共查询到20条相似文献，搜索用时 15 毫秒
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P. Havard-Williams 《International Information and Library Review》2013,45(4):351-356
Teaching across cultures as a result of a Fulbright Senior Fellowship is a life-changing event for many Fulbright Fellows. This American author experienced powerful classroom dynamics in teaching her library science students at the University of Botswana during her 1999–2000 Fulbright. Her attempt to restructure a traditional lecture class to a student-centered learning environment created classroom dynamics that forced her to examine her pedagogical beliefs for their evident weaknesses. This ethnographic study reports on her teaching experiences and her analysis of what she discovered in the process, findings that continue to impact her study of teaching and learning. 相似文献
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《The Journal of Academic Librarianship》2021,47(6):102402
One-shot instruction in academic libraries is a librarian-controlled bibliographic instruction that responds to the point of information need for subject-related courses. The assessment of teaching effectiveness tends to take a summative approach, which provides an answer to what students learned but does not address how they learned. This column theoretically explores the framework of Ideas-Connections-Extensions (ICE) in library instruction and the classroom setting, which demonstrates learning outcomes and explores the learning journey, and integrates assessment, learning, and teaching through collaborative efforts by academic librarians and classroom faculty. 相似文献
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Robert Zai III 《图书馆管理杂志》2015,55(1):1-23
The teaching of IL primarily to undergraduate students in course-integrated, credit-bearing, or other hybrid settings has afforded academic librarians the opportunity to redefine their role within higher education, moving from a jurisdiction of access to one of expertise. While some academic librarians have viewed these shifting roles as a further strain upon an already heterogeneous profession, others have viewed teaching as an opportunity for academic librarians to be more engaged in teaching and learning, and more closely aligned with their classroom faculty counterparts. This article seeks to utilize Role Theory as a means to examine the dynamics of librarians as instructors, and information literacy as an academic discipline. 相似文献
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《College & Undergraduate Libraries》2013,20(3):53-61
ABSTRACT Despite the known advantages of active learning, many librarians still favor lecture-style instruction that doesn't engage students in classroom learning activities. This method draws on principles of problem-based learning (PBL) to provide a simple, reusable, and scalable plan for teaching activity-based library researc 相似文献
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《The Reference Librarian》2013,54(89-90):107-120
SUMMARY This article reports on a survey conducted by the author to determine how librarians and library directors feel about librarians teaching outside the library, i.e., in academic disciplines. The author discusses her own experience in the classroom and examines the benefits and detriments of the “professor librarian” model. She includes comments from those surveyed, and offers suggestions for further study. 相似文献
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[目的/意义]针对高校文献检索课程的教学现状,构建基于翻转课堂的文献检索教学模式,设计文献检索翻转课堂支撑平台,以期促进文献检索教学与学习效果的提高。[方法/过程]以翻转课堂理念为指导,融合微课先进的建设经验,以“文献检索”公共课程为个案,在信息技术和课程融合理论和实践的基础上,结合教学案例说明具体的实施过程,并与传统教学模式进行实践对比分析。[结果/结论]研究发现,翻转课堂的效果十分明显,大多数学生愿意继续尝试这种翻转课堂的教学模式,基于支撑平台的教学模式也基本实现了传统课堂无法实现的教学环节等,为翻转课堂引入图书馆文献检索课教学提供相关理论借鉴和经验尝试。 相似文献
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基于2013年《美国新闻与世界报道》公布的全美排名前25位的图书馆与情报学专业院校中的18所院校,分别从课程名称、课程类型、课程教材、课程内容、教学方法和课程考核6个方面对其信息检索课程设置情况进行调查和分析,发现美国高校信息检索课程设置具有如下特点：分层次教学,强调知识积累;教学内容强调理论,但更注重实践、关注用户需求、突出前沿;任务驱动教学,强调师生互动;在线自主学习与课堂学习相结合。 相似文献
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Service learning connects learning in the classroom to real-world experience and presents opportunities for deeper library engagement in the curriculum and the teaching of critical information literacy. We present a model for teaching research and information literacy skills in the service learning context, making use of the evidence-based practice paradigm and engagement with community partners and practitioners in the field, connecting academic research to real-world practice and problem-solving. This model addresses some of the challenges of ACRL's Framework for Information Literacy in Higher Education and is adaptable to various disciplines and educational environments. 相似文献
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Elizabeth K. Tompkins 《College & Undergraduate Libraries》2013,20(4):221-238
This article explores the practice of keeping a reflective teaching journal to improve classroom instruction. Reflective practice and journaling have a rich tradition in the teacher education field. Accordingly, the teacher education literature provides the starting point for this case study of keeping a reflective teaching journal for library sessions given to first-semester freshmen enrolled in a learning community. The journaling process proved useful by helping to improve instruction while also providing a mechanism to link theory with practice. 相似文献
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本文回顾了语言实验室英语教学发展历程,分析了目前面临的机遇与挑战,并探讨了其发展对策,这些策略将大大拓展在学生自主学习、教师备课和教学过程以及教学资源的采集开发等方面的应用。 相似文献
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[目的/意义]教育模式正在面临一场学习技术与教学深度融合的大变革，积极采用先进的教学手段，是传统课程改革和提升的必由之路。通过对基于雨课堂开展科技信息检索课程翻转课堂的教学实践进行总结，旨在为同类型信息素养教育课程教学提供参考。[方法/过程]采用实证研究法，从教学技术选择、教学目标定位、学习时间设计、学习资源设计、练习题设计、课堂活动设计等方面介绍课程教学设计要点；通过问卷调查法，对课程效果进行评估。[结果/结论]课程实施强化了课程的实践应用目标，调动了学生参与积极性，加强了师生互动，丰富了学习形式，培养了学生自主学习能力和团队合作能力，取得了良好的教学效果。 相似文献
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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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This article reports on an investigation of blog technology's potential for encouraging interaction between students, and its consequences in terms of peer learning and peer support, on a module of an accredited library and information science (LIS) degree program. The findings consider the treatment of blogs in the domain of LIS with particular reference to educational settings. Content analysis revealed that blogs offer comparable and additional benefits to other projects designed to encourage reflective engagement with teaching material, such as learning journals. Most notable is the level of shared peer support evident in the online discussions between class members. The findings of this study are of particular interest to LIS educators who seek to develop their consideration of blogs in the classroom; blogs may be seen as learning tools in their own right and not simply an option for providing information online. 相似文献
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美国高校信息素养教学内容剖析与启示-以德克萨斯州立大学的TILT为例 总被引：5，自引：1，他引：5
为了解并借鉴美国高校信息素养教学的成功经验,以德克萨斯州立大学的信息素养课程(TILT)为实例,对其内容进行深入剖析。总结TILT可资借鉴的长处:全面理解信息素养的内涵,重视文献源知识,以通论方式组织本课程教学,将文献利用的内涵定位在文献的合理合法使用上。提出了改进信息素养课教学内容组织方法的具体建议:采用TILT的“通论”方式组织课堂教学,把国内惯用的“各论”方式限于实习课教学。 相似文献
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《The Journal of Academic Librarianship》2014,40(3-4):234-246
In spring 2012, Rider University librarians heightened their collaboration with classroom faculty to teach students in core writing classes information literacy (IL) skills during IL instruction (ILI) sessions. This quasi-experimental study assessed four pedagogical approaches for single or multi-session ILI. The conventional approach, which involves lectures, demonstrations, and hands-on time, was used in both the control and the experimental groups. The three experimental groups involved: (a) assigning students to preview the class Research Guide and take a graded quiz (Preview group), (b) engaging interactively with students during the ILI session (Active Learning group), and (c) providing multiple instruction and follow-up sessions (Multi-session group). A different pretest and posttest based on the first two ACRL Information Competency Standards for Higher Education (2000) were developed for assessment. The results showed that student knowledge of concepts included in the training improved significantly in both the control and the experimental groups, but no differences were found among the teaching methods employed. The qualitative analysis revealed that the professor in the Preview group who integrated IL cohesively in her assignments experienced more satisfactory learning outcomes. The overall low scores suggest that more powerful instruction strategies besides diversified pedagogies are needed to significantly enhance long-term retention. 相似文献