scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

Qatari students’ pre-college experience with information literacy

2016 ◽  
Vol 17 (1) ◽  
pp. 55-69
Author(s):  
Ethan P Pullman
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Information Needs ◽  
College Experience ◽  
Learning Preferences ◽  
Future Research ◽  
First Year ◽  
Content Type ◽  
Learning And Teaching

Purpose – There’s little information available on Qatari students’ experience with information literacy. What little information does exists draws from outdated surveys and assumptions about the current population. The purpose of this paper is to describe how data collected from first-semester Qatari students who enrolled in a semester-long information literacy course at Carnegie Mellon University helped update perceptions of this population, drove changes made to content and instructional delivery, and enabled a reflective process for teaching and learning. Design/methodology/approach – Pre- and post-surveys completed by students explore Qatari students’ pre-college experience with information literacy concepts, using libraries, and writing. They also compare the students’ attitude toward information literacy before and after taking the course. Qatari students’ data were extracted from the overall student population to focus on this population and analyzed descriptively based on cumulative responses. The pre-survey data were used to inform changes made to instructional content and delivery throughout the term. Findings – Contrary to assumptions, first-year Qatari students expressed familiarity with information literacy concepts before attending college. The data indicated strong learning preferences and a positive attitude toward information literacy. Research limitations/implications – Since information collected in this study relied on student perceptions of their experience, results must be paired with performance measurement before drawing additional conclusions about information literacy competencies of first-year Qatari students. Further, the study did not explore gender and sociocultural differences; therefore no general conclusions should be drawn. Practical implications – Instructional design should be based on a current understanding of local information needs and searching habits. In addition, this approach encourages reflective learning and teaching and help instructors avoid prior assumptions about their students. Originality/value – This paper provides information on how Qatari students perceive their experience with information literacy before college, the importance of understanding information literacy concepts and its role in their personal, academic, and professional lives. It centers on a population for whom information literacy concepts remain both relatively challenging and critical for their future learning development and offers suggestions for future research.

scholarly journals Student Success and the Neoliberal Academic Library

2016 ◽  
Vol 1 ◽  
pp. 10-23 ◽  
Author(s):  
Ian Beilin
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Information Literacy ◽  
Academic Library ◽  
Career Goals ◽  
Intellectual Freedom ◽  
Academic Librarians ◽  
Definition Of ◽  
The University ◽  
Support Students

Academic librarians are committed to promoting student success, and information literacy instruction plays a key role in this mission. But the definition of student success is narrowing as the university aligns itself more with neoliberal mandates. Librarians committed to social justice and to basic library values of openness, privacy, and intellectual freedom must increasingly resist this recasting of student success. How can a critical library praxis encourage and support students’ academic and career goals but still remain faithful to the struggle against the system of inequality and oppression that enables success? This article shows how closely linked the idea of success is today to neoliberal imperatives in higher education. It briefly traces the evolution of neoliberalism in higher education and describes and critiques the hallmarks of the neoliberal academic library. It suggests that within the current constraints imposed on them, students can both learn important skills and knowledge to advance themselves and also become better equipped to use those skills and knowledge to challenge and undermine that system and build a better world. Librarians can and must be facilitators of both kinds of success.

scholarly journals International Students and the Canadian University

2019 ◽  
Vol 2 (1) ◽  
pp. 54-80
Author(s):  
Stacey Zip
Keyword(s):  
International Students ◽  
Student Success ◽  
Information Literacy ◽  
International Student ◽  
Academic Library ◽  
Student Organizations ◽  
Library Services ◽  
Barriers To Success ◽  
Student Body ◽  
Canadian Context

This paper explores the dynamic international student populations within Canadian academic institutions and their relationship with the academic library. The international student body has evolving needs that must be adequately addressed by the library and institution if growing numbers are to continue being supported. Plagiarism, language barriers, and an unawareness of library services are well-known barriers to success, while more current issues such as changing technologies are equally problematic. Through such efforts as hiring an international student librarian, academic libraries may discover the specific issues facing their institution’s international students and begin the process of addressing them in a tailored manner. Data collection would be a priority for better understanding the international students, as would partnering with professors and student organizations to market library services and promote information literacy in a Canadian context. The international student librarian may also provide continued outreach to this demographic that is inclusive, proactive, and collaborative, which would in turn create an atmosphere that fosters international student success and is able to support rising numbers.

scholarly journals Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty

2017 ◽  
Vol 16 (2) ◽  
pp. mr1 ◽  
Author(s):  
Jeffrey N. Schinske ◽  
Virginia L. Balke ◽  
M. Gita Bangera ◽  
Kevin M. Bonney ◽  
Sara E. Brownell ◽  
...  
Keyword(s):  
Education Research ◽  
Community Colleges ◽  
Student Success ◽  
Teaching And Learning ◽  
Biology Education ◽  
Student Diversity ◽  
Building Capacity ◽  
Biology Students ◽  
Funding Agencies ◽  
Teaching Learning

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER.

scholarly journals Virtual Pathology Learning Resource: A Promising Strategy in Teaching Pathology to Allied Health Science Students

10.28945/4026 ◽  
2018 ◽  
Vol 15 ◽  
pp. 015-033
Author(s):  
Jyothi Thalluri ◽  
Joy Penman
Keyword(s):  
Teaching And Learning ◽  
Allied Health ◽  
Health Science ◽  
Future Research ◽  
Science Students ◽  
Learning Resource ◽  
Health Science Students ◽  
Positive Effects ◽  
Promising Strategy ◽  
Human Pathology

Aim/Purpose: The objective of this study was to concept test a new instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information and enhance teaching and learning of basic sciences (Anatomy, Physiology, and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to review disease manifestations independently. However, this approach was found inadequate and ineffective. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational pedagogy, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: Cross-sectional study design was used. A survey, given at the end of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR and its components. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The perceived impact on students was assessed using an 18-item questionnaire seeking agreement or disagreement with statements about VPLR, multiple choice and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was a promising strategy in teaching Pathology as it assisted students’ gaining knowledge of the science, facilitated connections between sciences, and allowed students to make better links with professional practice and skills. Recommendations for Practitioners: As students found VPLR to be beneficial, it is recommended that the same approach is applied for the teaching of Pathology to other health science students, such as Nursing. Other universities might consider adopting the innovation for their courses. Recommendation for Researchers: Applying VPLR to teaching other allied health science students will be undertaken next. The innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited with greater depth of understanding of content and increase motivation to study. These are important to keep students engaged and ready for practice. VPLR may impact on education and technology trends so that exploration and possibilities of initiatives are ongoing to help students become successful learners. Other impacts are the new forms of learning discovered, the renewed focus on group work and collaboration, and maximising the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine whether the impacts of the innovation were durable, meaning the change in perceptions and behaviour is sustained over time.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals PSIV-34 Program Chair Poster Pick: Validating adapted scales to measure individual and situational interest in animal science undergraduates

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 469-470
Author(s):  
MaryGrace Erickson ◽  
Danielle Marks ◽  
Elizabeth Karcher ◽  
Michel Wattiaux
Keyword(s):  
Teaching And Learning ◽  
Bifactor Model ◽  
Situational Interest ◽  
Future Research ◽  
Validity And Reliability ◽  
Animal Science ◽  
Confirmatory Factor Analyses ◽  
Introductory Course ◽  
Item Functioning ◽  
Animal Sciences

Abstract Efforts to improve the quality of teaching and learning in animal science are forestalled by the lack of psychometric scales validated in our disciplinary context. Researchers have used instruments validated outside of animal science reliably, but this approach has questionable validity. The objective of our research was to adapt and validate scales to measure the motivational variables individual interest (II) and situational interest (SI) in introductory animal sciences students. A total of 254 introductory course students in two consecutive semesters rated their interest in animal sciences on unidimensional II (8-item) and 3-factor SI (11-item) scales previously validated for psychology undergraduates. After adapting instruments with wording specific to animal sciences, we conducted a series of confirmatory factor analyses. First, we discovered and removed two problematic items from the unidimensional II scale, offered theory-based explanations for differential item functioning in animal sciences students, and validated a revised II scale (λ = 0.74 - 0.94, CFI = 0.995, RMSEA = 0.027). Next, we confirmed the validity and reliability of the SI scale and its three subscales (λ = 0.83 - 0.96, CFI = 0.979, RMSEA = 0.048). Finally, to explore the dimensionality of SI in our population, we fitted a bifactor model and computed ancillary indices. Results supported the reliability and empirical validity of the bifactor model as an alternative conceptualization of SI (CFI = 0.986, RMSEA = 0.044). and indicated that the SI scale is mostly unidimensional (ω H = 0.923). This suggests that total SI scores can be used as a composite measure but that subscale scores are substantially contaminated by the general SI factor and should not be interpreted as unique. We present the finalized scales, recommendations for their use in animal sciences classrooms, and suggestions for future research.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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