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1.
《Journal of Web Librarianship》2013,7(2-3):429-455
ABSTRACT Can we use the methods of Web usability testing to learn about library instruction? This article is among the first in the field trying to establish a link between usability and instruction. The author discusses useful insights that Web usability can bring to our pedagogy as well as to the efficiency of library instruction. The result of a Web usability study conducted at LaGuardia Community College in 2005 are examined. Findings suggest direct relationships between what is being taught in library instruction sessions and how students browse and search library resources. The author discusses vocabulary test results and draws some parallel with students' success at finding information on the library Web site. Finally, a conceptual model of library instruction assessment through usability studies is presented. The author hopes to provide an innovative approach to library instruction assessment. 相似文献
2.
《Research Strategies》1998,16(4):285-299
Library instruction in chemistry is typically organized around CAS Online. The advent of the Web, the increased access to networked indexes, and what appears to be a confusion surrounding the Web, should give reason to reconsider library instruction methodology. An apparent confusion surrounding print and electronic, Web versus traditional indexes, and CAS Online versus other indexes prompted the re-tooling of the basic bibliographic instruction for chemistry at the John Cotton Dana Library at Rutgers University. Our sessions were revised to ensure that students would develop concrete critical thinking strategies that would serve them in their future studies or in the workplace. This article presents a case study of chemistry senior seminar library sessions, the factors that led to a “less is more” approach, the time investment required, and the results of the remodeled sessions. 相似文献
3.
《College & Undergraduate Libraries》2013,20(1):75-84
Abstract Despite major, ongoing changes in the profession and in library school curricula, the basic principles of librarianship can and should always be applied, regardless of medium or situation. However, patrons have changed the ways they prefer to search for and access information. This means that librarians must both update their understanding of these principles and find ways to apply them more proactively. One effective response is to design and market library Web pages as preferred gateways to electronic information and instruction. Librarians can transform Web pages into “one-stop-shopping information portals” for users, providing not only information, but also instruction in how to find and evaluate information. Applying Ranganathan's Five Laws of Library Science to Web page designis a useful way to determine iflibrarians are providing the kind of Web pages their patrons need. 相似文献
4.
《图书馆管理杂志》2013,53(3-4):429-442
Abstract The development of a new method of providing instruction involves many different issues. This paper examines a pilot project in which videoconferencing was used to provide library instruction to students at remote campuses. The librarians initiating this new service confronted the issues of training, adaptation of instruction techniques to the new format, and collaboration with faculty and administrative staff. They also dealt with administrative issues such as scheduling classes and facilities and staff scheduling. This paper examines how this cross-departmental project developed and was supported, how the initial training was conducted, and how existing class outlines were adapted. Also discussed are the lessons learned from the initial sessions. Varied administrative and collaborative challenges face the library, faculty, and departmental administrators as this project moves from pilot project status into a regular and required part of the curriculum. 相似文献
5.
Conversations with Web Site Users: Using Focus Groups to Open Discussion and Improve User Experience
《Journal of Web Librarianship》2013,7(2):53-82
ABSTRACTUser feedback on Web site design can be vital to understanding what issues library users may encounter when visiting a Web site, but obtaining this feedback can be time consuming, difficult to structure, and expensive. In past years, staff working on the Cal Poly Pomona University Library Web site collected user feedback from surveys and usability testing. This team was interested in acquiring a more basic understanding of how users interact with the Web in general, whether for research or other purposes, and how such experiences could inform design decisions. This article will discuss what focus groups are, why libraries should consider conducting focus groups for Web site testing and development, how focus groups can complement usability testing, and if focus groups are worth the time and effort. Results from focus group sessions will also be shared and discussed including information that fueled design decisions and benefits that participants gained from the experience. 相似文献
6.
《The Reference Librarian》2013,54(82):57-68
Abstract Librarians at Northwest Vista College, a new community college, speculated that keeping faculty members informed about the library and its various resources would result in more instructors sending students to the library for library instruction and, ultimately, it would result in more students who were familiar with and comfortable using the library. This paper describes the librarians' comprehensive faculty outreach effort, which involved putting on special workshops for faculty, creating online forms, and Web links on the library Web page, and taking every opportunity to increase contact and collaboration between librarians and Other faculty and Staff. 相似文献
7.
《The Reference Librarian》2013,54(64):45-52
Summary The authors use English 101, their primary program, as a springboard for a discussion of teaching as a library function. Both view the one-hour presentation that is commonly done in libraries as grossly inadequate; they offer solutions that are working at Washington State University Libraries. These include cultivating better relations with departments in order to increase the time spent for library instruction, understanding different pedagogy styles and departmental cultures, creating Web modules to reach more students, and focusing attention specifically on one clientele, i.e., freshmen. 相似文献
8.
《Medical reference services quarterly》2012,31(4):326-338
AbstractIn 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a “serious game” was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation. 相似文献
9.
ABSTRACTDespite a general decline in recent years in academic libraries’ reference desk statistics, research indicates that library users continue to have complex research questions but are largely unaware that librarians are waiting and ready to assist them. The challenge for librarians is to connect with users at their point of need. At Bowling Green State University, we are making a move in this direction with proactive (pop-up) chat widgets embedded within our library Web pages, catalog, and databases. Since implementation, the number of chat reference questions received has more than doubled, helping us reach additional users from on-and off-campus. 相似文献
10.
Eimmy Solis Dan Perkins 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):123-139
ABSTRACTAs e-resources become more ubiquitous, and the technologies available to access them more sophisticated, libraries have greater opportunities to reach out to global users. However, this same distance means that some users never even set foot in a physical library. This case study will describe how one large academic library started a business, economics, and marketing library online instruction pilot for global users in an effort to replicate library instruction offered at the home institution. Librarians assessed global library use and research needs; prepared unique lesson plans for each global site; and created digital learning objects using synchronous and asynchronous methods to establish an instruction strategy for Business and Economics courses. The goal was to test instruction practices and develop an online instruction template that would be replicable and sustainable for library instruction in other subject areas in New York University Libraries and other institutions. 相似文献
11.
ABSTRACT The new, social Web is fun and easy to use. The same cannot usually be said of library Web sites and digital resources. Libraries would benefit from incorporating aspects of the Read/Write Web into their services. This article examines how libraries currently erect barriers to service and provides an example of how these barriers could be eliminated by the creation of a social library research environment. 相似文献
12.
《Journal of Web Librarianship》2013,7(3):67-88
Abstract Three sources indicated the need for designing a usability study of the Western Michigan University Libraries' Web site: the results of the 2004 LibQUAL+ survey; the completion of the library's new strategic planning document; and suggestions by library customers and library staff. LibQUAL+ findings and customer comments suggested customers desired more independent use of the library site; better and easier electronic access to library resources, allowing customers to search for and find content on their own; and improved online help. A usability analysis was conducted with graduate and undergraduate students. The results from a task-based questionnaire, observations by investigators, and follow-up discussion sessions are presented. Investigators found usability testing alone may not be adequate to gain the qualitative data necessary for ascertaining the site's ease of use and usefulness and that a multipronged approach might be needed when evaluating a library Web site. 相似文献
13.
ABSTRACTTo facilitate systematic learning and to complement the limitations of conventional one-shot library instruction sessions, a hybrid embedded instruction model was designed and implemented for undergraduate students and residents in three disciplines at the University of Oklahoma Health Sciences Center. Variations of hybrid instruction are explored, including models that combine face-to-face interactions, online content delivery, flipped instruction techniques, and individual consultations. The hybrid model highlights benefits of collaborative teaching between course faculty members and librarians and enhances the relevance of library instruction for users. 相似文献
14.
ABSTRACTThis article explores how librarian participation as instructors in week-long intensive classes—a common workshop format in digital humanities (DH)—can advance a variety of library objectives, while also uniquely supporting the DH community. Intensive workshops fall between the one-shot session and credit course formats more commonly found in library instruction. Drawing on case studies from Geographic Information Systems (GIS) instruction at DH institutes at the University of California Berkeley and Purdue University, the authors explore the origins of librarian involvement, course topics, pedagogy, and library services. Based on their instruction experiences in the DH summer institutes and student surveys, the authors argue that intensive instruction workshops provide a good potential platform for library involvement in DH. 相似文献
15.
《Public Services Quarterly》2013,9(4):43-65
Abstract “Drop-in” workshops historically played important roles as components of instruction programs in college and university libraries. Unrelated to any specific course and initiated largely at the library's discretion, these sessions-along with tours, course-related library instruction sessions, and credit courses-served to introduce library users to the basics of information research as well as the organization of particular, local libraries. Perhaps because of increasing demands for library instruction and upon instruction librarians' time, as well as changes in values brought by the focus on information literacy, workshops have not factored significantly in recent library literature. Workshops still merit continued attention-as well as marketing to maximize their attendance and thus their effectiveness-because they uniquely allow students, faculty, and staff to behave as lifelong learners, not just to learn the information literacy skills characteristic of lifelong learners. Data from over a decade's worth of drop-in workshops at New Mexico State University underlie the discussion herein of ways to market workshops successfully by attention to their topics, their timing, and publicity. 相似文献
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17.
Joan Giglierano 《图书馆管理杂志》2013,53(1-2):101-113
ABSTRACT Almost three years after Google Scholar's inception, only a third of Ohio Library and Information Network (OhioLINK) member libraries link to it from their Web sites. This article reports the results of a July 2007 survey of OhioLINK academic librarians, conducted to find out about their attitudes and current practices regarding promotion of Google Scholar. It compares the findings about placement of Google Scholar on Web sites and inclusion in library instruction with previous research, and includes recommendations for libraries about Google Scholar. 相似文献
18.
Samantha Schmehl Hines 《图书馆管理杂志》2013,53(3-4):467-478
ABSTRACT While articles on individual studies, surveys, and programs abound, there is a lack of baseline data regarding what and how libraries provide instruction for their distant populations. Do libraries generally provide information literacy or library instruction to students at a distance? How is instruction usually provided? Is instruction generally assessed? If so, how is instruction assessed? These questions were asked of librarians in an online survey of 143 institutions offering distance programs, randomly sampled from the College Blue Book. With a 55% response rate, data about instruction offerings and assessment were correlated with information about library staff size, budget, and student enrollment. The expectation was that larger libraries with more money and students would provide more and better services, but interestingly these factors had far less influence than anticipated. It seems that the individual efforts of librarians were the major determinants for services offered by libraries at institutions with distant students. 相似文献
19.
《图书馆管理杂志》2013,53(3-4)
ABSTRACT At the School of Nursing, University of Wisconsin-Madison, librarians and clinical faculty are working collaboratively to produce Web-based learning modules. The collaboration resulted in four Web-based learning objects, including a virtual tour of the library Web site and three assignment-centered tutorials. Modules are short (15 minutes), focused on specific learning objectives and easily accessible on- and off-campus. They are embedded in an online course environment and free librarians to provide more customized instruction to classes upon request. This poster presentation will demonstrate sections of the four modules, detail the development process, and explain how modules currently support School of Nursing curriculum andoutline implications for future development. 相似文献
20.
《The Reference Librarian》2013,54(85):151-167
SUMMARY In 1999, librarians at the University of Alabama (UA) developed a program to reintroduce library instruction into the English Department's mandatory Freshman Composition Program. This article discusses the development, execution, outcome, and assessment of the program and includes tips for developing a similar program. Through negotiation and open discussion with the Director of Freshman English, the library successfully convinced the Director to allow a program of instruction back into the English 101 program. Library instruction sessions were paired with one of the essays/assignments common to all English 101 classes. A survey conducted to assess the library's efforts concluded that the instruction had a positive effect on students' understanding of library resources. 相似文献