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.

Ciência da Informação e Humanidades Digitais

2019 ◽  
Author(s):  
FRANCISCO CARLOS PALETTA
Keyword(s):  
Labor Market ◽  
Information Literacy ◽  
Digital Library ◽  
Exploratory Study ◽  
Digital Humanities ◽  
Information Science ◽  
Digital Age ◽  
Web Of Data ◽  
The University ◽  
The Web

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

scholarly journals Curatorial Practice as Production of Visual and Spatial Knowledge: Panelists Respond

2015 ◽  
Vol 4 ◽  
pp. 158-163
Author(s):  
Alison Langmead ◽  
Dan Byers ◽  
Cynthia Morton
Keyword(s):  
Graduate Students ◽  
Information Science ◽  
Spatial Knowledge ◽  
University Of Pittsburgh ◽  
Visual Knowledge ◽  
Curatorial Practice ◽  
History Of Art ◽  
History Of ◽  
The University ◽  
Art And Architecture

Three participants in the panel “Curatorial Practice as Production of Visual and Spatial Knowledge” reflect upon the ideas raised in their discussion about curating, both in their respective fields and as a general practice. The panel was a part of Debating Visual Knowledge, a symposium organized by graduate students in Information Science and History of Art and Architecture at the University of Pittsburgh, October 3–5, 2014. A transcription of the panel is available in this issue. 

scholarly journals Information literacy in Portugal

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Armando Malheiro da Silva ◽  
Viviana Fernández Marcial
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Information Literacy ◽  
Quantitative Research ◽  
Information Needs ◽  
Information Science ◽  
University Level ◽  
Development Levels ◽  
University Degree ◽  
The University

A paper present some data about a project which, although focused on the specific case of Portugal, intents to make a scientific approach of the challenges of the European Higher Education Area (EHEA) and its impact in the field of the information literacy, considering the actual context of the Information Society. The main questions that it intents to answer are: understand how the university students face the new competences required by the creation of the EHEA; know how these students are prepared in terms of information competences, in three different moments, i.e., prior to the university, during the university frequency period and at the end of the university degree. The inter and transdiscisplinary approach between the Education, Cognitive Sciences and Information Science are clearly stated in the epistemological and theoretical model that supports it, profiting of the interaction between information needs produced in the educational context and the student’s informational universe and its dynamics, without forgetting to consider the connections of student’s informational behavior with their personal and social context and demands. The study will be performed on a national scale, in order to allow comparisons between regions with different development levels. The sample will include students from both study cycles. The methodology used in this study will be divided in two areas, qualitative and quantitative research. The qualitative research will permit to obtain precious indicators about the students’ information behavior, expectations, needs and use of information. The indicators obtained in qualitative research will be used to design questionnaires, which will to be performed in 17 high schools and 17 universities, with an estimated sample of approximately 2000 students. The final result of this research will be the design of an informational behavior map, at the university level, and the development of a model concerning the promotion of information competences in Portuguese university students.

scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

Integration in Mixed Methods Research Designs by Graduate Students at the University of Science and Technology

2022 ◽  
pp. 289-311
Author(s):  
Notice Pasipamire
Keyword(s):  
Mixed Methods ◽  
Graduate Students ◽  
Mixed Methods Research ◽  
Information Science ◽  
Synthesis Method ◽  
Library And Information Science ◽  
Data Sets ◽  
Master's Degrees ◽  
Research Designs ◽  
The University

This chapter reports on a study that investigated how graduate students in the Faculty of Communication and Information Science at NUST were approaching integration in their mixed-methods research dissertations. There has been a concern that lack of expertise of what mixed-methods research is restricts the integrative capacity. Using a research synthesis method, the study investigated three graduate programmes, namely Master's degrees in Library and Information Science, Records and Archives Management, and Journalism and Media Studies from 2016 up to 2018. A total of 95 dissertations were reviewed, and 40 employed mixed-methods research design. It was discovered that integration was commonly done at methods and interpretation levels. Integration of qualitative and quantitative data sets resulted in confirmation (83), expanding understanding (27), and discordance (31). Graduate students dealt with discordant findings by either ignoring the discordance (20), seek corroboration with existing literature (7), or give priority to the quantitative strand (4).

Integration in Mixed Methods Research Designs by Graduate Students at the University of Science and Technology

2020 ◽  
pp. 456-478
Author(s):  
Notice Pasipamire
Keyword(s):  
Mixed Methods ◽  
Graduate Students ◽  
Mixed Methods Research ◽  
Information Science ◽  
Synthesis Method ◽  
Library And Information Science ◽  
Data Sets ◽  
Master's Degrees ◽  
Research Designs ◽  
The University

This chapter reports on a study that investigated how graduate students in the Faculty of Communication and Information Science at NUST were approaching integration in their mixed-methods research dissertations. There has been a concern that lack of expertise of what mixed-methods research is restricts the integrative capacity. Using a research synthesis method, the study investigated three graduate programmes, namely Master's degrees in Library and Information Science, Records and Archives Management, and Journalism and Media Studies from 2016 up to 2018. A total of 95 dissertations were reviewed, and 40 employed mixed-methods research design. It was discovered that integration was commonly done at methods and interpretation levels. Integration of qualitative and quantitative data sets resulted in confirmation (83), expanding understanding (27), and discordance (31). Graduate students dealt with discordant findings by either ignoring the discordance (20), seek corroboration with existing literature (7), or give priority to the quantitative strand (4).

scholarly journals Measuring Students’ Information Literacy Skills through Abstracting: Case Study from a Library & Information Science Perspective

2008 ◽  
Vol 69 (2) ◽  
pp. 132-154 ◽  
Author(s):  
Maria Pinto ◽  
Andrés Fernández-Ramos ◽  
Anne-Vinciane Doucet
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Skill Levels ◽  
Analysis And Synthesis ◽  
Information Literacy Skills ◽  
The University ◽  
New Education

New education models based essentially on competencies and skills are gradually displacing the old systems based on teacher instruction and passive and memory-based learning in students, as these new competencies allow the student to learn actively with better levels of performance. We consider abstracting as a transcendent learning tool to analyze the basic role of information analysis and synthesis skills within the learning processes and their relation to the abstracting processes. Using an action-research methodology, we analyze the abstracting skill of students on the first and final courses of the Faculty of Library and Information Science at the University of Granada (Spain). Based on postulates from information literacy, analysis and synthesis competencies are studied through the students' modus operandi at the different abstracting stages. Similarities and differences between the two groups of students are perceived and displayed, with reference to the relation between the learned subjects and the levels of competence and skill. In the light of these results, meaningful patterns and recommendations for improving students' skill levels are proposed.

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