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1.
Since 2011, the Kraemer Family Library at the University of Colorado Colorado Springs (UCCS) has offered Scrabble Scramble, an in-person, student-centered library orientation game, to incoming first-year students. This article describes our journey of developing, assessing, and refining Scrabble Scramble, which focuses on introducing first-year students to the basic services and resources of an academic library. Through analysis of student and library staff feedback survey results, this article reflects on the value of offering a student-centered, impactful, and personal orientation in an environment of rising student enrollment, steady staff numbers, and a trend to move orientation activities online.  相似文献   

2.
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.
Reference librarians at East Tennessee State University's Sherrod Library identified LibGuides as an efficient way to introduce undergraduate students, particularly those in their first two years of college, to the university library. Selecting pertinent library resources based on a course syllabus and creating a LibGuide for the course provides the students with a limited number of relevant materials. Librarians and professors view the use of subject guides attached to a course management system site as an effective educational solution. Librarians facing exponentially expanding resources and first-year students who are used to turning to Google for all their information needs can utilize LibGuides to guide students toward more relevant library resources.  相似文献   

4.
In 1999, Northwestern University's Galter Health Sciences Library redesigned the library orientation program for first-year medical students. Surveys indicated tours were ineffective and students retained little of the information presented. Furthermore, the tour was not related to the student's curriculum and did not reinforce their learning objectives. As a replacement, the library staff developed a self-directed two-hour library open house. Stations throughout the library showcased the library staff, services, and resources, focusing on the first-year student curriculum. A follow-up survey found this redesign more useful and relevant to the students' course work, indicating libraries should be creating more interactive tours for students allowing them to learn actively.  相似文献   

5.
Several library faculty members at the Louisiana State University Health Shreveport Health Sciences Library offered a book discussion course as an elective for first-year medical students. This article provides details on how the librarians developed, taught, and evaluated this elective. The librarians took a team-teaching approach, required the students to read two books, and outlined the criteria for participation. At the end of the course, the students completed an evaluation, commenting on positive and negative aspects of the course. The elective proved to be successful, and the librarians look forward to offering the course again in the spring of 2014.  相似文献   

6.
《The Reference Librarian》2013,54(89-90):93-106
SUMMARY

This article will discuss three years of collaboration between the Freshman Engineering Program and the Engineering Library of the University Library System at the University of Pittsburgh. This collaboration has resulted in a library research project that is integrated into the freshman curriculum. The project ultimately provides the students with a research structure for presentations in an annual mock professional conference. The mission of the Freshman Engineering Program's academic and advising components is to create a first-year experience that promotes the student's continued pursuit of an engineering degree through commitment to clearly understood and self-declared goals. The goal for the Engineering Library is to introduce library research as a necessary skill-set for successful engineers. The successful outcome of all of these goals requires the collaboration between “teaching” faculty and “library” faculty and results in better prepared, more focused students. Developing and integrating a library research project into the freshman engineering academic curriculum is a significant opportunity for library instruction, and the approach demonstrated here may be transferable to other disciplines.  相似文献   

7.
This article explores two methods of “packaging” information for students: custom textbooks and web-based discovery services. It examines the implementation of each of these initiatives at the University of Reading, using the institution as a case study to explore the implications on students’ information-seeking behavior. This is combined with a review of the relevant literature surrounding each service. Custom textbooks were used by the University's History department to support one of its first-year undergraduate modules, with the aim of providing a source of essential reading. The University Library released its web-based discovery service to students in October 2011. Various effects on information-seeking behavior are observed, including the potential decline of critical thinking in order to evaluate sources and the danger of sidelining search skills in favor of easy information solutions. The article concludes that librarians have an important role to play in helping students to understand the complexity of information searching. Whilst custom textbooks and discovery services are in some ways beneficial to students, they still require guidance from expert library staff to help them navigate these resources as independent learners. Finally, topics for further research are presented.  相似文献   

8.
When students are given assignments with specific information needs, they may turn to the library for help. The UNC Health Sciences Library developed three short online modules to teach first-year pharmacy students how to find early/animal studies, mechanism of action information, and specific study types in an effort to lessen demand on the reference desk. The modules filled two goals: to free up time that had been spent on three common low-level questions and to provide a pedagogically sound online tool to teach students how to find answers to these three questions. The modules were created using Adobe Captivate. Developing and promoting the modules took three hours of the pharmacy librarian's time compared with nearly 23 hours spent answering individual questions via e-mail, in consultations, and at the reference desk before the modules were introduced. After introducing the modules, only one student asked for help from the library compared to more than 60 who viewed the online modules at least once.  相似文献   

9.
BACKGROUND: Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years. After 1 year of increased librarian involvement at the problem-based learning (PBL), small-group level, informal feedback from faculty and students suggested that librarians' participation in PBL groups was beneficial. There was, however, no real evidence to support this claim or justify the high demand on librarians' time. OBJECTIVES: The study aimed to determine whether having a librarian present in the small-group, problem-based learning modules for first-year medical and dental students results in an improved understanding of evidence-based medicine concepts, the nature of medical literature, and information access skills. METHODS: One hundred and sixty-four first-year medical and dental students participated in the study. There were a total of 18 PBL groups, each with approximately nine students and one faculty tutor. Six librarians participated and were assigned randomly to the six intervention groups. Students were given pre- and post-tests at the outset and upon completion of the 6-week course. RESULTS: Post-test scores showed that there was a small positive librarian impact, but final exam scores showed no impact. There was also no difference in attitudes or comfort levels between students who had a librarian in their group and those who did not. CONCLUSIONS: Impact was not sufficient to warrant continued participation of librarians in PBL. In future instruction, librarians at the John W. Scott Health Sciences Library will continue to teach at the larger group level.  相似文献   

10.
Abstract

Library research guides are traditionally designed in a pathfinder-style format by resource type. However, would a pedagogical-style guide, which moves students through the research process, better support the student learning experience? This study sought to answer the question: Which guide design best supports the student information literacy learning experience outside of a classroom setting? This article reports results of a usability study (n?=?22) of first-year to graduate students who interacted with either a pedagogical or pathfinder-style research guide through a simulated research assignment. Results indicate that, although there is no statistically significant performance difference between guide type, students using the pedagogical guide reported a more positive experience than those using the pathfinder guide. As a result, this led them to spend more time on, interact more with, and consult more resources on the research guide. Librarians who wish to enhance the usability of research guides may get greater student engagement by designing their guides pedagogically.  相似文献   

11.
As more and more libraries consider GPA and year-to-year retention as relevant and meaningful measures of interest, it is important to consider whether these measures are locally appropriate. Several limitations of broadly applying GPA and first-year retention as measures of student success were recently discovered while completing a large exploratory research project. The project assessed the impact of a library assignment offered to students during their first term on campus at a large public research university. Findings revealed the assignment had a greater impact on regional campus students in contrast to the larger central campus, where changes in admission requirements has created an increasingly high-performing cohort of first-year students. Other indicators which may better locally articulate library contributions to student success are needed.  相似文献   

12.
Universities are experiencing changes in the expectations of first-year students. These students are members of the Millennial generation, whose expectations of college life and support services differ from generations of the past. This article will discuss how to integrate the library into the lives of the first-year students to create a holistic instruction program. It will review the literature for examples of the characteristics of the Millennial generation and how libraries have changed instruction to fit these students' needs. It will highlight the best practices in collaboration between the University of Cincinnati Libraries and campus support services that meet the students' expectations and the goals of the library and the university. The article demonstrates ways that other libraries can collaborate with their campus services to create a holistic approach to the students' first-year experience and provides several assessment tools and methods that can be used to strengthen collaborations and instruction programs.  相似文献   

13.
This article describes the creation and evolution of an iPod (MP3) Library Tour and Assignment at the University of South Carolina (USC) Upstate. Designed as an integral part of the First-Year Information Literacy Program, the tour functions as an orientation to the layout of the physical library, including its collections and major service points. Issues addressed are the collaboration that led to the adoption of the tour, the results of a student survey that led to significant revisions, and the unique place of the tour's being required for a first-year program.  相似文献   

14.
Like other units within colleges and universities, academic libraries are subject to increasing internal and external pressures to demonstrate their contributions to institutional goals related to students' success. The purpose of this study was to investigate the relationships between first-year undergraduate students' use of the academic library, academic achievement, and retention. Results of ordinary least squares regressions predicting first-year students' cumulative grade point averages (GPA) and logistic regressions predicting students' first-year to second-year retention suggest that students who used academic library services and resources at least once during the academic year had higher GPA and retention on average than their peers who did not use library services. The results of two separate regressions predicting students' GPA by 10 different types of library use suggest that four library use areas were consistently and positively associated with students' GPA: database logins, book loans, electronic journal logins, and library workstation logins. The results of two separate logistic regression analyses suggest that logging into databases and using library workstations were actions consistently and positively associated with students' retention. Additional results predicted by students' use of services at least one time and by one-unit increases in the frequency of library area uses are discussed.  相似文献   

15.
Few researchers have investigated the library needs of first-generation students in their first year of college or of the structurally disadvantaged groups who disproportionately comprise the first-generation student population. Without understanding how students' intersectional identities manifest in different library use, librarians cannot determine whether library services are helping, neglecting, or harming students. This article critiques the current state of the literature on first-year first-generation students, identifies critical areas for further study, and explains the utility of academic capital and library anxiety as theoretical frameworks to inform future research on first-generation students and first-year students, respectively.  相似文献   

16.
The Auraria Library, which serves the University of Colorado Denver, Metropolitan State College of Denver and the Community College of Denver, collaborated with several academic courses on its campus to investigate some aspects of Participatory Action Research and Service Learning. The goal was to have students (the largest library user group) formulate questions, analyze data and provide suggestions that would help the library make evidence based decisions. The projects would provide student produced information that would be used to renovate the library. Unexpected benefits included the valuable relationships that developed between the Auraria Library, students and teaching faculty.  相似文献   

17.
This survey-based research explores whether first-year college students who have had previous interactions with library instruction, services, and resources at the high school level are better prepared to undertake information literacy challenges and are better equipped to adapt to the rigors of academic research. In this collaborative project, academic librarians across six colleges in New Jersey surveyed first-year students regarding their research preparation and their experiences in high school and in their first year of college. Additionally, the team surveyed a group of vetted, certified high school librarians in New Jersey regarding their resources and instructional practices and followed members of their senior class to college Based on student survey responses relating to their high school experiences, the team was able to identify, study, and compare three groups of first-year students: novice researchers, non-novice researchers, and a subset of non-novices from the high schools with vetted librarians. These were labeled alumni non-novices. The team found that students with prior high school research experiences (non-novices), especially those followed from schools identified as having certified librarians (alumni non-novices), felt more prepared for academic research and performed at a higher level relating to their understanding and use of research tools and strategies. The results point to equity concerns and suggest that students require differentiated attention at the college level.  相似文献   

18.
文章就信息素养与心理调适的关系问题,对大学生进行了4000例的分层随机抽样调查。结果表明大学生常被困扰和存在心理健康的比例均约为15%;心理困扰程度与社交解决意愿有明显对应性;认为信息检索主要对改善学习和人际关系有帮助;对阅读的认识与自主阅读不相符;图书馆是三大信息求助对象之一;大多数人对信息可信度无明确概念,进行信息检索主要针对学习任务;约一半人能将信息素养作为学习能力的组成部分;60%的人信息整理能力亟待提高。  相似文献   

19.
A wiki group project was integrated into a neuroscience course for first-year medical students. The project was developed as a self-directed, collaborative learning task to help medical students review course content and make clinically important connections. The goals of the project were to enhance students’ understanding of key concepts in neuroscience, promote active learning, and reinforce their information literacy skills. The objective of the exploratory study was to provide a formative evaluation of the wiki group project and to examine how wiki technology was utilized to enhance active and collaborative learning of first-year medical students in the course and to reinforce information literacy skills.  相似文献   

20.
The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed.  相似文献   

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