scholarly journals Mapping Information Literacy and Written Communication Outcomes in an Undergraduate Nursing Curriculum: A Case Study in Librarian-Faculty Collaboration

2016 ◽  
Vol 4 (1) ◽  
pp. 22-34 ◽  
Author(s):  
Mindi Miller ◽  
Linda Neyer
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Nursing Program ◽  
Health Science ◽  
University Teaching ◽  
Academic Disciplines ◽  
Baccalaureate Nursing Program

A syllabi study was conducted by the health science librarian and nursing faculty members in a baccalaureate nursing program to map information literacy and communication learning outcomes. Nursing course syllabi and assignments were examined for particular evidence of information literacy and communication learning outcomes in relationship to three sets of standards from the American Association of Colleges of Nursing and the Association of College & Research Libraries, and the rubrics of the Association of American Colleges & Universities. A crosswalk was created between the standards to identify areas where the librarian and nursing faculty could better collaborate to assist students in their achievement of these standards. The resulting analysis led to a change in the librarian’s practices with greater involvement with the nursing department. Information literacy skills are needed in a growing number of professions that value evidence-based practice, thus suggesting that similar curriculum mapping projects are useful for other academic disciplines. This project was supported by the Bloomsburg University Teaching and Learning Enhancement (TALE) Pedagogy-Related Research Grant.

scholarly journals A collaborative approach to the use of archives in information literacy teaching and learning in an arts university

2014 ◽  
Vol 39 (4) ◽  
pp. 27-32 ◽  
Author(s):  
Adele Martin-Bowtell ◽  
Rebekah Taylor
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Creative Arts ◽  
Collaborative Approach ◽  
Literacy Teaching ◽  
Information Literacy Skills ◽  
Formed Part ◽  
Skills Learning ◽  
The University

Why do significant parts of our art libraries collections remain undiscovered and unused? Seemingly invisible to students and staff, the university archive strong room creates a barrier, preventing our students and researchers from accessing and browsing materials, as they would with our open shelf collections. What happens when archive materials are freed from their confines, brought out into the studio and explored and used by arts students? Better still, what happens when librarian, archivist and academic collaborate to make this happen, enabling increased awareness of these resources and facilitating information literacy skills learning? Conclude this with an artistic response to this method of teaching and learning and you have the Animation Archive Day at the University for the Creative Arts. The day formed part of a longer term initiative put together by the archivist and librarian to raise awareness among students and staff of the opportunities to utilize archives in their subject specific creative arts learning and education. The project recognizes the importance of allowing students to steer and interact creatively with archive use in a library context.

scholarly journals Information literacy instruction for pharmacy students: a pharmacy librarian reflects on a year of teaching

2019 ◽  
Vol 107 (1) ◽  
Author(s):  
Bridget C. Conlogue
Keyword(s):  
Information Literacy ◽  
Active Role ◽  
Literacy Skills ◽  
Academic Disciplines ◽  
Learning Assessment ◽  
Library Instruction ◽  
Information Literacy Skills ◽  
Pharmacy Curriculum ◽  
Teaching Responsibilities ◽  
Evidence Based Care

Librarians have ever-expanding teaching responsibilities in many academic disciplines. Assessment of learning outcomes requires longitudinal evaluation to measure true retention of skills and knowledge. This is especially important in the health sciences, including pharmacy, where librarians take an active role in teaching students to help prepare them for a profession in which solid information literacy skills are required to safely and effectively provide evidence-based care to patients. In this commentary, I reflect on a year of teaching in a pharmacy program and consider the outcomes of my instruction, areas for improvement, student retention of learning, assessment challenges, faculty-librarian collaboration, and continued support for library instruction in the pharmacy curriculum.

Teaching and Learning in a Laptop Nursing Program

2011 ◽  
pp. 84-103
Author(s):  
Ellen Vogel ◽  
Bill Muirhead
Keyword(s):  
Nursing Faculty ◽  
Teaching And Learning ◽  
Success Factors ◽  
Core Competencies ◽  
Nursing Program ◽  
Funding Agencies ◽  
Schools Of Nursing ◽  
Learning Journals ◽  
Information And Communication ◽  
Document Review

Increasingly, nurses work in practice settings that employ the latest information and communication technology (ICT) to research, administer, and deliver healthcare to clients. Thus, it is critical that BNSc program graduates be competent with the technology that is embedded in their nursing environments. This chapter explicates the findings of a study designed to assess and prioritize the capacities of nursing faculty in the use of ICT for teaching and learning. Data was gathered over a two-year period through in-depth interviews, questionnaires, learning journals, and document review and synthesis. The authors hope that findings will contribute to the development of core competencies in the use of ICT for teaching and learning. Further, outcomes will inform decision-makers and funding agencies of the needs and gaps related to faculty ICT preparedness in Canadian schools of nursing. Recommendations address key success factors including faculty development and institutional support.

Influence of Globalisation on Teaching and Learning

2014 ◽  
pp. 263-273
Author(s):  
A. O. Issa ◽  
K. N. Igwe
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Skills ◽  
Regulatory Agencies ◽  
Tertiary Institutions ◽  
Poor State ◽  
The Poor ◽  
Information Literacy Skills ◽  
Higher Institutions

This chapter examines the influence of globalization on teaching and learning and the poor state of Information Literacy skills (IL) of students owing to the neglect of IL programmes in Nigerian tertiary institutions. Conceptualizing IL and situating it within the framework of the Nigerian higher institutions, the chapter discusses the implementation of IL programmes in these institutions and the likely attendant challenges. It concludes on the poor state of IL skills of students, which is due to the lack of implementation of IL programmes in higher institutions of learning in Nigeria. It recommends, among others, that administrators and planners of tertiary education in Nigeria should begin to see IL as more of an academic issue, rather than being a library thing, and urges regulatory agencies of these institutions to become more responsible in embracing contemporary issues like the IL programmes.

scholarly journals What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

2017 ◽  
Vol 12 (3) ◽  
pp. 56 ◽  
Author(s):  
Joanne Munn ◽  
Jann Small
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Mode Of Delivery ◽  
Academic Skills ◽  
Health Science ◽  
First Year ◽  
Science Students ◽  
Health Science Students ◽  
Literacy Support ◽  
Integrated Or

Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.

scholarly journals Students May Demonstrate Information Literacy Skills Following Library Instruction

2018 ◽  
Vol 13 (2) ◽  
pp. 100-102
Author(s):  
Robin Elizabeth Miller
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Learning ◽  
Ordinary Least Squares ◽  
Literacy Skills ◽  
Literacy Skill ◽  
First Year ◽  
Library Instruction ◽  
Least Squares Regression

A Review of: Luetkenhaus, H., Hvizdak, E., Johnson, C., & Schiller, N. (2017). Measuring library impacts through first year course assessment. Communications in Information Literacy, 11(2), 339-353. http://comminfolit.org/index.php Abstract Objective – To determine whether there is a correlation between information literacy skill development and participation in one or more library instruction sessions. Design – Learning outcomes assessment. Setting – A public research institution with multiple campuses. Subjects – 244 first-year undergraduates enrolled in a compulsory general education course during the 2014-2015 academic year. All subjects completed a series of library research assignments, followed by a final research paper. 65% of subjects participated in at least one library instruction session as part of the course, and 35% did not. Methods – The researchers convened six librarians and six instructors/faculty to score 244 research papers using a rubric designed to measure six possible information literacy learning outcomes. Evaluators established inter-rater reliability through a norming session, and each artifact was scored twice. The authors analyzed rubric scores using Ordinary Least Squares regression modeling. Main Results – Participation in a library instruction session correlated with higher rubric scores in three information literacy learning outcomes: argument building; source type integration; and ethical source citation. Conclusion – Students may achieve greater information literacy learning outcomes when they participate in course-integrated library instruction.

scholarly journals Setting up for Success: Implementing a Learning outcomes-based Pre-class Communication Process

2019 ◽  
Vol 7 (2) ◽  
pp. 81-90
Author(s):  
Anne C. Behler
Keyword(s):  
Learning Outcomes ◽  
Goal Setting ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Communication Process ◽  
Research Institution ◽  
Large Research

Librarians in a teaching and learning department at a large research institution linked their pre-class communications process to learning outcomes for foundational information literacy. Doing so enabled clearer messaging, collaborative goal setting, and more focused information literacy classes. 

scholarly journals Information Literacy Skills of Management Sciences’ Students

2017 ◽  
pp. 52-73
Author(s):  
Ghulam Murtaza Rafique ◽  
Hina Asif Khan
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Learning System ◽  
Management Policy ◽  
University Management ◽  
Online Format ◽  
The University

The objective of this study was to determine the information literacy (IL) skills of Management Sciences students. A questionnaire was adopted to collect data from 254 currently enrolled graduate and undergraduate students of two universities, one public sector and one private sector, situated in Lahore, Pakistan. An equal-sized stratified random sampling technique through random numbers was used for this purpose. The results showed that the majority of the students used the university library infrequently to locate their requisite information. Most of the students required a moderate level of information and preferred to get this information in an online format. The opinion of most of the students showed that they were proficient in using internet services (e.g. Google, Yahoo etc.) and different websites to identify their required information. The findings revealed that most of the students were unanimous in their skills to precisely recognize and describe the information they required. This study highlights the importance of IL skills, in order that students can become lifelong learners in retrieving, using, organizing, and presenting their information. The findings of this study would provide some insightful guidelines to university management, policy makers, and those concerned to augment and increase the IL training sessions and programs in Pakistan at the university level. These findings could be implemented on other universities with the same teaching and learning system, strategies, and circumstances.

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