Browsing by Subject "Information literacy"

Now showing 1 - 10 of 58
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    6 Degrees of Information Literacy: How faculty, students, and administration are linked to (Kevin Bacon)— wait, a librarian
    (2013-04-15) Huisman, Rhonda K.
    Librarians and library services can be critical in helping students make connections across campus, through their work with faculty assignments, providing reference services, or collecting subject or interdisciplinary materials. However, one of the most interesting ways students can engage with library-related services is by understanding and applying information literacy skills, not only to their research papers, but extending their critical thinking, evaluating, and application abilities to other situations. Information literacy permeates and can be mapped to not only curriculum in themed learning communities, but other academic units across the campus. Instead of library one-shot sessions which simply explain services, information literacy can be thought of as a real-life skill, connected in “6-Degrees” beyond the campus
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    The Bibliographic Instruction/User Education Section of the Indiana Library Federation
    (H.W. Wilson Company, 1997) Stevens, Arena
    The past, present, and future of the Bibliographic Instruction/User Education Section of the Indiana Library Federation.
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    Bibliographic lnstruction - Credit Courses
    (H.W. Wilson Company, 1997) Pask, Judith M.; Cordell, Rosanne M.
    Barbara Wittkopf, in a summary of her survey of ARL Libraries ["A Look at the State of BI Credit Courses in ARL-Member Libraries." Research Strategies 9 (Fall 199 1): 162- 1631 states that "there has been a positive shift away from library orientation tours and tool-specific instruction toward the development of research skills and strategies." Some academic libraries have offered a credit course in library research skills for years, while others have recently added a course to cope with the need for information literacy education. In addition to decisions about what and how to teach, the procedures for offering such a credit course vary greatly from institution to institution.
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    College Ready, College Bound
    (2013-08-23) Huisman, Rhonda K.
    We convened a group of local and campus constituents as an advisory board, with representatives from IUPUI School of Education, Ivy Tech Community College, Indiana Department of Education, K-12 schools in Marion County, and IUPUI University library board members. We utilized their expertise and community connections to create successful and sustainable partnerships by focusing on: • Commitment to build upon the strengths and resources of the K-12 school librarians, teachers, administrators, and community members. • Commitment to addressing problems and focusing on positives, and promotion of a process that actively addresses social inequalities • Ongoing attention to involvement of all members across phases of the research, which meant active, inclusive, and numerous meetings and conversations with the school librarians, and many opportunities for feedback • Dissemination of findings and knowledge gained to all partners
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    Computing for Seniors at the Brownsburg Public Library
    (H.W. Wilson Company, 1997) Daily-Brothers, Kristina
    Think of how often an interaction between an older library patron and a computer results in the comment "I hate these things," or "I wish I knew how to use computers." At the Brownsburg Public Library, we are providing computer literacy classes for this particular segment of our clientele, and we're hearing more positive comments!
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    Connecting Library Instruction to Web Usability: The Key Role of Library Instruction to Change Students’ Web Behavior
    (2015-04) Lee, Yoo Young; Snajdr, Eric
    This article is a conference proceeding for the 4th International Conference of Asian Special Libraries. Library instruction plays a key role in web usability. During instructional sessions, librarians shape the ways students behave on the library website (user’s web behavior). They teach students how to use the library website and demonstrate various pathways by which students can access library resources and services. Although library instruction and user’s web behavior are closely intertwined, very little research has combined these two realms. Many usability studies have focused only on the library website itself without considering the various contexts in which students use it. Few usability studies have had any connection with library instruction. This study investigated the intersection between user’s web behavior and library instruction. During instructional sessions, freshman students were asked to perform a series of information seeking tasks on the library website both prior to, and immediately after, instruction. A usability tool – Verify – recorded individual student use of the website during the completion of each of these tasks. The results allowed us to investigate how students behaved on the library website to complete the tasks and how the steps demonstrated by the librarian during instruction strongly influenced how students completed the tasks afterward. This paper suggests how these techniques could be used to improve library websites.
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    Controlling the Internet
    (H.W. Wilson Company, 1997) Abell, Carol; Hobgood, Jill
    How can libraries provide Internet access and still maintain the control necessary to prevent abuse? Nearly all libraries that offer Internet access have some kind of Internet use policy, but their policies may differ greatly. Some are highly regulated, some lenient, and some change from day to day to cover situations as they occur. A few academic libraries have use policies that are set by their computing facilities.
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    Data information literacy instruction in Business and Public Health: Comparative case studies
    (Sage Journals, 2016-10-27) Macy, Katharine V.; Coates, Heather L.
    Employers need a workforce capable of using data to create actionable information. This requires students to develop data information literacy competencies that enable them to navigate and create meaning in an increasingly complex information world. This article examines why data information literacy should be integrated into program curricula, specifically in the instances of business and public health, and offers strategies for how it can be accomplished. We approach this as a comparative case study within undergraduate business and master of public health programs at Indiana University-Purdue University Indianapolis. These case studies reveal several implications for practice that apply across social and health sciences programs.
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    Database Dependency
    (H.W. Wilson Company, 1997) Hogan-Vidal, Patricia; Kreps, Dennis
    We defined the phenomenon of database dependency as the behavior of a library user to immediately select computerized information resources without considering (1) the appropriateness of the electronic gesource to the immediate information need, (2) the quality and accuracy of the information found, and (3) the amount of time it may take to find the information in a database compared to finding a print resource in that library. The librarians at the Talk Table agreed that patrons seem to accept whatever information they find in an electronic resource even if it takes longer to get the answer, the answer is incomplete, or if the information would have been more easily found in a print reference source. The academic librarians said that they have been seeing this behavior in their libraries for the last several years. The public librarians agreed that this behavior is increasing in their libraries as people are becoming more comfortable with computers.
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    Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
    (College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.