scholarly journals Information literacy instruction for pharmacy students: a pharmacy librarian reflects on a year of teaching

2019 ◽  
Vol 107 (1) ◽  
Author(s):  
Bridget C. Conlogue
Keyword(s):  
Information Literacy ◽  
Active Role ◽  
Literacy Skills ◽  
Academic Disciplines ◽  
Learning Assessment ◽  
Library Instruction ◽  
Information Literacy Skills ◽  
Pharmacy Curriculum ◽  
Teaching Responsibilities ◽  
Evidence Based Care

Librarians have ever-expanding teaching responsibilities in many academic disciplines. Assessment of learning outcomes requires longitudinal evaluation to measure true retention of skills and knowledge. This is especially important in the health sciences, including pharmacy, where librarians take an active role in teaching students to help prepare them for a profession in which solid information literacy skills are required to safely and effectively provide evidence-based care to patients. In this commentary, I reflect on a year of teaching in a pharmacy program and consider the outcomes of my instruction, areas for improvement, student retention of learning, assessment challenges, faculty-librarian collaboration, and continued support for library instruction in the pharmacy curriculum.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 1673-1684
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

scholarly journals A Report on Faculty Perceptions of Students’ Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey

2005 ◽  
Vol 66 (4) ◽  
pp. 294-311 ◽  
Author(s):  
Annmarie B. Singh
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Mass Communication ◽  
Faculty Perceptions ◽  
Research Process ◽  
Literacy Skills ◽  
Library Instruction ◽  
Mass Communications ◽  
Perceptions Of Students ◽  
Information Literacy Skills

This article presents the results of a survey done of the faculty of programs fully accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) in 2002–2003. The purpose of the survey was to assess the faculties’ perceptions of their students’ information literacy skills as defined by the ACRL standards adopted in 2000. Faculty reported that most of their graduate students met the ACRL criteria for information literacy, but only some of their undergraduate students could be considered information literate by these standards. Faculty also reported consistent improvement in their students’ research process after receiving library instruction.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 31-42
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

Assessing and meeting the information literacy needs of incoming transfer students

2017 ◽  
Vol 45 (3) ◽  
pp. 527-539 ◽  
Author(s):  
Karen Stanley Grigg ◽  
Jenny Dale
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Test Method ◽  
Comfort Level ◽  
Library Instruction ◽  
Basic Information ◽  
Content Type ◽  
Post Test ◽  
Information Literacy Skills

Purpose The purpose of this paper is to determine the information literacy skills and needs of incoming and current transfer students. Design/methodology/approach Three studies are discussed, two of which were generated from ACRL’s Assessment in Action program. In the first, incoming transfer students were asked basic demographic questions and were tested on several basic information literacy skills. A combination of quantitative analysis and rubrics was used to assess results. A pre-test, post-test method was used in a basic introduction to campus life course for transfer students. Finally, the 2014 cohort of transfer student were resurveyed to test research skills and report interactions they had with reference librarians and library instruction during the previous year. Findings Initial observations suggested older transfer students, and students transferring from community colleges were least knowledgeable about basic information literacy concepts, and that students who had attended library instruction sessions were more knowledgeable. In the pre-test, intervention and post-test study, students did not show significant improvements in knowledge, but did show a significantly improved comfort level with library research. In the follow-up survey, second year transfer students who had library instruction during the previous year were significantly more likely to have sought out their subject liaison for consultations. Originality/value Research studies that focus on the information literacy needs and skills of transfer students and adult learners is somewhat scarce, compared to that of incoming freshmen. It is of use to both academic librarians in institutions that accept incoming transfer students, and to community college librarians who may be designing handoff library instruction.

scholarly journals Information Literacy in Science and Engineering Undergraduate Education: Faculty Attitudes and Pedagogical Practices

1999 ◽  
Vol 60 (1) ◽  
pp. 9-29 ◽  
Author(s):  
Gloria J. Leckie ◽  
Anne Fullerton
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Attitudes ◽  
Pedagogical Practices ◽  
Library Instruction ◽  
Science And Engineering ◽  
Engineering Faculty ◽  
Information Literacy Skills ◽  
Survey Results

What are science and engineering faculty doing with respect to the development of information literacy in their undergraduate students? To explore this question, science and engineering faculty at two large Canadian universities were surveyed and interviewed regarding their perceptions of their students’ information literacy skills and their own pedagogical practices related to such skills. Faculty awareness of, and support for, a variety of bibliographic instruction methods and the perceived role of science and engineering librarians in information literacy instruction also were investigated. Based on the survey results, suggestions for the design of library instruction for science and engineering undergraduates are made.

Are transfer students lagging behind in information literacy?

2017 ◽  
Vol 45 (2) ◽  
pp. 286-297 ◽  
Author(s):  
Min Tong ◽  
Carrie Moran
Keyword(s):  
Sample Size ◽  
Transfer Students ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Skills ◽  
Library Instruction ◽  
Content Type ◽  
Literacy Proficiency ◽  
Information Literacy Skills

Purpose The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction. Design/methodology/approach The Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA). Findings Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set. Research limitations/implications This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size. Originality/value It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

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 Using courseware to deliver library instruction via the Web: four examples

2000 ◽  
Vol 28 (4) ◽  
pp. 349-360 ◽  
Author(s):  
Nancy K. Getty ◽  
Barbara Burd ◽  
Sarah K. Burns ◽  
Linda Piele
Keyword(s):  
Information Literacy ◽  
Development Time ◽  
Technical Skill ◽  
Literacy Skills ◽  
Library Instruction ◽  
Management Support ◽  
Interpersonal Contact ◽  
Web Course ◽  
Skill Requirement ◽  
Information Literacy Skills

Librarians at four academic institutions present their experiences using four courseware products (Web Course in a Box, Blackboard, eCollege.com, and WebCT) to teach information literacy skills. Objectives, methods, content, and student populations vary from place to place. In all four cases, with some reservations, librarians deem courseware a valuable tool for delivery of library instruction. They agree on the following primary advantages: support for interactivity; support for assessment/grade management; support for distance education; relatively quick development time; relatively low technical skill requirement; and raise the following concerns: inability to integrate quiz questions into the text of lessons; and diminution of interpersonal contact.

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