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1.
The need for information literacy continues to increase as colleges and universities begin to globalize their curricula and include global readiness in institutional missions. This article reports pretest and posttest data collected during a librarian–faculty collaboration to determine the effect of information literacy instruction on students participating in an anthropology class focused on global understanding. The results suggest emphasis on teaching specific skills can produce an increase in students’ information literacy levels. Also, emerging global curricula may provide an avenue for librarians to pursue the promotion of information literacy. Changes in students’ information literacy skills, successful teaching strategies, and their connection to global readiness are discussed.  相似文献   

2.
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   

3.
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   

4.
As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50–75 min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction.  相似文献   

5.
《Research Strategies》2001,18(4):253-264
The rise of the librarian's role in teaching information literacy competencies and assessing student learning outcomes requires that instruction librarians be cognizant of and competent in a broad array of teaching and assessment skills. A review of the literature shows that, while instruction librarians are proactive in improving their level of expertise, they also express the need to have training and experience during their graduate programs. This article utilizes a case-study approach to propose a model of instruction librarian education. The authors, recent graduates from the University of Hawai'i Library and Information Science Program, analyze the effect of their experiences in a semester-long teaching practicum and a formal graduate level course in instructional methodology. It is proposed that future instruction librarians be provided opportunities for extended teaching practicums combined with coursework in instructional theory during their Library and Information Science program.  相似文献   

6.
Broward College, an early adopter of Guided Pathways, has made efforts to incorporate information literacy throughout the curriculum by embedding librarians in pathways and through General Education learning outcomes. However, although college administrators and faculty acknowledge that the integration of information literacy instruction throughout the curriculum is crucial to student success, librarians have struggled to become true teaching partners. A survey was administered to discipline faculty to determine attitudes, perceptions, and a self-assessment of information literacy. This study includes a nuanced analysis of discipline faculty responses and reveals conflicting attitudes and behaviors related to information literacy instruction.  相似文献   

7.
As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies.  相似文献   

8.
Academic librarians often provide information literacy instruction to first-year students while having little contextual understanding of the preparation students received prior to college. To gain this understanding, an annual free professional development workshop was developed to network and improve collaboration between academic librarians and high school library faculty and staff. This article describes the process of planning, hosting, and evaluating outcomes of three annual workshops, as well as discussing the evolving collaborations between librarians at all educational levels for student success.  相似文献   

9.
Abstract

This annotated bibliography presents a review of articles published on the topic of information literacy in teacher education since the late 1980s. Many of the articles outline concerns about pre-service teachers who graduate with insufficient information literacy skills, who are unprepared to teach these skills to their future students, and who do not understand the role of the school librarian as an instructional collaborator. On the other hand, many articles describe innovative and successful programs where exposure to librarians, integration of information literacy instruction, attention to library research, or introduction of a process approach to information use can produce new teachers who are equipped to collaborate with school librarians and to teach information literacy skills to their students.  相似文献   

10.
Two librarians at the University of Louisville explain how a university-wide Quality Enhancement Plan focused on critical thinking led to positive changes in information literacy instruction at their institution. A revised information literacy module for an introductory business course serves as an example of a new instructional approach that emphasizes critical thinking about information, rather than library tools such as catalogs and databases.  相似文献   

11.
Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.  相似文献   

12.
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   

13.
《The Reference Librarian》2013,54(89-90):5-23
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14.
Analyses of information literacy instruction practices have neglected, until now, in-depth exploration of librarians' experiences in their teaching roles. That gap was addressed by this study, which explored Canadian academic librarians' self-perceptions as teachers. Semistructured interviews with 48 participants revealed that they experience complex relationships with teaching faculty. Data are analyzed using symbolic interactionism, Erving Goffman's concepts of deference and ceremonial rules, and work on gifting and reciprocity. The relationships are discussed as unequal in terms of power, where power is ceded to the teaching faculty. Study participants discuss this unequal balance of power by referring to their own self-positioning and the institutional culture of their workplaces. These results suggest areas of challenge to full realization of instructional goals, which merit attention by managers and by those charged with preparing librarians for instructional work.  相似文献   

15.
The qualitative, longitudinal study suggests how teachers and librarians learn to collaborate on inquiry-based science lessons that link science, information literacy, and structured English immersion standards for Latino elementary students. Teachers and librarians in the study received extensive professional development training about teacher and librarian collaboration (TLC), information literacy, inquiry-based science, as well as language and culture. In addition, expert peer mentors provided background information to teachers and librarians, as well as modeled high end TLC recommended by school librarian professional guidelines. Although increased interest and high motivation are generated by TLC, findings indicate that considerable time and experience are needed to prepare teachers and librarians to collaborate on instruction. Study results also indicate that there is an apparent lack of experience with inquiry-based science, particularly in schools with a culture of direct instruction. The study highlights teachers' lack of awareness of librarians' role as instructional partners. Greater communication between the professions is urged if TLC is to be successfully implemented as a way to bolster student achievement and stay updated in important fields, such as science, where instruction appears to be lagging behind.  相似文献   

16.
This article argues that information literacy instruction has a unique role to play in increasing academic motivation among African-American college students. Drawing on recent work in student motivation, this article argues that perception of faculty encouragement is the single most important predictor of African-American college students' academic self-concept, trumping both academic performance (e.g., grades) and school environment (i.e., historically Black colleges or universities vs. predominantly White colleges or universities). Given this link between encouragement and academic self-concept, information literacy instruction becomes an arena in which librarians may support the development of students' self-concept, thus increasing motivation. This article discusses the role of encouragement in information literacy instruction and suggests how to achieve greater perception of encouragement both during and after instruction. Lastly, this article considers ramifications for instructional services programs at historically Black colleges or universities by reviewing recent experiences at Bennett College for Women in Greensboro, North Carolina.  相似文献   

17.
Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a dearth of documentation of how this process has applied to an information literacy curriculum; however, the benefits of an organized examination of course progression is clear. The librarians explored curriculum mapping using different methodologies and approaches in order to formulate a more strategic approach to teaching students information literacy skills.  相似文献   

18.
The growing number of transfer students on college and university campuses presents a challenge to academic libraries. For years, these libraries have taught students information literacy skills to enhance their abilities to locate, evaluate, and use information in order to be successful students as well as lifelong learners. At many libraries, both direct from high school and transfer students are taught these skills together, without the recognition that either of them has special or diverse needs. Several studies over the years have concluded that the information needs of transfer students differed from those of their native counterparts and stress the importance for separate instruction. A recent survey of some Ohio academic libraries by the authors revealed that the vast majority of these libraries do not provide separate instruction for transfer students. This article, therefore, calls for a dialogue among librarians to continue to discuss this topic and consider developing instructional programs to meet the needs of transfer students.  相似文献   

19.
Abstract

This column discusses information literacy instruction through the lens of open access (OA) to better serve researchers who have limited access to scholarship due to cost. After providing a definition of OA, the benefit of OA is exemplified through both researchers who lose access to information, like students, and those who have little access to begin with, like researchers in disenfranchised locations. Information literacy instruction librarians who teach the use of OA resources increase awareness for global researchers, ensure alumni access to scholarship after loss of institutional affiliation, and increase scholarship published in OA mediums, supporting those without traditional access.  相似文献   

20.
This column describes a collaboration between faculty members in an Allied Health program and academic librarians to provide information literacy instruction to students enrolled in an evidence-based practice course. The process of collaboration is described beginning with the inception of the idea to collaborate, which grew out of an informal conversation between librarians and Allied Health faculty. Implementation of the project is described as well as future plans for the collaboration. The column also discusses initial impressions of student outcomes as well as plans for a more rigorous study of those outcomes.  相似文献   

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