Beyond Instruction: Integrating Library Service in Support of Information Literacy

2014 ◽  
pp. 71-80
Keyword(s):  
Information Literacy ◽  
Library Service

scholarly journals The Role of Academic Libraries in Mentored Undergraduate Research: A Model of Engagement in the Academic Community

2009 ◽  
Vol 70 (3) ◽  
pp. 235-249 ◽  
Author(s):  
Anthony Stamatoplos
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Research ◽  
Research Community ◽  
Academic Community ◽  
Literacy Programs ◽  
Library Service ◽  
Do So

Mentored undergraduate research is an emergent pedagogy in higher education. It differs fundamentally from course-related student research and is largely independent of the curriculum. Academic libraries should engage formally with the undergraduate research community. To do so, librarians will need to think and work beyond traditional models of library service, most notably in information literacy programs. The intent of this article is to raise awareness about opportunities for library involvement with undergraduate researchers and programs. Lessons from one university, including a formal partnership between a library and an undergraduate research center, suggest some general strategies that academic libraries might explore.

scholarly journals Supporting Students at a Distance

2020 ◽  
pp. 79-89
Author(s):  
Donald Mitchell
Keyword(s):  
Information Literacy ◽  
Student Experience ◽  
Lessons Learned ◽  
Library Service ◽  
Post Graduate ◽  
Research Level ◽  
Theological Institutions ◽  
Teaching Faculty

This paper looks at the experience of Union School of Theology, and specifically the library service in supporting distance students studying at undergraduate, post graduate and research level. Consideration is given to the challenges of resource provision, copyright and information literacy. The case study explores solutions developed through practice and experience, notes the benefits of structures and technologies that engage the students, and considers lessons learned from the particular model adopted. The conclusion emphasises the necessity of equivalence of student experience whether on, or off campus. Emphasis is placed on the role of librarians and teaching faculty in theological institutions as partners in the development and equipping of students as life-long learners.

scholarly journals The learning continuum: economical best practices for implementing and achieving a community’s information literacy goals

2013 ◽  
Vol 37 (114) ◽  
pp. 7-16 ◽  
Author(s):  
Shiva Darbandi ◽  
Carolyn Waite ◽  
Rose Medlock
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Driving Force ◽  
Public Libraries ◽  
Public Library ◽  
Budget Cuts ◽  
Library Service ◽  
Current Information ◽  
Library Programming ◽  
Primary Focus

Information literacy is a driving force in the field of librarianship, however, the often underestimated complexity of the concept, the primary focus on academic libraries, the intricacies involved with transliteracies, and the obstacles associated with technology make it difficult to establish a strategy for meeting a community’s information literacy needs. Budget cuts have especially impacted public library programming, pushing information literacy goals further out of reach. Faced with this adversity, Lancashire Library Service partnered with Credo to enhance their current information literacy plan, which yielded immediate results and provides a blueprint that public libraries may follow to achieve similar goals.

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

Exploring Methods in Information Literacy Research

2007 ◽  
Author(s):  
Suzanne Lipu ◽  
Kirsty Williamson ◽  
Annemaree Lloyd
Keyword(s):  
Information Literacy ◽  
Literacy Research
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