information literacy training in higher education: Challenges for librarians
Mark Hepworth 《New Review of Academic Librarianship》2013,19(1):21-34
This paper maps the domain of information literacy and provides a guide as to what areas the phrase includes. Delivering training in aspects of information literacy has been central to the role of user services in academic libraries for many years. However there are other aspects of information literacy that do not form part of this tradition. Having described the remit of the phrase different approaches to incorporating information literacy training in the curriculum are described and placed on a continuum ranging from discrete ‘stand alone’ training solutions to the integration information literacy into the subject based learning of the student. Challenges that face educators and librarians in particular are discussed. 相似文献
14.
《The Journal of Academic Librarianship》2019,45(5):102042
Librarians often use assessment methodologies to evaluate the efficacy and impact of their information literacy instruction sessions and programs. In this article, researchers use an action research methodology to explore the effect of information literacy instruction on first-year honors student assignments. The researchers explain how they implemented multiple cycles of planning, acting, observing, and reflecting in order to better understand student needs, increase the impact of library instruction, and communicate that impact to library and external stakeholders. Robust and cyclical assessment gave librarians and their strategic partners the opportunity to make iterative improvements to instruction, address issues of overconfidence in students, and make the case for additional information literacy instructional opportunities for honors students. 相似文献
15.
Secondary teachers have the opportunity and the curriculum mandates to teach information literacy skills, yet students enter post-secondary studies with low information literacy proficiency. In many cases, teachers present the only opportunity for students to develop information literacy proficiency. With semi-structured interviews, this study explored eight secondary teachers' perceptions of information literacy and their experiences with IL as educational professionals. Confusion around the phrase information literacy was a dominant theme as participants were unfamiliar with the term and were inconsistent in defining the scope of what it might mean. Although there are references to information literacy skills in the core curriculum and support documents, participants varied in their instruction and understanding of this skill set. Participants unanimously agreed that information literacy skills, as explained using the Association of College and Research Libraries Information Literacy Standards for Higher Education (ACRL, 2000), were important for their students. However, the extent of IL skills required varied by student. Pursuing post-secondary studies warranted advanced IL, and these students were more likely to be taught higher-level skills. IL skill development was also assumed to be the responsibility of the student, and passive acquisition was anticipated. Assumptions regarding student need and ability informed instruction. These results suggest that the current curricular mandates are insufficient to ensure IL is incorporated into instruction and that teachers are ill-prepared to instruct IL effectively. 相似文献
16.
关磊 《图书馆工作与研究》2021,(2):56-67,112
基于自我决定理论和学习投入理论,建立图书馆信息素养翻转课堂学习投入和学习效果概念模型,并采用结构方程模型方法对该模型进行验证。结果表明:基本心理需要、自主性学习动机、翻转课堂教学质量均显著正向影响学习投入,控制性学习动机对学习投入影响不显著;学习投入显著正向影响学习效果和学习满意度,学习效果正向影响学习满意度。据此提出提升图书馆信息素养翻转课堂学习投入和学习效果的建议。 相似文献
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18.
《The Reference Librarian》2013,54(24):175-186
Among new curricular requirements for general education were two elements: computer literacy, and a course called, "The University and Its Libraries." The primary goal of this course was student orientation and retention. The Libraries engaged in an integrated planning process to reach the overall goals of the course while meeting instructional objectives for library skills and supporting computer literacy requirements by offering both paper-based and computer-based instructional modes. 相似文献
19.
Lyda Fontes McCartin Brian Iannacchione Mary K. Evans 《The Journal of Academic Librarianship》2017,43(3):242-247
Scholars in Criminal Justice have argued that students should have a stand-alone course that focuses on fostering library literacy skills for Criminal Justice students in order to improve their writing, research, and presentation skills. In 2011, a required information literacy course was implemented in one Criminal Justice program to meet this need. Building on the existing literature, the current study is the first to explore student perceptions of a required information literacy course. The results offer valuable information on how to strengthen the course moving forward and can provide useful suggestions to other Criminal Justice programs thinking about instituting a library literacy course in their curriculum. 相似文献
20.
信息素质对于知识转化与创新具有重要作用,在知识创造模式中体现着不同形式的信息交流活动。本文从知识视角探讨了与专业教师合作,将信息素质教育镶嵌在相关专业课程中,培养大学生专业信息素质的尝试。 相似文献