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1.
Summary

The Internet has brought great changes to reference services in academic libraries. One significant impact has been the growth and evolution of the reference librarian's role as teacher. This article reviews the literature on the librarian's increased teaching role with the emergence of the Internet, discusses the changing student populations who require a librarian's instruction and the skills that students need to achieve information literacy, and reviews how the Internet has affected current teaching strategies including classroom instruction, Web-based instruction, and efforts to integrate information literacy instruction into the curriculum. In addition, it also introduces emerging Internet technologies with their potential impact on teaching and instruction. The authors conclude that the reference librarian's teaching role will further increase with the development of information technologies.  相似文献   

2.
Using Creativity     
Summary

The purpose of this article is to provide readers with creative methods for procuring funding for building an electronic information literacy instruction classroom. Using the Library Instruction Program at Niagara County Community College as a case study, the authors explain how grant funding was obtained to create a 24-computer lab classroom to teach students how to search for information effectively. A complete explanation of instruction provided to grant participants is also included. This article is particularly useful for librarians working with limited resources and for instruction librarians responsible for teaching students how to search for information in electronic form effectively.  相似文献   

3.
Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.  相似文献   

4.
Face-to-Face     
ABSTRACT

Research consultations can be an integral layer of instruction for an information literacy program. One-on-one instruction provides an ideal situation for librarian teachers to reinforce and deliver personalized information literacy instruction in a confusing, information-glutted environment. However, reference departments must consciously move away from a service model of source provision to one of instruction provision in order to develop and provide this much needed supplement to an information literacy program. This article discusses the implementation of a research consultation service at Missouri State University's Meyer Library, as well as the results and analysis of user satisfaction surveys administered to both the patrons and the librarian providers of the new service. doi:10.1300/J106v14n03_06  相似文献   

5.
SUMMARY

Since 2001, librarians at Oregon State University's Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.  相似文献   

6.
《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   

7.
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   

8.
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9.
ABSTRACT

Social technologies such as Weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an educational context. A high proportion of today's learners are very comfortable with technology and Web 2.0 resources. The characteristics of the information they are accessing are also changing, bringing a stronger need for sophisticated evaluation and analysis skills. Where do social technologies fit within information literacy frameworks, and where can they be used in the day-to-day instruction of information skills? This paper suggests social technologies perform a dual role: they are not only useful sources of information but also resources to be used to develop ideas and research, using collaboration and community platforms that learners today are familiar with. Librarians who provide information literacy instruction would benefit from an awareness of these tools and where they sit within today's information environment.  相似文献   

10.
《The Reference Librarian》2013,54(73):309-322
Abstract

A review of education literature reveals a pedagogical shift away from linear, step-by-step, instruction toward a fostering of critical thinking and information literacy through active student participation. This conceptual change reflects advances toward cooperative and participatory learning in education. In addition to the students learning more when they are engaged and thinking, we are invigorated as instructors and our tendency toward burnout is reduced or alleviated. This article discusses how those bibliographic instructors who only have one teaching computer in the instruction room can involve the students in their own learning. The author shares ways to conduct a fifty-minute bibliographic instruction session in which all of the students are intellectually engaged in the research process, actively participate in the problem solving of on-line searching, and have fun in a library. Once the students are given agency in the bibliographic instruction session, they begin to develop the critical thinking skills essential to mastering the tools and methods of library research.  相似文献   

11.
ABSTRACT

Librarians can find techniques for improving information literacy in Plato's Socratic dialogs. The Socratic Method is an effective tool that can help engage students in critical thinking about their research, guide students to reveal flaws in their reasoning, and prepare them to learn new research skills. Examples of information literacy instruction drawn from Socratic dialogs are given in this article along with tips for avoiding pitfalls associated with the Socratic Method.  相似文献   

12.
SUMMARY

The article presents a faculty-librarian collaborative course model for information literacy instruction for liberal arts students. Information literacy was integrated seamlessly into a master's thesis seminar, and the faculty member and librarian worked together to teach students effective research skills while helping them make personal connections to their theses. The learning experience was transformational. As students engaged themselves with problems of the real world and shared their learning, their voices articulated insights about themselves and the world. The authors conclude that integrating information literacy into the curriculum and teaching students holistically is the key to successful student learning.  相似文献   

13.
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14.
SUMMARY

This article presents the development and perspectives of improving the information literacy of graduate students at the University of Konstanz, considering the European background with the Bologna process and the general conditions of the German higher education system. It gives a short overview of the current reforms in European higher education and the consequences for information literacy instruction for undergraduates and graduates as well. The situation at the University of Konstanz, with its library being a leading institution in the German information literacy debate, is described explicitly. Some findings of a comprehensive graduate information literacy survey, which was recently realized there, are reported in detail. Further perspectives for graduate information literacy in the context of the library's user services are outlined.  相似文献   

15.
Abstract

A university library developed a list of teaching competencies with three goals in mind: (1) to improve the quality of teaching in the information literacy program, (2) to create an outline for training in pedagogy, and (3) to provide a mechanism for self and peer assessment in library instruction. The authors describe the development process and discuss the rationale for each set of skills and behaviors. The article includes the list of competencies.  相似文献   

16.
Abstract

The purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The author describes the Understanding by Design process in detail, noting modifications for single instructional session design with examples from the application of this instructional design process to design co-curricular instruction sessions for undergraduates.  相似文献   

17.
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   

18.
Abstract

This column examines the potential applications of the ACRL Information Literacy Framework within special libraries. The authors address the current literature related to the ACRL Framework in special libraries and present two case studies detailing its usage in instruction and outreach initiatives. The first case study relates to an instruction session for interns at Mt. Cuba Center. The second case study relates to teaching users to edit Wikipedia at the New York Botanical Garden. Suggestions for how to integrate the ACRL Framework into future projects as well as suggestions for how information literacy can take on a greater role within the special libraries field are included in the conclusion.  相似文献   

19.
ABSTRACT

Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction.  相似文献   

20.
ABSTRACT

As academic libraries evolve with digital humanities scholarship, subject librarians may find themselves teaching in this new pedagogical landscape before colleagues with digital humanities expertise arrive on their campus. The author provides a practical pedagogical path specifically for the subject librarian for planning, providing instruction, and evaluating a course with a significant digital humanities component. An examination of an English course is offered in addition to a detailed background of the challenges and opportunities encountered in revisiting information literacy pedagogy through student-led projects in digital humanities.  相似文献   

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