scholarly journals Transforming for our transfers: the creation of a transfer student services librarian

2017 ◽  
Vol 45 (3) ◽  
pp. 485-497 ◽  
Author(s):  
Lisa R. Coats ◽  
Anne E. Pemberton
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Student Services ◽  
Academic Libraries ◽  
Military Service ◽  
Relevant Literature ◽  
Transfer Student ◽  
Content Type ◽  
The Creation ◽  
The University

Purpose This paper aims to describe the unique library, research and information literacy skills that transfer students need, specifically at the University of North Carolina Wilmington, which led to the creation, recruitment and appointment of a Transfer Student Services Librarian at William Madison Randall Library (Randall Library). Design/methodology/approach Along with a brief review of the relevant literature, this paper describes the specific needs that were identified that led to the creation of the position; the unique gaps in information skills that transfer students have; how the university was addressing the needs of transfer students; how the library became focused on the needs of this population of students; how the library began collaborating with campus partners to address these needs; and, to date, how the position has impacted transfer students. Findings An increase in the number of transfer students from community colleges, four year institutions and military service combined with the institution’s information literacy curriculum requirements, led to the creation of a new position called “Transfer Student Services Librarian”. Practical implications Academic libraries wishing to explore the creation of such a position, or wanting to assess their own institution’s needs for their transfer student population, will benefit from this paper. Originality/value Few, if any, libraries have adopted a position specifically for transfer student services and this paper addresses how to assess the need and decide on practical applications for other academic libraries.

Through three lenses: transfer students and the library

2017 ◽  
Vol 45 (3) ◽  
pp. 400-414 ◽  
Author(s):  
Anna Sandelli
Keyword(s):  
Higher Education ◽  
Transfer Students ◽  
Academic Libraries ◽  
Information Science ◽  
Student Experiences ◽  
Transfer Student ◽  
Multiple Perspectives ◽  
First Year Students ◽  
Content Type ◽  
Science And Education

Purpose The aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population. Design/methodology/approach Library and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions. Findings Several key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success. Practical implications This review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services. Originality/value Despite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.

scholarly journals Understanding the transfer student experience using design thinking

2017 ◽  
Vol 45 (2) ◽  
pp. 298-313 ◽  
Author(s):  
Linda Whang ◽  
Christine Tawatao ◽  
John Danneker ◽  
Jackie Belanger ◽  
Stephen Edward Weber ◽  
...  
Keyword(s):  
Transfer Students ◽  
Design Thinking ◽  
Rapid Development ◽  
Effective Means ◽  
Work And Family ◽  
User Needs ◽  
Transfer Student ◽  
Content Type ◽  
Time To Learn ◽  
The University

Purpose This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success. Design/methodology/approach The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience. Findings Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students. Research limitations/implications This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase. Originality/value This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

Are transfer students lagging behind in information literacy?

2017 ◽  
Vol 45 (2) ◽  
pp. 286-297 ◽  
Author(s):  
Min Tong ◽  
Carrie Moran
Keyword(s):  
Sample Size ◽  
Transfer Students ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Skills ◽  
Library Instruction ◽  
Content Type ◽  
Literacy Proficiency ◽  
Information Literacy Skills

Purpose The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction. Design/methodology/approach The Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA). Findings Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set. Research limitations/implications This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size. Originality/value It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

Modifying an information literacy game for outreach events

2015 ◽  
Vol 43 (4) ◽  
pp. 643-655 ◽  
Author(s):  
Lisa Martin ◽  
Will Martin
Keyword(s):  
North Carolina ◽  
Information Literacy ◽  
Academic Libraries ◽  
Design Methodology ◽  
Academic Library ◽  
Web Based ◽  
Content Type ◽  
University Of North Dakota ◽  
Technical Modifications ◽  
The University

Purpose – The purpose of this paper is to discuss how to use a web-based library game as an outreach tool at events. Games in higher education are a trend that libraries have used for information literacy but less frequently for outreach. Although there are relatively few examples of the use of games in academic library outreach events, games have the potential to be excellent outreach tools by engaging students and presenting them with the opportunity to change their perceptions of the library. Design/methodology/approach – The University of North Dakota (UND) Libraries successfully connected with students at an outreach event by using a modified version of the Information Literacy Game originally developed by the University of North Carolina Greensboro (UNCG). UND Librarians created specific technical modifications and an event workflow, highlighted here, that other academic libraries can adapt for use at outreach events to attract both students who are and those who are not typically users of the library. Findings – The information literacy game, with some specific technical changes, is customizable in relatively inexpensive ways that allow librarians from institutions of all sizes to engage students with a game at outreach events. Originality/value – Games, especially Web-based games, have not previously been used in outreach events. The literature on the use of games in information literacy sessions but outreach is an even more logical fit for gaming. This paper presents a practical, value-oriented method for academic libraries to modify an information literacy game for use in outreach.

Connecting information literacy instruction with transfer student success

2017 ◽  
Vol 45 (3) ◽  
pp. 511-526 ◽  
Author(s):  
Mark Robison
Keyword(s):  
Student Success ◽  
Transfer Students ◽  
Information Literacy ◽  
Academic Integration ◽  
Transfer Student ◽  
Content Type ◽  
Critical Window ◽  
Group Settings ◽  
Transfer Success ◽  
Students Attitudes

Purpose This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration. Design/methodology/approach The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes. Findings In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class. Practical implications This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information. Originality/value This paper is the first to situate IL instruction as a factor in transfer success.

Marketing and delivering information literacy on the web, yesterday and today, from 2009 to 2012

2014 ◽  
Vol 31 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Sharon Q. Yang
Keyword(s):  
Information Literacy ◽  
Web Sites ◽  
Academic Libraries ◽  
Design Methodology ◽  
Status Quo ◽  
Content Type ◽  
The Status ◽  
Practical Implications ◽  
The Web ◽  
Made In

Purpose – This study aims to ascertain the trends and changes of how academic libraries market and deliver information literacy (IL) on the web. Design/methodology/approach – The author compares the findings from two separate studies that scanned the Web sites for IL-related activities in 2009 and 2012, respectively. Findings – Academic libraries intensified their efforts to promote and deliver IL on the web between 2009 and 2012. There was a significant increase in IL-related activities on the web in the three-year period. Practical implications – The findings describe the status quo and changes in IL-related activities on the libraries’ Web sites. This information may help librarians to know what they have been doing and if there is space for improvement. Originality/value – This is the only study that spans three years in measuring the progress librarians made in marketing and delivering IL on the Web.

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

scholarly journals The impact of workplace placement on students’ entrepreneurial attitude

2018 ◽  
Vol 8 (1) ◽  
pp. 56-69 ◽  
Author(s):  
Louise Manning ◽  
Patricia Parrott
Keyword(s):  
Design Methodology ◽  
Relevant Literature ◽  
Content Type ◽  
Work Placement ◽  
Relational Support ◽  
Entrepreneurial Attitude ◽  
Feedback Questionnaire ◽  
Qualitative Work ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to determine the impact of a workplace placement on the student participants’ self-reported entrepreneurial attitude (EA). Design/methodology/approach A review of relevant literature informed questions incorporated in the university’s annual feedback questionnaire completed by students (n=461) on return from a work placement of between 44 and 52 weeks. Findings The study has shown that both gender and entrepreneurial legacy influence baseline and post-placement EA (p<0.05). The interaction between EA, social learning, perceived behavioural control, subjective norms and perceived relational support was also considered. Originality/value This research provides context for further qualitative work in this area, especially the influence of gender and entrepreneurial legacy on reported baseline EA and EA post work placement and will inform pedagogical development in terms of embedding entrepreneurial teaching in future curriculum development at the university.

Readiness of academic libraries in South Africa to research, teaching and learning support in the Fourth Industrial Revolution

2020 ◽  
Vol 41 (6/7) ◽  
pp. 355-368 ◽  
Author(s):  
Dennis N. Ocholla ◽  
Lyudmila Ocholla
Keyword(s):  
South Africa ◽  
Conceptual Framework ◽  
Information Literacy ◽  
Academic Libraries ◽  
Industrial Revolution ◽  
Academic Library ◽  
Theory And Practice ◽  
Library Services ◽  
Content Type ◽  
Fourth Industrial Revolution

PurposeIn this paper, we refer to the World Economic Forum in Davos, Switzerland, in 2016, where the concept of the Fourth Industrial Revolution (4IR) was coined by Klaus Schwab, with the reference that it would be building on “the Third, the digital revolution” and would be “characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres”. While acknowledging that the 4IR will impact on everything, everywhere, including research and libraries, we conceptualize 4IR, and we compare current academic library services/trends in South Africa with 4IR requirements, through the analysis of 26 public university library websites.Design/methodology/approachBesides conceptualization of 4IR, a content analysis of websites of 26 public universities’ libraries in South Africa was achieved followed up with verification of the data by respective libraries through a preliminary research report circulated to them by email. 23 areas were identified as the trends in academic libraries, which included free Wi-Fi in the libraries; 24/7 study areas and access to library resources on and off campus; research commons; makerspace; borrowing ICTs (e.g. laptops); e-resources; e-catalogues; research data services (RDS; RDM, IR); open scholarship; information literacy and reference/bibliographic tools, library as a publisher, among others. Data obtained were captured in Excel and analyzed by the research questions.FindingsThe 4IR concept does not occur often in literature, in relation to academic libraries, but it is implied. The findings show that the libraries are responding well to the revolution through their services, with remarkable innovation and creativity on display. There was a 64% presence of the analyzed trends/services in the libraries, with emerging trends/services such as library as a publisher (4%), robotics/AI (4%), makerspace (8%), RDS (27%), borrowing of ICTs/devices (19%) and user experience (19%) scoring low, while information literacy and digital scholarship (e.g. IR) (88%), e-catalogue and e-resources (92%), group study area (85%) and off campus access (77%) scoring above 75%. The scatter of the trends/services among the university libraries is noted for knowledge sharing of best practice.Research limitations/implicationsIn order to improve accordance with trends, academic libraries have to be better resourced, accessed and used, as well as improve web visibility. The study expects library services to be responsive, resourced and accessible anytime and anywhere, and it provides a conceptual framework and a benchmark for further research and exploration in the country, region and perhaps elsewhere.Practical implicationsThe study can be used for benchmarking current and future academic library services in Africa. The conceptual framework provides an agenda for theoretical discussions and deliberations.Social implicationsThe trends, framework and 4IR representations in the study can inform theory and practice in LIS, particularly in Africa.Originality/valueLinking 4IR to current and future library services provides a tool for academic libraries services benchmarking and development and provides a conceptual framework for theoretical and practical debates and implementation. The study is quite current and appropriate for the ongoing discussions of 4IR implications to academic libraries.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Sign in / Sign up

Export Citation Format

Share Document