scholarly journals Information Literacy Practices of Spanish-Speaking Graduate Students at the University of Kansas

2018 ◽  
Vol 18 (3) ◽  
pp. 595-615 ◽  
Author(s):  
Betsaida M. Reyes ◽  
Alison Hicks ◽  
Bronwen K. Maxson
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Practices ◽  
University Of Kansas ◽  
Spanish Speaking ◽  
The University

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

Deaf Education in Rural/Remote Areas: Using Compressed/Interactive Television

1995 ◽  
Vol 14 (4) ◽  
pp. 37-42 ◽  
Author(s):  
Barbara Luetke-Stahlman
Keyword(s):  
Graduate Students ◽  
Interactive Video ◽  
Medical Center ◽  
Interactive Television ◽  
Deaf Education ◽  
University Of Kansas ◽  
Remote Areas ◽  
Rural And Urban ◽  
Master Level ◽  
The University

Compressed/interactive video is a relatively new format for providing preservice and inservice courses to rural and/or remote areas (Willis, 1993). At the University of Kansas Medical Center only two programs, those of Nursing and the Deaf Education, have engaged in this format of distance education. While the methodology was expected to assist graduate students in areas of the state who could not travel to participate in courses on one of the three urban campuses, it was also expected to challenge instructors to teach effectively while still encouraging active learning activities. Surveys of questions to rural and urban students were given to 13 graduate students in two courses in the fall of 1992, and to three additional students in the fall of 1993. Analyzed results documented the success of the compressed/interactive (ITV) video teaching format for this small group of master level students in Kansas.

scholarly journals Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Navroop Gill ◽  
Monique Flaccavento ◽  
Marcos Armstrong ◽  
Amelia Clarkson
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Pilot Project ◽  
Implementation Stages ◽  
Student Enrolment ◽  
Time To Learn ◽  
Instructional Experience ◽  
The University ◽  
Short Time

Staffing changes in the summer of 2015 at the University of Toronto’s Ontario Institute for Studies in Education (OISE) Library and an increased student enrolment in one of OISE’s core programs meant that the OISE Library would not be able to meet the demand for information literacy (IL) instruction in the fall. A new librarian and two Library and Information Science (LIS) graduate students were hired in early September and had only a short time to learn about OISE’s students, programs, and IL instruction more broadly before designing, delivering, and evaluating IL sessions for graduate students in OISE’s Master of Teaching (MT) program. Recognizing and drawing on each team member’s unique skills and experiences, the OISE Library piloted a team-based mentorship approach to training which enabled the team to collaboratively develop their instructional skills while meeting the goal of a better IL session for its MT students. In turn, this approach provided the LIS student instructors the unique opportunity to gain instructional experience within the library, teaching fellow graduate-level students. This paper outlines the rationale for piloting a team-based mentorship approach, describes the various implementation stages of the pilot project, and explores the ways in which the instruction team incorporated MT student feedback to improve its teaching. LIS students on the instruction team share their perspectives on participating in an instruction team. Des changements de personnel au cours de l’été 2015 à la Bibliothèque de la Ontario Institute for Studies in Education (OISE) de l’Univeristé de Toronto ainsi qu’une augmentation des inscriptions à l’un des programmes d’études de base signifiaient que la Bibliothèque OISE ne serait pas en mesure de répondre à la demande de formation documentaire à l’automne. Un nouveau bibliothécaire et deux étudiants diplômés en science de l’information ont été embauchés au début septembre et n’ont eu que peu de temps pour en apprendre davantage sur les étudiants et les programmes d’OISE ainsi que sur la formation documentaire au sens large avant de devoir conceptualiser, offrir et évaluer des ateliers pour les étudiants diplômés du programme de maîtrise en enseignement. En reconnaissant et en tirant parti des habiletés et expériences uniques de chaque membre de l’équipe, la Bibliothèque OISE a mis sur pied une approche de mentorat collective pour la formation qui a permis à l’équipe de développer de façon collaborative ses techniques d’enseignement dans le but d’offrir une meilleure session aux étudiants inscrits au programme de maîtrise en enseignement. Cette approche a donné aux formateurs étudiants une occasion unique de parfaire leur expérience d’enseignement au sein de la bibliothèque tout en formant d’autres étudiants diplômés. Cet article explique pourquoi cette approche de mentorat collective a été choisie, décrit les étapes de mise sur œuvre du projet et discute des façons dont l’équipe de formation a intégré les commentaires des étudiants diplômés afin d’améliorer son enseignement. Les étudiants en sciences de l’information faisant partie de l’équipe partagent leur perspective quant à leur participation au sein d’une équipe d’enseignement.

scholarly journals Testing impacts of goal-oriented outreach with the Girl Scouts: Can a single activity change attitudes towards insects?

2020 ◽  
Author(s):  
Andrew J. Mongue ◽  
Kaila L. Colyott
Keyword(s):  
Graduate Students ◽  
Summer Camp ◽  
Human Life ◽  
Informal Science Education ◽  
Insect Conservation ◽  
Informal Science ◽  
University Of Kansas ◽  
Girl Scouts ◽  
Girl Scout ◽  
The University

AbstractMost people meet insects with fear and disgust but this reputation is largely unfounded, as few insects pose health risks. In fact, many are beneficial and their absence would adversely affect human life; thus insect conservation is important but unpopular. We have begun addressing these concerns as part of a broader effort to establish an ongoing outreach partnership between graduate students at the University of Kansas and the Girl Scouts of Northeast Kansas/Northwest Missouri. To explore ways to advocate for insect conservation, we held an insect collecting activity at a Girl Scout summer camp and surveyed changes in attitudes towards insects afterwards. This activity positively changed reactions to insect encounters and increased confidence in identifying harmful insects but did not strongly reduce fears or increase curiosity towards insects. Beyond these proximate results, this project highlights the potential of Girl Scout troops as targets for informal science education that can benefit both academics and the broader community.

Institutional Literacy and Libraries: Addressing Library Anxiety with a Personal Librarian Program

2021 ◽  
Vol 15 (2) ◽  
pp. 1-19
Author(s):  
Brad Doerksen
Keyword(s):  
Information Literacy ◽  
Literacy Practices ◽  
Library Services ◽  
Host Institution ◽  
Library Anxiety ◽  
Library Users ◽  
Low Levels ◽  
The University ◽  
Ways Of Being

This article considers institutional literacy as a lens through which to consider causes of library anxiety and the development of library programs. Institutional literacy is the ability to read and engage with the ways of being and doing that are -- often invisibly -- embedded into institutions of all kinds. This article posits that the ability of library users to confidently engage with library services is in part predicated on the level of institutional literacy these users have, both in the institution of the library itself and any larger host institution – such as a university. A setting such as a university requires a range of literacies, and those developing programs and services in such settings should not assume new and potential library users already have developed these literacies. While librarians are accustomed to considering information literacy as their contribution to this matrix, unfamiliar institutional literacy practices can present obstacles to new library users becoming information literate. A comparison of research on the effects of a lack of institutional literacy and research into library anxiety demonstrates parallels that suggest that low levels of institutional literacy are a contributing factor to library anxiety, creating one of the aforementioned obstacles. Acting as institutional literacy mediators is one way library workers can respond to this challenge. The article concludes with a description of how the theoretical lens thus developed was used to inform the development of a personal librarian program at the University of Regina, in part by positioning librarians as institutional literacy mediators.

scholarly journals The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

2014 ◽  
Vol 6 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Barbara Anne Sen ◽  
Pamela McKinney
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Learning Experience ◽  
Reflective Writing ◽  
Professional Skill ◽  
The University

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

International Students and the Academic Library: A Case Study

2013 ◽  
Author(s):  
Renée Morrissey ◽  
Lisa M. Given
Keyword(s):  
International Students ◽  
Pilot Study ◽  
Graduate Students ◽  
Information Literacy ◽  
Academic Library ◽  
University Of Alberta ◽  
Chinese Graduate Students ◽  
Langue Seconde ◽  
The University

This paper presents a pilot study that examined the experiences of Chinese graduate students in using the University of Alberta Libraries. The findings outline the challenges faced by students with respect to working in a second language and navigating library technologies, with a focus on the students’ information literacy skills.Cet article présente une étude pilote qui a examiné les expériences des étudiants chinois de 3e cycle qui utilisent les bibliothèques universitaires de l’Université d’Alberta. Les résultats mettent en relief les défis auxquels les étudiants sont confrontés lors de l’utilisation d’une langue seconde et des technologies offertes par les bibliothèques, et s’attardent sur les compétences en culture de l’information des étudiants. 

Sign in / Sign up

Export Citation Format

Share Document