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1.
A Canadian national survey of 788 library staff doing instructional work revealed that most participants expected to be doing some teaching in their workplaces, and the largest proportion of participants have been teaching for more than 10 years. Most instruction continues to take the form of short presentations to groups of learners. On the whole, preparatory experiences are informal—on-the-job experience, reading professional literature, and attending workshops. The majority of respondents identify instructional work as integral to their professional identity, but nearly one-third see this work as a duty or expectation, and a small proportion view it as an imposition. The study results have implications for design of programs that prepare library staff for the workplace, and for library managers who need to support effective instructional practice. 相似文献
2.
Sharon Leslie 《Medical reference services quarterly》2017,36(1):90-96
This column describes the creation of an online interactive tutorial for health sciences students in a general library at a large, urban university. The project was a collaborative effort among the health sciences subject librarian, the library’s web programmer, an assessment and user services librarian, and an instructional support specialist. The column details the initial exploration, design, web programming, student usability study, and subsequent upgrades to the tutorial. Implementation of the tutorial is discussed as well as sampled student input. The effort resulted in the design of improved and more versatile open access coding available for any library to use. 相似文献
3.
《The Reference Librarian》2013,54(51-52):415-419
As in any library, bibliographic instruction is a very important service of a special library. However, it is almost never referred to by this name. The sessions can be referred to as individualized orientations (for one person) or a special presentation on services (for a group of managers, scientists, engineers, etc.) These presentations and orientations are opportunities for the savvy special librarian to sell and show off the library, build a support network for the services offered, and acclimate the client to the vast information available in the library, ensuring a client base and continued existence. 相似文献
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5.
《The Reference Librarian》2013,54(24):223-232
In recent years, bibliographic instruction librarians have begun to explore appropriate applications of microcomputers in user education activities. This paper highlights three microcomputer instructional projects which provide a glimpse of the possibilities ahead for enhancing user education services through microcomputer technology. Implications of these activities for library users, librarians, and libraries are discussed. 相似文献
6.
《The Reference Librarian》2013,54(65):29-38
Summary This paper examines the impact of new and developing media on academic libraries, specifically discussing technology which enables video and movie clips to be transferred over intranets and the Internet. This Web technology could have implications for other electronic media and databases, for offering extended services, including training and orientation for new staff and students; and for online library instruction modules. More generally, the article will discuss some issues, ramifications, protocols, and legal implications involved when libraries introduce and implement new multimedia services and other web-based resources. 相似文献
7.
《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
8.
《Research Strategies》2004,20(1-2):57-68
This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction. 相似文献
9.
《The Journal of Academic Librarianship》2014,40(3-4):339-349
The demand for instructional design librarianship is increasing. The trend is due to higher education's focus on integrating information literacy content in academic disciplines. The generic ADDIE (analysis, design, development, implementation, and evaluation) design model is traditionally used to develop information literacy instruction and content. The IDEA (interview, design, embed, assess) Model is a library-specific systematic approach to integrating information literacy instruction and resources within academic courses. The process is based upon instructional design best practices and cognitive and behavioral learning theories. Close collaboration between library and academic faculty is evident throughout. Flowcharts, forms, and rubrics guide librarians not formally trained in instructional design through the process. 相似文献
10.
《The Reference Librarian》2013,54(82):19-37
Abstract Over the past decade, there has been a steady rise in interest among academic librarians in the idea of outreach. Outreach from the academic library can take many forms, but it is often built around a commitment to instruction. At Washington State University, a commitment to information literacy instruction across the curriculum and an organizational structure that includes both an independent Library Instruction department and a network of subject specialists has facilitated the rise of a programmatic approach to instructional outreach that allows librarians and faculty to work together to develop creative approaches to the integration of information literacy instruction across the academic curriculum. This article identifies some of the characteristics of new models for instructional outreach in the academic library and describes two instructional outreach programs at Washington State. 相似文献
11.
《Public Services Quarterly》2013,9(2-3):143-165
Abstract The incorporation of technology into library processes has tremendously impacted staff and users alike. The University of North Texas (UNT) Libraries is no exception. Sixteen years of reference statistics are analyzed to examine the relationships between the implementation of CD-ROMs and web-based resources and the number of reference questions. Gate counts and circulation statistics for recent years are also evaluated. Overall, reference statistics have been declining over the years under review. The introduction of CD-ROMs caused a rise in reference statistics for several years before the statistics decreased again. Moving the resources to a web-based format minimally affected the number of reference question numbers, although the rate of decline slowed. Gate counts are increasing in one of the libraries examined and circulation statistics are rising. Changes in gate and circulation numbers are due to factors such as increased student enrollment and increased library instruction rather than technology changes within the Libraries. 相似文献
12.
《The Reference Librarian》2013,54(44):173-189
In the school library media center, "library instruction" has given way to "information skills instruction" which is integrated into the school's curriculum. Because of the library media specialist's roles as teacher and instructional consultant, it is imperative that the library media specialist is able to design and assess information skills instruction. While several models have been advanced for the teaching of information skills, needed are guidelines for the assessment of information skills. This article provides an overview of the assessment literature and proposes a model for assessing information skills instruction using principles advocated in outcome-based education. 相似文献
13.
数字图书馆时代大学生信息素质的内涵与图书馆的信息素质教育职能 总被引：1，自引：0，他引：1
本文论述了数字图书馆时代,图书馆的信息素质教育职能,大学生信息素质的内涵与图书馆进行信息素质教育的必要性,以及实施信息素质教育的优势条件。 相似文献
14.
《图书馆管理杂志》2013,53(3-4)
ABSTRACT Each semester, the instructional designers at the University of Central Florida facilitate an innovative course for faculty only. IDL 6543 is an eight-week professional development course that prepares faculty to teach online. IDL 6543 models how to teach online using a combination of seminars, labs, consultations, and Web-based instruction. A librarian was typically invited to a lab session to present information about the library's online resources. Because there was so much information, this portion of the course was migrated to the online environment in the fall semester of 2004. The in-person presentation was transformed into an online learning module for the faculty to read and participate in at their own pace. This poster session will address collaborating with instructional designers, creating an online module of library information aimed at teaching faculty, moderating a faculty discussion of library resources, and comparing the in-person training session with an online module. 相似文献
15.
《The Reference Librarian》2013,54(51-52):77-88
Principles of learning and instructional theories are discussed and related to the challenges and problems of instruction in library user education. A suggested model of library instruction is outlined along with the strong recommendation that librarians be aggressively active in promoting information literacy before library instruction begins. Being knowledgeable and keeping abreast of new theories and principles of learning and acting upon these principles will improve instruction. Librarians must realize that information literacy is a "process" and cannot be accomplished in one lecture. 相似文献
16.
《Research Strategies》1998,16(2):127-133
Bibliographic instruction programs in many academic libraries have become increasingly reliant upon computer technology. Limited network access and space constraints have often restricted instruction librarians to centralized teaching sites located within individual library facilities. Recent innovations in presentation technology now enable librarians to explore affordable solutions for decentralized instruction. This article describes a practical method used by librarians at Bloomsburg University of Pennsylvania for bringing computer-based library instruction into non-networked classrooms and other settings beyond the library's walls. 相似文献
17.
《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
18.
《The Reference Librarian》2013,54(73):323-336
Abstract In 1995, the Duke University Libraries began an instructional program designed to reach all first-year students. Starting as a general library orientation, this program, through trial and error, has evolved into a two-session program, which incorporates many library instruction techniques, including active learning exercises, and consistently receives high marks. Based on the Duke University Libraries' experience, the authors propose strategies for developing a successful bibliographic instruction program for freshmen. 相似文献
19.
《Research Strategies》2001,18(1):3-20
Online instructional design is a relatively new field for librarians. Many librarians have taken on the challenge of creating online library tutorials without the benefit of formal education and training in the field. Librarians can learn much from research in system design, human–computer interaction, and applied psychology, as it relates to the creation of online learning systems. Researchers in these areas believe that people approach online learning systems by making use of a conceptual—or mental—model of the system. Designers' mental models influence the way they create learning systems; students' mental models affect the way they interact with and learn from the system. This article compares and contrasts the mental models of librarians and students as they relate to online library tutorials. These mental models are examined through a review of existing library tutorials, usability studies on various library tutorials, and student interviews about the research and writing process. Analysis of these models demonstrates how undergraduates' mental models vary, often significantly, from the mental models of the librarians who design the online library tutorials. Interpretations of this analysis identify ways in which to design a tutorial for more effective instruction aimed at the undergraduate. 相似文献
20.
Henner T 《Medical reference services quarterly》2002,21(1):79-85
Electronic information resources are proliferating, library collections are increasingly accessible via the Internet, and the number of end users who access library resources remotely is on the rise. Changes in user behavior drives a corresponding change in the way instructional programs must be delivered to meet the needs of remote library users. This paper discusses some technologies currently available for remote instruction, assesses their use, and offers views on future trends. 相似文献