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

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.

Framing and Painting the Library

Moravian’s seminary liaison librarian utilizes existing frames and standards to map to the seminary’s curriculum and existing services in order to paint a complete picture of all the library offers. Using lessons learned from mapping the curriculum of the MATS program to the Framework for Information Literacy for Higher Education, the current curriculum mapping iteration has expanded to focus on courses required across degree programs. The curriculum mapping across degree programs not only provides ideas on how to scaffold library instruction, but it also serves as a stepping stone for mapping instruction and library services to the ATS and Middle States standards. Aligning the library’s projects, resources, and services to standards that matter to seminary administration and faculty can generate awareness of the important role the library serves.

Library instruction services for international students in New Zealand's tertiary libraries : a survey

<p>This research project examines the issue of library instruction services for international students studying at New Zealand tertiary institutions. The aim of the project was to ascertain the measures that New Zealand academic librarians are taking to meet the needs of international students, and how well this compares with tertiary libraries in other countries. The data was gathered by mailed questionnaire to tertiary libraries with over 1% international student population. The findings of the survey indicate that there is a lack of awareness of the issues faced by international students and highlights the need for further research in this country.</p>

Library instruction services for international students in New Zealand's tertiary libraries : a survey

<p>This research project examines the issue of library instruction services for international students studying at New Zealand tertiary institutions. The aim of the project was to ascertain the measures that New Zealand academic librarians are taking to meet the needs of international students, and how well this compares with tertiary libraries in other countries. The data was gathered by mailed questionnaire to tertiary libraries with over 1% international student population. The findings of the survey indicate that there is a lack of awareness of the issues faced by international students and highlights the need for further research in this country.</p>

Perceptions and usage of library instructional podcasts by staff and students at Universal College of Learning (UCOL)

<p>As podcasting is such a new phenomenon, little is known about its usage and perceived benefits especially in New Zealand. In addition to gathering statistics on the demographics of who uses library instructional podcasts and the technologies used, this research also offers an opportunity to fill a gap in the knowledge on the usage and perceptions of podcasting and its potential as a medium for library instruction in the future. Rogers' Diffusion of Innovations theory provided the framework for this research. Six sample podcasts were recorded and made available via the UCOL - Universal College of Learning - web site in MP3 format. The target population for this research was staff and students of UCOL. A web based survey instrument was used to collect quantitative and qualitative data and there were 86 complete responses to the survey. Participants were self selected on a non-random basis, therefore it was not possible to stratify the sample set or generalise results. Analysis of the results showed there were differences between the groups surveyed in perceptions and use of the library instructional podcasts. The majority of respondents thought the podcasts were "very good" with 71.1% in favour of them. The most helpful podcast topics were identified and suggestions were made as to other topics the library could make podcasts in. Device ownership was investigated along with technologies required for downloading and listening to the podcasts. The preferred time and place to listen to the podcasts was ascertained and advantages and disadvantages were determined. Responses were received from a broad range of subject areas from within UCOL. The majority of respondents were found to be female and were of NZ European/Pakeha ethnicity. Comments were received as to the quality of the podcasts with suggestions for improvements for future podcasts. The conclusion reached was that podcasting for library instruction will benefit UCOL as an institution, has potential as an alternative communication medium and therefore should be pursued.</p>

Perceptions and usage of library instructional podcasts by staff and students at Universal College of Learning (UCOL)

<p>As podcasting is such a new phenomenon, little is known about its usage and perceived benefits especially in New Zealand. In addition to gathering statistics on the demographics of who uses library instructional podcasts and the technologies used, this research also offers an opportunity to fill a gap in the knowledge on the usage and perceptions of podcasting and its potential as a medium for library instruction in the future. Rogers' Diffusion of Innovations theory provided the framework for this research. Six sample podcasts were recorded and made available via the UCOL - Universal College of Learning - web site in MP3 format. The target population for this research was staff and students of UCOL. A web based survey instrument was used to collect quantitative and qualitative data and there were 86 complete responses to the survey. Participants were self selected on a non-random basis, therefore it was not possible to stratify the sample set or generalise results. Analysis of the results showed there were differences between the groups surveyed in perceptions and use of the library instructional podcasts. The majority of respondents thought the podcasts were "very good" with 71.1% in favour of them. The most helpful podcast topics were identified and suggestions were made as to other topics the library could make podcasts in. Device ownership was investigated along with technologies required for downloading and listening to the podcasts. The preferred time and place to listen to the podcasts was ascertained and advantages and disadvantages were determined. Responses were received from a broad range of subject areas from within UCOL. The majority of respondents were found to be female and were of NZ European/Pakeha ethnicity. Comments were received as to the quality of the podcasts with suggestions for improvements for future podcasts. The conclusion reached was that podcasting for library instruction will benefit UCOL as an institution, has potential as an alternative communication medium and therefore should be pursued.</p>