scholarly journals Open University Library: impact and effectiveness of information literacy interventions

2009 ◽  
Vol 29 (91) ◽  
Author(s):  
Kirsty Baker ◽  
Gill Needham
Keyword(s):  
Information Literacy ◽  
Online Courses ◽  
Open University ◽  
Literacy Interventions ◽  
Face To Face ◽  
University Library ◽  
The Future ◽  
Work Programme ◽  
Library Impact ◽  
The University

The Library's Information Literacy Unit, launched in 2002, has produced an IL Strategy for the University and coordinates an ongoing work programme, including face to face training, the development of online materials, input into courses throughout the curriculum and stand alone online courses. The idea was to develop a tool of some kind which would enable us to measure the effectiveness of our various interventions, to allow learners to ascertain their level of skills and hence understand their development needs in this area, and also to help us to understand the needs of our learners (students and staff). We were also interested in possible research applications in the future.

scholarly journals Challenges for Change Agents. Best Practices at the University Library of Freie Universität Berlin

ABI-Technik ◽  
2020 ◽  
Vol 40 (4) ◽  
pp. 357-364
Author(s):  
Martin Lee ◽  
Christina Riesenweber
Keyword(s):  
Best Practices ◽  
Change Agents ◽  
Large Change ◽  
University Library ◽  
The Future ◽  
The University ◽  
Insight Into

AbstractThe authors of this article have been managing a large change project at the university library of Freie Universität Berlin since January 2019. At the time of writing this in the summer of 2020, the project is about halfway completed. With this text, we would like to give some insight into our work and the challenges we faced, thereby starting conversations with similar undertakings in the future.

scholarly journals Teaching in Library and Information Studies: Creating videos to provide educational content

2021 ◽  
Vol 73 (3-4) ◽  
Author(s):  
Juan-José Boté-Vericad
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Distance Teaching ◽  
Educational Materials ◽  
Educational Content ◽  
Face To Face ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

COVID-19 has forced several changes in the teaching of Library and Information Studies. In this article we explain our experience in creating and publishing videos as educational content at the University of Barcelona. Students having to learn by distance teaching have different needs in regard to the provision of educational materials. Similarly, professors need to give the best possible experience to distance students when face-to-face courses are not possible. This leads to the question of the roles that information literacy and digital literacy play, especially for professors.

scholarly journals Positioning the Writing Centre

2020 ◽  
Vol 12 (2) ◽  
pp. 71-77
Author(s):  
David A. Burke
Keyword(s):  
Academic Writing ◽  
Open Future ◽  
University Library ◽  
The Future ◽  
The Open Future ◽  
Key Aspects ◽  
University Of Oslo ◽  
The University ◽  
Support Students ◽  
Successes And Challenges

Implicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing. But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so. This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs. As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future. On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library.

scholarly journals NTNU Academic Writing - developed with UX

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Anne Lillevoll Lorange
Keyword(s):  
Learning Styles ◽  
Information Literacy ◽  
Academic Writing ◽  
Technological Development ◽  
Visual Learning ◽  
Writing Skills ◽  
University Library ◽  
Starting Point ◽  
Other Information ◽  
The University

In spring 2017, the University Library of the Norwegian University of Science and Technology (NTNU) launched VIKO, the redesigned tool for fostering information literacy and academic writing skills. The digital and technological development as well as new requirements for information literacy and academic writing skills have made it necessary to revise this tool. A working group at NTNU University Library developed and carried out an electronic survey to map specific needs of students, teachers, and researchers. We involved our users in developing our information literacy tool in order to give them a more useful user experience. We asked the following questions: Is information about academic writing something you need? Where do you go to find information about this? What kind of content do you desire? The answers suggested that “Yes!” this was something both students and teachers wanted. They were eager to get all the information they needed in their studies in one place. Results of this survey and additional depth interviews with students and staff have been the starting point for both the updated content and the new graphical design of VIKO. To accommodate the wish of having all information in one place, all content is now placed on the University Intranet together with all other information relevant for the students. A page listing relevant topics helps students navigate in the content relating to academic writing. The content of the redesigned tool is structured into four topics: defining a research topic, finding sources, structuring your text, and using and citing sources. We know that people have different ways of learning, so offering content for different learning styles like visual learning, auditory learning, and read/write learning will contribute to improving the learning outcomes.

KEGIATAN MENGASAH KEMAMPUAN PUBLIC SPEAKING DAN PRESENTASI ONLINE PADA MAHASISWA UNIVERSITAS TARUMANAGARA

2021 ◽  
pp. 553
Author(s):  
Roswita Oktavianti
Keyword(s):  
Distance Learning ◽  
Community Service ◽  
Learning Process ◽  
Public Speaking ◽  
Video Conference ◽  
Online Class ◽  
Face To Face ◽  
The Future ◽  
Online Public Speaking ◽  
The University

Covid-19 pandemic has affected the learning process in the university. The students and all lecturers are doing distance learning by using video conference apps. They are no longer meeting each other face-to-face in the class. The lecturer should cope with this situation by giving a topic that focused on online public speaking or presentation. The skill of online public speaking or presentation should be delivered to the students from all faculties, not only for communication students. One of the students’ organisations, Mahkamah Mahasiswa, conducted an online event to give its member a piece of knowledge about online public speaking. They invited me as a lecturer of communication science in the Faculty of Communication, Universitas Tarumanagara. Discussion and survey are held just after presentation. The results were that the students realize the importance of public speaking skills in the class and their organisation activities. Then, they also identify that this skill is beneficial for their carrier in the future. Unfortunately, based on their answer, they have not obtained this knowledge in the class, except for communication students. Therefore, the result of this community service event should be considered by all of the faculty in the university. In the reality, students expect to obtain a topic about how to be a good public speaker in the class or an online class. This material can be inserted in one of the subjects, or it can be one of the community service activities along with a member of the communication faculty.Kondisi pandemi Covid-19 membuat proses pembelajaran di perguruan tinggi dilakukan jarak jauh. Komunikasi yang biasanya dilakukan secara tatap muka, beralih menggunakan sarana konferensi video. Situasi ini perlu disikapi dengan pemberian materi public speaking atau presentasi online. Kegiatan pengabdian masyarakat yang dilakukan oleh dosen Program Studi Ilmu Komunikasi Universitas Tarumanagara adalah memberikan materi tentang public speaking atau presentasi online kepada mahasiswa. Dalam kegiatan kali ini, mahasiswa yang memperoleh materi ini berasal dari seluruh fakultas, tergabung dalam organisasi Mahkamah Mahasiswa. Paska kegiatan, pengabdi melakukan diskusi dan memberikan sejumlah pertanyaan terkait kemampuan public speaking atau presentasi dalam ruang kelas online. Hasilnya mahasiswa menyadari pentingnya kemampuan public speaking dalam perkuliahan dan berorganisasi di kampus, bahkan kemampuan ini juga kelak berguna ketika memasuki dunia kerja. Namun, materi ini belum diberikan oleh seluruh fakultas. Hasil kegiatan pengabdian kepada masyarakat ini perlu menjadi evaluasi bagi fakultas agar memberikan perhatian terhadap materi public speaking atau presentasi di kelas dalam pembelajaran jarak jauh. Fakultas bisa menggandeng dosen program studi Ilmu Komunikasi atau praktisi untuk memberikan materi seputar public speaking atau presentasi. Materi bisa disisipkan dalam salah satu mata kuliah, atau sebagai salah satu kegiatan pengabdian kepada masyarakat.

scholarly journals “Being speculative is better than to not do it at all”: an interview with Natalie Zemon Davis

Itinerario ◽  
2015 ◽  
Vol 39 (1) ◽  
pp. 3-15
Author(s):  
Jessica Roitman ◽  
Karwan Fatah-Black
Keyword(s):  
Early Modern ◽  
University Library ◽  
Societal Relevance ◽  
The Future ◽  
The University ◽  
Better Than

Jessica Roitman and Karwan Fatah-Black meet Natalie Zemon Davis outside the University Library in Leiden for lunch and an interview. Although Davis is eager to study a Sranan-German dictionary she retrieved from the library, the three of them sit down for an engaging conversation on the historian’s craft, its societal relevance and the future of early modern studies.

scholarly journals An Information Literacy Course for Doctoral Students: Information Resources and Tools for Research

2015 ◽  
Vol 7 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Ann-Louise Paasio ◽  
Kristiina Hintikka
Keyword(s):  
Doctoral Students ◽  
Information Literacy ◽  
Graduate School ◽  
Doctoral Programs ◽  
Information Resources ◽  
University Library ◽  
Literacy Course ◽  
The University ◽  
Doctoral Candidates

The purpose of this paper is to showcase the information literacy course for doctoral students called Information Resources and Tools for Research. Turku University Library organises this course in collaboration with the University of Turku Graduate School. The course, which was started in 2012, has been organised four times so far, twice in English and twice in Finnish. The course offers training to all doctoral Programs in all of the seven disciplines present at the University of Turku and doctoral candidates of the University. In our presentation we will describe the structure and contents of the course and share our experiences of the collaboration with the University of Turku Graduate School. In addition, we will describe how the information specialists of the Turku University Library have collaborated during the course. We will also discuss the challenges of the course. Based on the course feedback, it can be stated that in general, participants have found this course very useful for their research in the University of Turku.

scholarly journals Social Justice Through Access to Information at the University of Illinois at Chicago University Library

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sandra De Groote
Keyword(s):  
Social Justice ◽  
Open Access ◽  
Information Literacy ◽  
Equal Access ◽  
Access To Information ◽  
University Of Illinois ◽  
University Library ◽  
The University

This paper outlines the efforts of the University Library of the University of Illinois at Chicago to provide free open access to information so that everyone has equal access to it. The library does this through advocacy for open access, providing resources to make information openly accessible, and providing training in information literacy to access and use open information.

scholarly journals Information Seeking MOOCs at the University of Helsinki

2019 ◽  
Vol 11 (1) ◽  
pp. 52-60
Author(s):  
Taina Kettunen ◽  
Kristina Weimer ◽  
Valtteri Vainikka ◽  
Päivi Helminen
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
Master's Degree ◽  
Master's Level ◽  
English Version ◽  
Continuous Development ◽  
Content Integration ◽  
Literacy Teaching ◽  
University Library ◽  
The University

The University of Helsinki is a multidisciplinary university with about 31 300 students and 7800 staff. Our bachelor’s and master’s degree programmes were recently redesigned and started off in the autumn semester 2017. At the Helsinki University Library, this led to the reorganization of our information literacy teaching in order to be able to connect with larger amounts of students. In autumn 2017, we launched two new MOOCs: a Finnish language one for bachelor’s level and an English version mainly for master’s level students. Currently, the MOOCs are compulsory in some study programmes and voluntary in many others. Our main goals were to make the MOOCs interactive and to collaborate with departments to get these courses integrated into their curricula at the point when students need these skills the most. This article discusses what we have learned during the process of constructing MOOCs and how we tackled the main challenges of meaningful content, integration and interaction. The MOOCs are in continuous development based on received feedback.

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