scholarly journals Everyone Likes a Challenge: Getting Students' Attention with Interactive Games and Authentic Assignments

2013 ◽  
Vol 1 (2) ◽  
pp. 149-161
Author(s):  
Theresa McDevitt
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Academic Librarians ◽  
University Of Pennsylvania ◽  
Indiana University ◽  
Mental Processes ◽  
Interactive Games ◽  
Information Literacy Skills ◽  
Google Search ◽  
Indiana University Of Pennsylvania

Most college students today have little trouble finding information through Google, Facebook, Twitter, and Wikipedia. They find it more challenging when asked to locate, evaluate, and ethically use the highest quality and most appropriate resources, which might require them to look beyond the first few hits in a Google search. Academic librarians are spending more time designing and delivering instruction to help students develop these important information literacy skills. How can librarians design their classes to promote the learning of these higher-order mental processes? How can they capture the attention of their students and engage them in the learning process? Adding games, activities, and authentic or problem based assignments to existing instruction sessions may be the answer. This article will discuss how librarians at Indiana University of Pennsylvania (IUP) Libraries have made instruction more engaging and effective by adding action to orientations and authenticity to assignments.

scholarly journals Embedded Peer Inquiry Specialists: A Gateway to Information Literacy

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Danielle Salomon ◽  
Julia Glassman ◽  
Simon Lee ◽  
Alicia Reiley
Keyword(s):  
General Education ◽  
Information Literacy ◽  
First Generation ◽  
Literacy Skills ◽  
Course Evaluations ◽  
Academic Librarians ◽  
Combined Model ◽  
Writing Assignments ◽  
Information Literacy Skills ◽  
Academic Year

Peer-assisted learning has been embraced by higher education as a way to boost student success. At the same time, academic librarians have found embedded librarianship to be an effective way to develop students' information literacy skills. The embedded librarianship model, however, is difficult to scale. The UCLA Library is testing a program that combines embedded librarianship with peer learning to solve some of the challenges associated with those models.The program works by embedding a student who has completed a General Education (GE) lecture course back into the current year's course to help students with research and writing assignments. The embedded student, called an "Inquiry Specialist,” is nominated by that course's faculty. The program launched in 2015 in five courses that serve a total of 830 students. Assessment is ongoing and includes: 1. IRB-approved study that will compare data (grades, retention, first-generation status, etc.) from students who connected with an Inquiry Specialist with those who did not; 2. Information literacy pre- and post-assessments; 3. Analysis of course evaluations; 4. Student survey.Results indicate that the combined model is an effective and scalable gateway to information literacy. During the first six weeks of Fall, 830 students (15% of the freshman class) attended a 40-minute library orientation. Approximately 20% of the 830 students subsequently sought additional help from the Inquiry Specialists. An analysis of course evaluations demonstrated that students in courses with an Inquiry Specialist rated their improvement in library and research skills 25% and 19% higher, respectfully, than students in courses without an Inquiry Specialist. Student scores on the information literacy quiz increased by an average of 9%. When surveyed, 68% of students said the Inquiry Specialists were “Very Helpful” (36%) or “Helpful” (34%). Plans are underway to double the size of the program in the 2016-17 academic year.

scholarly journals Academic Librarians in Data Information Literacy Instruction: A Case Study in Meteorology

2016 ◽  
Vol 77 (4) ◽  
pp. 536-552 ◽  
Author(s):  
Emily P. Frank ◽  
Nils Pharo
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Target Population ◽  
Literacy Skills ◽  
Academic Librarians ◽  
Information Literacy Instruction ◽  
Modified Delphi ◽  
Information Literacy Skills ◽  
The University

E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy—the skills needed to understand, use, manage, share, work with, and produce data—reflects the confluence of data skills with information literacy competencies. This research assessed perceptions of data information literacy and attitudes on its instruction for graduate students in meteorology. As academic librarians have traditionally provided information literacy instruction, the research determined if they were perceived as having a role in data information literacy instruction. The modified Delphi method was applied to obtain the perspectives of a panel of experts, representing students, librarians, professors, and researchers, for the purpose of forecasting and consensus-making. Through the consideration of the University of Oslo’s Department of Geosciences’ Meteorology Section, the research found that data information literacy skills were relevant to the work of meteorology students. Stakeholders perceived that academic librarians could play a future role in general instruction but that they would have to overcome obstacles to be involved in data information literacy instruction. For librarians to enter this domain, they would need to improve their technical skills, enhance their discipline-specific knowledge, or rely on collaborations. The significance of these findings was limited by the modest target population under examination; as a consequence, the results were strongly linked to the specific setting. Further studies would be necessary to determine their generalizability.

“Everything to Gain”

2015 ◽  
pp. 38-54
Author(s):  
Danielle P. De Jager-Loftus ◽  
Abby Moore
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Literacy Skills ◽  
Retention Rates ◽  
Academic Librarians ◽  
School Librarians ◽  
College Information ◽  
Information Literacy Skills ◽  
Student Information ◽  
The University

This chapter seeks to provide an overview of how academic librarians at the University of South Dakota's (USD) University Libraries are making steps to impact pre-college information literacy instruction and college preparation through collaborative outreach. There is much to be gained from establishing an ongoing dialog and formal relationships between academic librarians, campus programs, high school teachers, and school librarians. Using the existing literature and examples of partnership experiences, this chapter identifies best practices, which can improve student information literacy skills upon arrival at college, ensure students' academic success, increase student retention rates and increase exposure of the institution.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

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