Library Instruction in the 21st Century

2013 ◽  
pp. 42-55 ◽  
Author(s):  
Rosanne M Cordell
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Learning Technologies ◽  
Academic Programs ◽  
Library Instruction ◽  
Research Libraries ◽  
Literacy Standards

The adoption of Association of College & Research Libraries (ACRL) information literacy standards, the rapid development of teaching and learning technologies, and the movement toward assessment of academic programs have shaped library instruction programs as formal, conceptual areas of study with increasingly greater presences in their institutions.

Library Instruction in the 21st Century

2016 ◽  
pp. 2157-2170
Author(s):  
Rosanne M. Cordell
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Learning Technologies ◽  
Academic Programs ◽  
Library Instruction ◽  
Research Libraries ◽  
Literacy Standards

The adoption of Association of College & Research Libraries (ACRL) information literacy standards, the rapid development of teaching and learning technologies, and the movement toward assessment of academic programs have shaped library instruction programs as formal, conceptual areas of study with increasingly greater presences in their institutions.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals Fast Facts

2017 ◽  
Vol 78 (8) ◽  
pp. 472
Author(s):  
Gary Pattillo
Keyword(s):  
Student Success ◽  
General Education ◽  
Student Learning ◽  
Information Literacy ◽  
Academic Programs ◽  
Library Instruction ◽  
Education Outcomes ◽  
Library Research ◽  
Library Use ◽  
Enhance Student Learning

A project of ACRL confirms multiple ways that academic libraries are contributing to student learning and success: students benefit from library instruction in their initial coursework, library use increases student success, collaborative academic programs and services involving the library enhance student learning, information literacy instruction strengthens general education outcomes, and library research consultations boost student learning.

Teachers’ Professional Training for the Implementation of Learning Technologies

2017 ◽  
Vol 9 (1) ◽  
pp. 68
Author(s):  
Venera Këndusi
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Rapid Development ◽  
Learning Technologies ◽  
Primary School Teachers ◽  
Learning Facilitation ◽  
Quality Of Teaching ◽  
Frequent Use ◽  
Technological Developments

Regarding to the rapid development of technique and technology in all areas of life, also in the education field such developments have a great impact. The frequent use of technologies and their advancement influence on students for the main purpose to achieve faster the knowledge. For this reason teachers should be in trend with new technological developments and they should be familiar with the technology usage in schools. In order that teaching process to be attractive and at the same time to achieve the highest quality of education there is a need that teachers should know the usage and application of technology during the process of teaching. The effect and the progress of teaching labor are gained with usage improvement of teaching technology. The purpose of this research is related to the professional training of primary school teachers in Gjakova municipality for the use of learning technologies as computers, projectors, laptop, etc, and their application in teaching practices in order to improve the quality of teaching and learning facilitation.

scholarly journals Using ACRL Standards to Assess the Information Literacy of Graduate Students in an Education Program

2010 ◽  
Vol 5 (4) ◽  
pp. 21 ◽  
Author(s):  
Amy Jo Catalano
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Services ◽  
Library Instruction ◽  
School Of Education ◽  
Education Students ◽  
Literacy Standards ◽  
Information Literacy Skills ◽  
Capstone Projects

Objective - This study investigates the information literacy of graduate education students, including those in doctoral cohorts. The Association for Research and College Libraries Information Literacy Standards were used a baseline for measurement. Methods - A survey was sent to all graduate students in the School of Education; it asked a combination of questions measuring students’ perceptions of their information literacy skills and testing their knowledge of information literacy. Results – A total of 172 surveys were returned. The results indicated that while there is a heavy reliance on internet sources, many students were able to determine which sources were reliable and which were not. After attending information instruction sessions, students were more familiar with library services and more inclined to use them. Conclusion - It was determined that a one credit course or multiple sessions of library instruction would better serve graduate students completing capstone projects.

scholarly journals From the Classroom to the Boardroom: The Impact of Information Literacy Instruction on Workplace Research Skills

2017 ◽  
Vol 34 (2) ◽  
pp. 19 ◽  
Author(s):  
Tiffini A. Travis
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Library Instruction ◽  
Workplace Performance ◽  
Research Skills ◽  
Post Graduate ◽  
Graduate Research ◽  
Literacy Standards ◽  
Wide Scale ◽  
The Impact

Since the wide-scale adoption of the ACRL Information Literacy Standards (2000), there have been numerous students who have graduated from universities that have formal library instruction programs. Currently there has been very little assessment of their post-graduate research skills or what role information literacy plays on workplace performance. [...]

scholarly journals A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

2014 ◽  
Vol 75 (2) ◽  
pp. 232-248 ◽  
Author(s):  
Nancy E. Adams
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Information Literacy ◽  
Information Quality ◽  
Evidence Based Practice ◽  
Research Question ◽  
Evidence Based ◽  
Literacy Practice ◽  
Research Libraries ◽  
Literacy Standards

Evidence-based practice (EBP), like information literacy, is concerned with an individual’s knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied health fields, and public policy. A comparison of the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education with the commonly accepted EBP model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information.

The Benefits and Challenges of Mobile and Ubiquitous Technology in Education

2015 ◽  
pp. 1-23 ◽  
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki “Vicky” I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Mobile Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Learning Technologies ◽  
Technology In Education ◽  
Ubiquitous Learning ◽  
Ubiquitous Technology

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.

The Benefits and Challenges of Mobile and Ubiquitous Technology in Education

2015 ◽  
pp. 1877-1899
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki (Vicky) I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Mobile Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Learning Technologies ◽  
Technology In Education ◽  
Ubiquitous Learning ◽  
Ubiquitous Technology

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.

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