“Easier, Less Stressful, and Better Results”: Sociology and Criminal Justice Majors’ Experience of Library Research before and after Library Instruction

2020 ◽  
pp. 0092055X2097026
Author(s):  
Nicole Willms ◽  
Kelly O’Brien-Jenks
Keyword(s):  
Literature Review ◽  
Research Methods ◽  
Research Process ◽  
Literacy Skills ◽  
Library Instruction ◽  
Library Research ◽  
Before And After ◽  
Information Literacy Skills ◽  
Criminal Justice Majors ◽  
New Research

This article argues for the incorporation of library instruction into research methods courses to foster information literacy skills important to disciplinary specialization. The evidence in support emerges from a collaborative teaching and assessment project conducted by a research methods instructor and a faculty instructional librarian. The project evaluated the effectiveness of library instruction in two ways: One, essays in which students described their research process before and after library instruction were evaluated qualitatively for dominant themes. Two, students’ postinstruction literature review projects were assessed using a rubric to determine the degree to which students met learning outcomes. These assessments indicate that library instruction led to several positive outcomes. In the essays, many students described increases in skills and confidence as well as appreciation for the new research tools introduced. In sampled literature review assignments, students demonstrated skills that met or exceeded expectations.

scholarly journals A Report on Faculty Perceptions of Students’ Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey

2005 ◽  
Vol 66 (4) ◽  
pp. 294-311 ◽  
Author(s):  
Annmarie B. Singh
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Mass Communication ◽  
Faculty Perceptions ◽  
Research Process ◽  
Literacy Skills ◽  
Library Instruction ◽  
Mass Communications ◽  
Perceptions Of Students ◽  
Information Literacy Skills

This article presents the results of a survey done of the faculty of programs fully accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) in 2002–2003. The purpose of the survey was to assess the faculties’ perceptions of their students’ information literacy skills as defined by the ACRL standards adopted in 2000. Faculty reported that most of their graduate students met the ACRL criteria for information literacy, but only some of their undergraduate students could be considered information literate by these standards. Faculty also reported consistent improvement in their students’ research process after receiving library instruction.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 1673-1684
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

Studying visual literacy: Research methods and the use of visual evidence

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 172-181
Author(s):  
Krystyna K. Matusiak
Keyword(s):  
Data Collection ◽  
Research Methods ◽  
Research Methodology ◽  
Visual Literacy ◽  
Empirical Studies ◽  
Research Process ◽  
Library Instruction ◽  
Teaching Approaches ◽  
Visual Evidence ◽  
Literacy Research

The proliferation of images and their increased use in academic and everyday information practices has sparked an interest in visual literacy as an area of research and library instruction. Teaching approaches and student learning are examined using a variety of research methods and utilizing images in the research process. This paper provides a review of research methodology adopted in empirical studies of visual literacy that were published in academic journals between 2011 and 2017. The results indicate that one third (33%) of the examined studies adopted a quantitative approach with surveys being the most popular strategy. Qualitative and mixed-methods studies were a minority but represented a greater variety of strategies and data collection techniques. One third (33%) of the studies in the sample did not report any research methodology. Most of the studies (87%) used visual evidence in the research process.

scholarly journals Information literacy instruction for pharmacy students: a pharmacy librarian reflects on a year of teaching

2019 ◽  
Vol 107 (1) ◽  
Author(s):  
Bridget C. Conlogue
Keyword(s):  
Information Literacy ◽  
Active Role ◽  
Literacy Skills ◽  
Academic Disciplines ◽  
Learning Assessment ◽  
Library Instruction ◽  
Information Literacy Skills ◽  
Pharmacy Curriculum ◽  
Teaching Responsibilities ◽  
Evidence Based Care

Librarians have ever-expanding teaching responsibilities in many academic disciplines. Assessment of learning outcomes requires longitudinal evaluation to measure true retention of skills and knowledge. This is especially important in the health sciences, including pharmacy, where librarians take an active role in teaching students to help prepare them for a profession in which solid information literacy skills are required to safely and effectively provide evidence-based care to patients. In this commentary, I reflect on a year of teaching in a pharmacy program and consider the outcomes of my instruction, areas for improvement, student retention of learning, assessment challenges, faculty-librarian collaboration, and continued support for library instruction in the pharmacy curriculum.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN INKUIRI TERHADAP KEMANDIRIAN BELAJAR SISWA DI RUMAH

2020 ◽  
Vol 1 (3) ◽  
pp. 159-170
Author(s):  
Irfan Sugianto ◽  
Savitri Suryandari ◽  
Larasati Diyas Age
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Student Learning ◽  
Research Methods ◽  
Inquiry Learning ◽  
Secondary Data ◽  
Learning Model ◽  
Research Data ◽  
Library Research

The goal of learning independence is the curiosity of each student to find new things, which will encourage students to continue to look for problem solving so that in this case the independence of student learning is inseparable from the effectiveness of the learning model applied by the teacher. This research uses library research methods and the type of data used is secondary data. The literature review and from previous research data it can be concluded that inquiry learning towards student learning independence can be applied at school.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 31-42
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

Assessing and meeting the information literacy needs of incoming transfer students

2017 ◽  
Vol 45 (3) ◽  
pp. 527-539 ◽  
Author(s):  
Karen Stanley Grigg ◽  
Jenny Dale
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Test Method ◽  
Comfort Level ◽  
Library Instruction ◽  
Basic Information ◽  
Content Type ◽  
Post Test ◽  
Information Literacy Skills

Purpose The purpose of this paper is to determine the information literacy skills and needs of incoming and current transfer students. Design/methodology/approach Three studies are discussed, two of which were generated from ACRL’s Assessment in Action program. In the first, incoming transfer students were asked basic demographic questions and were tested on several basic information literacy skills. A combination of quantitative analysis and rubrics was used to assess results. A pre-test, post-test method was used in a basic introduction to campus life course for transfer students. Finally, the 2014 cohort of transfer student were resurveyed to test research skills and report interactions they had with reference librarians and library instruction during the previous year. Findings Initial observations suggested older transfer students, and students transferring from community colleges were least knowledgeable about basic information literacy concepts, and that students who had attended library instruction sessions were more knowledgeable. In the pre-test, intervention and post-test study, students did not show significant improvements in knowledge, but did show a significantly improved comfort level with library research. In the follow-up survey, second year transfer students who had library instruction during the previous year were significantly more likely to have sought out their subject liaison for consultations. Originality/value Research studies that focus on the information literacy needs and skills of transfer students and adult learners is somewhat scarce, compared to that of incoming freshmen. It is of use to both academic librarians in institutions that accept incoming transfer students, and to community college librarians who may be designing handoff library instruction.

scholarly journals Information Literacy in Science and Engineering Undergraduate Education: Faculty Attitudes and Pedagogical Practices

1999 ◽  
Vol 60 (1) ◽  
pp. 9-29 ◽  
Author(s):  
Gloria J. Leckie ◽  
Anne Fullerton
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Attitudes ◽  
Pedagogical Practices ◽  
Library Instruction ◽  
Science And Engineering ◽  
Engineering Faculty ◽  
Information Literacy Skills ◽  
Survey Results

What are science and engineering faculty doing with respect to the development of information literacy in their undergraduate students? To explore this question, science and engineering faculty at two large Canadian universities were surveyed and interviewed regarding their perceptions of their students’ information literacy skills and their own pedagogical practices related to such skills. Faculty awareness of, and support for, a variety of bibliographic instruction methods and the perceived role of science and engineering librarians in information literacy instruction also were investigated. Based on the survey results, suggestions for the design of library instruction for science and engineering undergraduates are made.

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