Impact of an Embedded Librarian Model on Student Information Literacy Skills

2018 ◽  
Vol 72 (4_Supplement_1) ◽  
pp. 7211510207p1
Author(s):  
Elaina DaLomba ◽  
Kaitlin Sauder ◽  
Melanie Watson ◽  
Kyle Soldevilla ◽  
Samantha O’Neill
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Embedded Librarian ◽  
Student Information

scholarly journals The Use of an Embedded Librarian to Enhance Student Information Literacy Skills: A Pilot Study

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Elaina J DaLomba ◽  
Elizabeth Kavanaugh ◽  
Kaitlin Manbeck ◽  
Samantha O'Neill ◽  
Kyle Soldevilla ◽  
...  
Keyword(s):  
Pilot Study ◽  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Embedded Librarian ◽  
Student Information

scholarly journals Collaboration between Librarians and Teaching Faculty to Teach Information Literacy at One Ontario University: Experiences and Outcomes

2021 ◽  
Author(s):  
Maureen J. Reed ◽  
Don Kinder ◽  
Cecile Farnum
Keyword(s):  
Information Literacy ◽  
Student Development ◽  
General Information ◽  
Literacy Skills ◽  
Individual Student ◽  
Unique Contribution ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Teaching Faculty ◽  
Student Information

Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction. Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty. Students entering their first semester of university were tested on their information literacy skills without feedback. They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach. In addition, teaching faculty and librarians felt positive about the collaborative experience. However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested. This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors. In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions. Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations.

scholarly journals Improving student assessments of elections: the use of information literacy and a course-embedded librarian

2017 ◽  
Vol 10 (2) ◽  
pp. 83-106 ◽  
Author(s):  
Paula Booke ◽  
Todd J. Wiebe
Keyword(s):  
Information Literacy ◽  
Complex Terrain ◽  
Training Session ◽  
Literacy Skills ◽  
Science Courses ◽  
Student Assessments ◽  
Literacy Training ◽  
Information Literacy Skills ◽  
Research Gap ◽  
Embedded Librarian

The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a courseembedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course with an embedded librarian, information literacy training and an assignment based on the training session reported higher levels of research confidence and demonstrated the use and understanding of selected information literacy skills and concepts.

Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

2012 ◽  
Vol 5 (3) ◽  
pp. 153 ◽  
Author(s):  
Cindy L. Kovalik ◽  
Susan D. Yutzey ◽  
Laura M. Piazza
Keyword(s):  
High School ◽  
High School Students ◽  
Real Time ◽  
Information Literacy ◽  
High School Student ◽  
Assessment Tool ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Student Information ◽  
Time Assessment

Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohens d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.

scholarly journals Collaboration between Librarians and Teaching Faculty to Teach Information Literacy at One Ontario University: Experiences and Outcomes

2021 ◽  
Author(s):  
Maureen J. Reed ◽  
Don Kinder ◽  
Cecile Farnum
Keyword(s):  
Information Literacy ◽  
Student Development ◽  
General Information ◽  
Literacy Skills ◽  
Individual Student ◽  
Unique Contribution ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Teaching Faculty ◽  
Student Information

Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction. Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty. Students entering their first semester of university were tested on their information literacy skills without feedback. They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach. In addition, teaching faculty and librarians felt positive about the collaborative experience. However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested. This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors. In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions. Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations.

scholarly journals Information literacy and embedded librarianship in an online graduate programme

2013 ◽  
Vol 7 (1) ◽  
pp. 3 ◽  
Author(s):  
Swapna Kumar ◽  
Mary E Edwards
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Online Students ◽  
Essential Information ◽  
Perceived Ability ◽  
Design And Implementation ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Embedded Librarian

This paper reports on an embedded librarian project aimed at providing incoming online graduate students with essential information literacy skills to succeed in an online programme. It describes the design and implementation of the project, the results of pre- and post-instruction surveys of students’ information literacy skills and students’ perceived ability, confidence, and anxiety when accessing information using library resources. The assessment of the embedded librarian project is discussed in the context of the methods used and the needs of online students.

scholarly journals Gender and Information Literacy: Evaluation of Gender Differences in a Student Survey of Information Sources

2017 ◽  
Vol 78 (1) ◽  
Author(s):  
Arthur Taylor ◽  
Heather A. Dalal
Keyword(s):  
Gender Differences ◽  
Information Literacy ◽  
Information Quality ◽  
Information Sources ◽  
Literacy Skills ◽  
Student Survey ◽  
Internet Information ◽  
Information Literacy Skills ◽  
Student Information ◽  
Survey Responses

Information literacy studies have shown that college students use a variety of information sources to perform research and commonly choose Internet sources over traditional library sources. Studies have also shown that students do not appear to understand the information quality issues concerning Internet information sources and may lack the information literacy skills to make good choices concerning the use of these sources. No studies currently provide clear guidance on how gender might influence the information literacy skills of students. Such guidance could help improve information literacy instruction.This study used a survey of college-aged students to evaluate a subset of student information literacy skills in relation to Internet information sources. Analysis of the data collected provided strong indications of gender differences in information literacy skills. Female respondents appeared to be more discerning than males in evaluating Internet sources. Males appeared to be more confident in the credibility and accuracy of the results returned by search engines. Evaluation of other survey responses strengthened our finding of gender differentiation in information literacy skills.

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