scholarly journals Information literacy and embedded librarianship in an online graduate programme

2013 ◽  
Vol 7 (1) ◽  
pp. 3 ◽  
Author(s):  
Swapna Kumar ◽  
Mary E Edwards
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Online Students ◽  
Essential Information ◽  
Perceived Ability ◽  
Design And Implementation ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Embedded Librarian

This paper reports on an embedded librarian project aimed at providing incoming online graduate students with essential information literacy skills to succeed in an online programme. It describes the design and implementation of the project, the results of pre- and post-instruction surveys of students’ information literacy skills and students’ perceived ability, confidence, and anxiety when accessing information using library resources. The assessment of the embedded librarian project is discussed in the context of the methods used and the needs of online students.

Information Literacy Support for Online Students in Higher Education

2014 ◽  
pp. 624-640 ◽  
Author(s):  
Swapna Kumar ◽  
Kristin Heathcock
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Information Literacy ◽  
Doctoral Program ◽  
Literacy Skills ◽  
Online Students ◽  
Literacy Support ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Incoming Students

As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students’ information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.

Information Literacy Support for Online Students in Higher Education

2016 ◽  
pp. 1380-1396 ◽  
Author(s):  
Swapna Kumar ◽  
Kristin Heathcock
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Information Literacy ◽  
Doctoral Program ◽  
Literacy Skills ◽  
Online Students ◽  
Literacy Support ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Incoming Students

As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students' information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.

scholarly journals Improving student assessments of elections: the use of information literacy and a course-embedded librarian

2017 ◽  
Vol 10 (2) ◽  
pp. 83-106 ◽  
Author(s):  
Paula Booke ◽  
Todd J. Wiebe
Keyword(s):  
Information Literacy ◽  
Complex Terrain ◽  
Training Session ◽  
Literacy Skills ◽  
Science Courses ◽  
Student Assessments ◽  
Literacy Training ◽  
Information Literacy Skills ◽  
Research Gap ◽  
Embedded Librarian

The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a courseembedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course with an embedded librarian, information literacy training and an assignment based on the training session reported higher levels of research confidence and demonstrated the use and understanding of selected information literacy skills and concepts.

Impact of an Embedded Librarian Model on Student Information Literacy Skills

2018 ◽  
Vol 72 (4_Supplement_1) ◽  
pp. 7211510207p1
Author(s):  
Elaina DaLomba ◽  
Kaitlin Sauder ◽  
Melanie Watson ◽  
Kyle Soldevilla ◽  
Samantha O’Neill
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Embedded Librarian ◽  
Student Information

scholarly journals Both Online and In-Person Library Orientations Have Positive Effects on Graduate Students’ Information Literacy Skills

2016 ◽  
Vol 11 (2) ◽  
pp. 189 ◽  
Author(s):  
Lisa Shen
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Positive Effects ◽  
Starting Point ◽  
Study Results ◽  
Hands On ◽  
Information Literacy Skills

Objective – To assess and compare the effectiveness of online and face-to-face library orientations. Design – Pretest/posttest. Setting – A public university in the United States of America. Subjects – Graduate students in a Master of Social Work program. Methods – At the beginning of the fall 2013 semester, students in 3 different sections of a social work research methods course were asked to complete a 17-question assessment to evaluate their information literacy skills and knowledge. Then, 1 section (Campus A) received a 50-minute in-class library orientation from a librarian, while the other 2 sections (Campus B and Off Campus) received orientation through asynchronous online video tutorials. Post library orientation, research labs were then held for all three class sections, during which students received some hands-on time working with a librarian. After the hands-on labs, students were invited to complete the posttest assessment, which consisted of the same 17 questions. Main Results – The researcher collected 59 pre-test and 27 posttest responses, although many respondents did not answer all the questions. Moreover, none of the posttest responses from the Off Campus students was deemed usable by the researcher. After attending the library orientation and lab sessions, students were more likely to choose the library or a librarian as their starting point for research (19% pretest, 40% posttest). Students’ ability to identify book or chapter title in a citation (48% pretest, 92% posttest), and determine whether common knowledge required citations (87% correct in pre-test, 100% posttest) also appeared to improve after the library sessions. In addition, students’ skills in assessing the scholarliness and credibility of an article by its abstract also improved. While there were some anecdotal variations between responses between Campus A and Campus B groups, no statistically significant differences were noted. Conclusion – The study results suggest that regardless of format, library orientations and hands on lab session had positive effects on graduate students’ information literacy skills and knowledge.

Implementing Information Literacy Skills and Soft Skills for Better Use of Library Resources and Services

2020 ◽  
pp. 214-224
Author(s):  
B. Surendran ◽  
Kishore Kumar
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Soft Skills ◽  
School Libraries ◽  
Literacy Skills ◽  
Future Scenario ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Work Education ◽  
Library Profession

Information literacy (IL) is a set of skills that allows us to locate, evaluate, and use effectively the information that we need. IL skills are essential tools that help us successfully plan for the present and future scenario of information. Soft skills are a set of abilities that influence how we interact with each other. Soft skills and IL skills affect every person in every possible situation work, education, entertainment, etc. This chapter highlights the importance of soft skills in library profession, different types of soft skills, why soft skills are important, relevance of information literacy in the ICT era, concepts of information literacy, IL and school libraries, and various types of IL models and standards. Both soft skills and IL skills are essential for library professionals as well as the users, particularly while using the 21st century resources, so that the users will be energized in using the library resources effectively and efficiently.

Agoge: an information literacy game for transfer students

2017 ◽  
Vol 45 (2) ◽  
pp. 314-331 ◽  
Author(s):  
Andrew Kearns ◽  
Breanne A. Kirsch ◽  
Virginia Cononie
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Game Design ◽  
Literacy Skills ◽  
Content Type ◽  
Interactive Game ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Admissions Process

Purpose This paper aims to describe a successful outreach to transfer students through an interactive information literacy game. While the main purpose of the game is to introduce students to research and university library resources, it also allows for an analysis of incoming students’ information literacy skills. Design/methodology/approach This case study outlines the evolution of the game from a test-like tutorial administered through the Blackboard course management system to an interactive game in two iterations, describing the game in relation to game design and best practices and discussing how the artwork for the game was created. An analysis of data from student answers to the game questions over time shows what librarians have learned about the information literacy skills of incoming transfer students. Finally, student feedback about the game collected through a survey is presented along with ideas for future modifications. Findings This paper provides insights into the design and creation process of an interactive information literacy game and a model for how similar games can help librarians assess students’ information literacy skills. Practical implications Transfer students are hard to reach as a group at many institutions. An interactive game targeted to transfers during the admissions process is a potentially effective way to reach out to them. Originality/value This paper brings together two important issues in the library literature: how to reach out to transfer students and educational library games. Librarians involved with these issues will benefit from the paper’s insights and practical advice.

Awareness of Information Literacy among Students of Arts and Science Colleges in Tirunelveli, Tamil Nadu: A Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 19-24
Author(s):  
M. Manthiramoorthi ◽  
R. R. Saravanakumar ◽  
A. Thirumagal
Keyword(s):  
Information Literacy ◽  
Tamil Nadu ◽  
Literacy Skills ◽  
Survey Method ◽  
Postgraduate Students ◽  
Level Of Satisfaction ◽  
Library Resources ◽  
Information Literacy Skills ◽  
The Right ◽  
Access Right

The paper deals with the awareness of information literacy among students of Arts and Science colleges in Tirunelveli. The objectives of the study is to identify the level of awareness of information literacy among students, to know the purpose of accessing library resources, to identify the search strategy tool used to access information, to know the level of usage of library resources, to identify the problem faced while accessing information and to know the level of satisfaction among students about their information literacy skills. This study deals with survey method and questionnaire tool was used for data collection. The research sample consists of both undergraduate and postgraduate students. The questionnaires were distributed randomly among the sample of 300 students in the selected three Arts and Science colleges in Tirunelveli. The collected data was analysed, interpreted and tabulated by using statistical tools like simple percentage and Pearson Moment Correlation Coefficient (PMCC) with the help of SPSS software. This study can used to know how to locate, access, and evaluate the right information in right time. It helps the librarian and faculty members to guide the students as where to access right source of information and how to evaluate their needed information and to satisfy the information users in an easy manner.

The Role of the School Library in Empowering Visually Impaired Children With Lifelong Information Literacy Skills

2018 ◽  
pp. 245-271
Author(s):  
Iwu-James Juliana ◽  
Roland Izuagbe ◽  
Victoria Itsekor ◽  
Michael Opeoluwa Fagbohun ◽  
Aderonke Asaolu ◽  
...  
Keyword(s):  
Information Literacy ◽  
Visually Impaired ◽  
School Library ◽  
School Libraries ◽  
Literacy Skills ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Impaired Children ◽  
Visually Impaired Children

Libraries provide the platform on which successful education systems are built through the provision of access to information. The ability to provide equal and nondiscriminatory access to library resources and services is the hallmark of modern librarianship. School libraries must be prepared to serve children with specific disabilities, such as visually impaired students who will need special types of technology and other specialized services. This preparation is even more important with the push for inclusion and the corresponding increase in children with disabilities attending regular (vs. specialized) schools and utilizing the school library resources. Thus, this chapter examines the role of school libraries in empowering visually impaired children with lifelong information literacy skills as a part of inclusive education.

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