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Social and Behavioral Sciences Commons™
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- Keyword
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- Information literacy (3)
- Academic libraries (2)
- First-generation students (2)
- Funds of knowledge (2)
- Assessment (1)
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- Asset-based pedagogies (1)
- Collaboration (1)
- Deficit thinking (1)
- Faculty (1)
- First-generation college students (1)
- Flipped classroom (1)
- Flipped learning (1)
- Health sciences (1)
- Information literacy instruction (1)
- Learning (1)
- Librarian (1)
- Library (1)
- Library and information science (1)
- Library science literature (1)
- One shot (1)
- One-shot (1)
Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Student Learning: An Assessment Of Information Literacy Learning In Nursing Research One-Shots, Stephanie Wiegand
Student Learning: An Assessment Of Information Literacy Learning In Nursing Research One-Shots, Stephanie Wiegand
University Libraries Faculty Publications
Background
The objective of this research is to assess student learning in a library one-shot for Nursing students who are beginning to navigate the scholarly research system and to identify and procure primary and secondary research studies to support a clinical change.
Methods
NURS 380 is the research and evidence-based practice course for second-year nursing students taken in concert with clinical experiences. Three sections of this course (36 students each) were given the same lecture, hands-on practice, and facilitated research time with the same librarian during a three-hour session of the course. At the end of each session, the librarian …
Collaborating On Flipped Library Sessions: 8 Best Practices For Faculty & Librarians, Nicole R. Webber, Stephanie Wiegand
Collaborating On Flipped Library Sessions: 8 Best Practices For Faculty & Librarians, Nicole R. Webber, Stephanie Wiegand
University Libraries Faculty Publications
Library instruction varies in format but often manifests in the librarian teaching a single, isolated class session—what librarians refer to as a “one-shot.” Many challenges accompany this traditional format, including time-constraints, disengaged audiences, and little understanding on the part of the student as to how the library instruction integrates with course content. Flipped Learning methods can help counter these challenges even when the overall course is not based on a flipped model. They liberate librarians and faculty from the one-shot model and expand opportunities for library instruction to occur at multiple times in a course, to be delivered virtually or …
An Unfinished Journey Towards A Democratic Information Literacy Classroom, Rachel Dineen, Lyda Mccartin
An Unfinished Journey Towards A Democratic Information Literacy Classroom, Rachel Dineen, Lyda Mccartin
University Libraries Faculty Publications
No abstract provided.
A Critical Review Of Lis Literature On First-Generation Students, Darren Ilett
A Critical Review Of Lis Literature On First-Generation Students, Darren Ilett
University Libraries Faculty Publications
This review offers a critical analysis of the library and information science (LIS) literature on first-generation students (FGS) from the last 40 years. This literature demonstrates an interest in understanding the needs of FGS to serve them better, but it is often grounded in a deficit model of education that focuses on what first-generation students lack instead of what they have. This review identifies four predominant themes in the literature: FGS as outsiders, as a problem, as reluctant library users, and as capable students. Then it suggests possible avenues of future research, such as using a “funds of knowledge” approach …
First-Generation Students’ Information Literacy In Everyday Contexts, Darren Ilett
First-Generation Students’ Information Literacy In Everyday Contexts, Darren Ilett
University Libraries Faculty Publications
Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at …