scholarly journals Book Review: Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-Person and Online Information Literacy Instruction

2020 ◽  
Vol 59 (2) ◽  
pp. 135
Author(s):  
Larry Cooperman
Keyword(s):  
Information Literacy ◽  
Time Budget ◽  
Time Frame ◽  
Online Information ◽  
Library Instruction ◽  
Library Resources ◽  
Online Library ◽  
The University ◽  
Short Time ◽  
Motivation And Learning

Information literacy is one of the most important aspects of librarianship. If students do not understand how to find and successfully use library resources, of what use and purpose is a library? In the past (and mostly to this day), live instructional classes were the norm for introducing students to library resources, but for convenience and reach of a wider audience, more and more information literacy sessions are being held online. However, these sessions only last an hour or two. With such a short time frame, how can instructional librarians make an impact on their audience? Editors Sarah Steiner and Miriam Rigby, an instruction librarian at Western Carolina University and a social sciences librarian at the University of Oregon respectively, have created a one-volume library instruction book with enough information on this topic to cover multiple volumes. Throughout its nineteen chapters, Motivating Students on a Time Budget explores diverse tools to foster motivation and learning for library instruction students, for both in-person and online library instruction.

Using Canvas Commons to Transform Information Literacy Instruction

2021 ◽  
pp. 231-247
Author(s):  
Katherine Farmer ◽  
Jeff Henry ◽  
Dana Statton Thompson ◽  
Candace K. Vance ◽  
Megan Wilson
Keyword(s):  
Information Literacy ◽  
Lessons Learned ◽  
Academic Librarians ◽  
Online Information ◽  
Curriculum Mapping ◽  
Library Instruction ◽  
Face To Face ◽  
Face To Face Instruction ◽  
The University ◽  
The Impact

As more courses are offered online, many academic librarians need to determine how to teach information literacy in a virtual environment. Starting in the Summer of 2019, a team of five librarians embarked on transforming their instruction offerings through the use of Canvas Commons. The librarians wanted to deliver online information literacy content by creating downloadable library instructional modules based on curriculum mapping at the programmatic level. The need to reconsider these practices was further exacerbated by the impact of COVID-19 on higher education. When the university moved all courses online in the Spring of 2020 due to COVID-19, the team was able to quickly pivot and offer library instruction through Canvas Commons modules, replacing face-to-face instruction. In this chapter, the authors describe the implementation of information literacy modules on campus, lessons learned, and future plans for the project in light of the pandemic.

When coming to campus is not an option: using web conferencing to deliver library instruction

2011 ◽  
Vol 39 (1) ◽  
pp. 58-65 ◽  
Author(s):  
Anne C. Barnhart ◽  
Andrea G. Stanfield
Keyword(s):  
Distance Education ◽  
Staff Development ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Web Conferencing ◽  
Content Type ◽  
Face To Face ◽  
Online Library ◽  
The University

PurposeOwing to the growing number of online and commuting students at the University of West Georgia, the Instructional Services department at Ingram Library experimented with offering online synchronous library instruction. This paper aims to describe how it approached this problem and the findings from the initial attempts.Design/methodology/approachThe authors wanted to provide library instruction to online graduate students at the university. They worked with the staff development department to develop a pilot program for an online library instruction course using WIMBA web‐conferencing software.FindingsIt was found that due to the limitations of technology, the authors had to reduce the amount of information they deliver in the same amount of time. It was also discovered that it is easy to be distracted by the technology and forget that clear communication with the users (students and faculty) are the key to any successful instruction program regardless of the delivery method.Originality/valueMost libraries offer face‐to‐face library instruction and rely on tutorials to reach their distance education and non‐traditional students. Few libraries are using distance education tools to teach information literacy skills. As librarians begin to explore this avenue, they need to re‐evaluate how and what they teach students to better leverage the technology while reaching the same information literacy objectives.

Teaching and assessing students of information literacy in a single session—The case of the University of the West Indies Mona library

2021 ◽  
pp. 095574902110635
Author(s):  
Genevieve Jones-Edman ◽  
Karlene Patricia Robinson
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Library Instruction ◽  
Cooperative Teaching ◽  
Daunting Task ◽  
Writing Course ◽  
Digital Pedagogy ◽  
The University

Assessing the performance of information literacy (IL) students can be a daunting task for librarians globally. Most IL sessions are taught in 1 to 2 hours where any meaningful assessments are difficult to achieve. This research demonstrated how this feat was achieved in an active learning environment through the use of Google Forms. This mixed method study shows how this was effectively achieved to test both lower and higher order skills in a 2 hour session to one hundred and seventy-two foundation writing course students.The research tested a rarely examined feature of Google Forms which is the tool’s effectiveness in enabling comprehensive assessment, facilitating active learning, and identifying instructional errors in an IL instruction session. The findings show that Google Forms can be used to teach and administer a quiz using both multiple-choice as well as open-ended questions to assess both low and higher order learning skills in IL. Students were able to actively respond to questions while they were being taught, the data gathered and analyzed and used to inform future library instruction. It also showed that Google Forms are useful not simply to administer multiple-choice quizzes at the end of teaching but can be used in executing real-time assessment and support active learning. Because Google Forms support the easy creation of charts and downloading/exporting of statistics, results of assessments can be shared among librarians, faculty, and students to motivate and encourage digital pedagogy. It allows for greater collaboration with faculty in the cooperative teaching of students in single sessions where there is usually difficulty in having dialogue with faculty once a session ends. This case study is based on a limited number of students; thus, the findings of this research may not be generalized but the methodology and some skills in teaching the concepts encountered by librarians may be replicated.

The Effects of Information Literacy Instruction on Business Students

2013 ◽  
Author(s):  
Brian Detlor ◽  
Lorne Booker ◽  
Heidi Julien ◽  
Alexander Serenko
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Business Students ◽  
Student Learning Outcomes ◽  
Mediating Effects ◽  
Information Literacy Instruction ◽  
Library Resources ◽  
Online Library

Results from a survey concerning the effects of information literacy instruction (ILI) on business students are presented. The effects of ILI on student learning outcomes, and the influence of ILI on the adoption and use of online library resources and the mediating effects of self-efficacy and anxiety are examined.Sont présentés ici les résultats d'une étude sur les effets de la maîtrise de l'information sur l'enseignement aux étudiants de gestion des affaires. L'étude s'intéresse également à ces effets sur les objectifs d'apprentissage, à leur influence sur l'adoption et l'utilisation de ressources bibliothécaires en ligne, ainsi qu'aux effets médiateurs de l'auto-efficacité et de l'angoisse.

Factors Influencing the Use of Digital Libraries in Distance Education in Ghana

Libri ◽  
2018 ◽  
Vol 68 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Christopher M. Owusu-Ansah ◽  
Antonio Rodrigues ◽  
Thomas Van Der Walt
Keyword(s):  
Distance Education ◽  
Information Literacy ◽  
Digital Library ◽  
Digital Libraries ◽  
General Information ◽  
Distance Learners ◽  
Academic Tasks ◽  
Library Use ◽  
Library Resources ◽  
The University

Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.

scholarly journals If You Build It, Will They Learn? Assessing Online Information Literacy Tutorials

2006 ◽  
Vol 67 (5) ◽  
pp. 429-445 ◽  
Author(s):  
Elizabeth Blakesley Lindsay ◽  
Lara Cummings ◽  
Corey M. Johnson ◽  
B. Jane Scales
Keyword(s):  
Washington State ◽  
Online Information ◽  
Library Instruction ◽  
State University ◽  
Washington State University ◽  
Assessment Program ◽  
Online Tutorials ◽  
Library Resources ◽  
Usage Patterns ◽  
Future Plans

With the support of an internal grant, the Washington State University Library Instruction Department was able to undertake an assessment program to measure the use and effectiveness of online tutorials built by the department. Students viewed four of the tutorial products and were asked to perform tasks using these tutorials. They also answered a number of questions designed to garner information about attitudes, usage patterns and perceptions of library resources and services. Results of the assessment activities and future plans for improving and expanding our tutorial offerings are discussed.

scholarly journals Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Navroop Gill ◽  
Monique Flaccavento ◽  
Marcos Armstrong ◽  
Amelia Clarkson
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Pilot Project ◽  
Implementation Stages ◽  
Student Enrolment ◽  
Time To Learn ◽  
Instructional Experience ◽  
The University ◽  
Short Time

Staffing changes in the summer of 2015 at the University of Toronto’s Ontario Institute for Studies in Education (OISE) Library and an increased student enrolment in one of OISE’s core programs meant that the OISE Library would not be able to meet the demand for information literacy (IL) instruction in the fall. A new librarian and two Library and Information Science (LIS) graduate students were hired in early September and had only a short time to learn about OISE’s students, programs, and IL instruction more broadly before designing, delivering, and evaluating IL sessions for graduate students in OISE’s Master of Teaching (MT) program. Recognizing and drawing on each team member’s unique skills and experiences, the OISE Library piloted a team-based mentorship approach to training which enabled the team to collaboratively develop their instructional skills while meeting the goal of a better IL session for its MT students. In turn, this approach provided the LIS student instructors the unique opportunity to gain instructional experience within the library, teaching fellow graduate-level students. This paper outlines the rationale for piloting a team-based mentorship approach, describes the various implementation stages of the pilot project, and explores the ways in which the instruction team incorporated MT student feedback to improve its teaching. LIS students on the instruction team share their perspectives on participating in an instruction team. Des changements de personnel au cours de l’été 2015 à la Bibliothèque de la Ontario Institute for Studies in Education (OISE) de l’Univeristé de Toronto ainsi qu’une augmentation des inscriptions à l’un des programmes d’études de base signifiaient que la Bibliothèque OISE ne serait pas en mesure de répondre à la demande de formation documentaire à l’automne. Un nouveau bibliothécaire et deux étudiants diplômés en science de l’information ont été embauchés au début septembre et n’ont eu que peu de temps pour en apprendre davantage sur les étudiants et les programmes d’OISE ainsi que sur la formation documentaire au sens large avant de devoir conceptualiser, offrir et évaluer des ateliers pour les étudiants diplômés du programme de maîtrise en enseignement. En reconnaissant et en tirant parti des habiletés et expériences uniques de chaque membre de l’équipe, la Bibliothèque OISE a mis sur pied une approche de mentorat collective pour la formation qui a permis à l’équipe de développer de façon collaborative ses techniques d’enseignement dans le but d’offrir une meilleure session aux étudiants inscrits au programme de maîtrise en enseignement. Cette approche a donné aux formateurs étudiants une occasion unique de parfaire leur expérience d’enseignement au sein de la bibliothèque tout en formant d’autres étudiants diplômés. Cet article explique pourquoi cette approche de mentorat collective a été choisie, décrit les étapes de mise sur œuvre du projet et discute des façons dont l’équipe de formation a intégré les commentaires des étudiants diplômés afin d’améliorer son enseignement. Les étudiants en sciences de l’information faisant partie de l’équipe partagent leur perspective quant à leur participation au sein d’une équipe d’enseignement.

scholarly journals Triage tool for suspected COVID-19 patients in the emergency room: AIFELL score

2020 ◽  
Author(s):  
Ian Levenfus ◽  
Enrico Ullmann ◽  
Edouard Battegay ◽  
Macé M. Schuurmans
Keyword(s):  
Time Frame ◽  
University Hospital ◽  
Emergency Setting ◽  
Clinical Experiences ◽  
Emergency Rooms ◽  
Laboratory Findings ◽  
Student’S T ◽  
The University ◽  
Post Hoc ◽  
Short Time

Clinical prediction scores support the assessment of patients in the emergency setting to determine the need for further diagnostic and therapeutic steps. During the current COVID-19 pandemic, physicians in emergency rooms (ER) of many hospitals have a considerably higher patient load and need to decide within a short time frame whom to hospitalize. Based on our clinical experiences in dealing with COVID-19 patients at the University Hospital Zurich, we created a triage score with the acronym AIFELL consisting of clinical, radiological and laboratory findings. The score was then evaluated in a retrospective analysis of 122 consecutive patients with suspected COVID-19 from March until mid-April 2020. Descriptive statistics, Student's t-test, ANOVA and Scheffe's post hoc analysis confirmed the diagnostic power of the score. The results suggest that the AIFELL score has potential as a triage tool in the ER setting intended to select probable COVID-19 cases for hospitalization in spontaneously presenting or referred patients with acute respiratory symptoms.

scholarly journals Ubiquitous Learning for Distance Education Students: The Experience of Conducting Real-Time Online Library Instruction Programs through Mobile Technology

2019 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Leo F.H. Ma ◽  
Ling Ling Yu
Keyword(s):  
Hong Kong ◽  
Distance Learning ◽  
Real Time ◽  
Mobile Technology ◽  
Internet Technology ◽  
Library Services ◽  
Library Instruction ◽  
Learning Software ◽  
Online Library ◽  
The University

Library services for Hong Kong-based students enrolled in distance learning programs on information studies, offered by the Charles Sturt University (CSU), Australia in collaboration with the School of Professional and Continuing Education of the University of Hong Kong (HKUSPACE), were supported by the University of Hong Kong Libraries utilizing a face-to-face format for many years. With the advancement of internet technology, new e-learning software, mobile technology and ever-growing online resources, CSU and HKUSPACE course administrators considered that online library instruction programs could be supported and delivered by the librarians of CSU at Australia remotely to Hong Kong students. Several real-time, online instruction programs were initiated since late 2013. The successful launching of the programs provides evidence to support the provision of online library instruction through not only personal computers, but also mobile devices. Based on a qualitative analysis, it was concluded that delivering library instruction programs by internet and mobile technology to distance learning students in higher education is achievable. More library services can be planned by making use of this successful experience.

A Case on University and Community Collaboration

2012 ◽  
pp. 947-969
Author(s):  
S. Ann Becker ◽  
Robert Keimer ◽  
Tim Muth
Keyword(s):  
Small Businesses ◽  
Local Community ◽  
Swot Analysis ◽  
Time Frame ◽  
Economic Downturn ◽  
Community Collaboration ◽  
Diverse Group ◽  
Entrepreneurial Training ◽  
The University ◽  
Short Time

Small businesses are viewed as the backbone of America and integral in the recovery of any economic downturn. Creative approaches to university and community collaboration are being explored to achieve high rates of success in launching, sustaining, and growing small businesses. One such approach, the Entrepreneurial Training Services (ETS) program, is being studied by Sci-Tech University as a means of technology innovation and regional economic development. The ETS Program has several unique features including: the entrenchment of a large number of adults in the program, an intensive training approach that is implemented in a short time frame, personalized mentoring offered to each entrepreneur in the program, and the leveraging of resources with a large, diverse group of community partners. The case profiles the region using Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis, identifies an ETS framework on which the program is based and explains the process of implementation. The case concludes with challenges facing the university and local community in offering the ETS Program to a large and diverse group of entrepreneurs. It also summarizes benefits and successes from initial implementation efforts.

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