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Full-Text Articles in Library and Information Science
Assessing The Impacts Of Library Instruction Sessions On Knowledge Acquisition And Retention In Biology Undergraduates, Aditi Bandyopadhyay
Assessing The Impacts Of Library Instruction Sessions On Knowledge Acquisition And Retention In Biology Undergraduates, Aditi Bandyopadhyay
Upstate New York Science Librarians Conference
This study assessed the effectiveness of one-shot library instruction sessions on knowledge acquisition and retention in Biology undergraduate students. In early Spring 2018 semester, the students enrolled in six sessions of Bio 112 at Adelphi University attended library instruction classes to learn about scientific literature. One-shot library instruction sessions were conducted to teach students in each section how to identify research, review and popular science magazine articles. A post-instruction test was conducted in late April and early May, 2018, to determine whether the students retained information from library instruction classes. The responses from both pre- and post-instruction sessions were compared …
Staff Training At A Combined Services Desk, Anne Rauh, Anne Glorioso, Amy Kindschi
Staff Training At A Combined Services Desk, Anne Rauh, Anne Glorioso, Amy Kindschi
Libraries' and Librarians' Publications
In the summer of 2008 Wendt Commons undertook the ambitious task of formalizing a training program for all library staff (including students) who work at the combined services desk. Panelists will discuss the development process, show materials created for the pilot program, and offer an evaluation of the outcome. Please attend this session for an engaging discussion of library staff training and leave with ideas that can be implemented in any library setting.
Public Services Training At Wendt Library, Anne Rauh, Anne Glorioso
Public Services Training At Wendt Library, Anne Rauh, Anne Glorioso
Libraries' and Librarians' Publications
No abstract provided.
Supporting Inquiry By Identifying Gaps In Student Confidence: Development Of A Measure Of Perceived Competence, Marilyn P. Arnone, Ruth V. Small, Rebecca Reynolds
Supporting Inquiry By Identifying Gaps In Student Confidence: Development Of A Measure Of Perceived Competence, Marilyn P. Arnone, Ruth V. Small, Rebecca Reynolds
School of Information Studies - Faculty Scholarship
Critical to inquiry-based learning is information literacy. Educators can enhance students’ experiences during the inquiry process if they are aware of the skill areas in which students either have or lack confidence. This article describes the development and psychometric properties of the Perceived Competence in Information Skills (PCIS) measure. Educators can use the measure to support student inquiry by identifying and addressing gaps in student confidence. The measure is freely available through Syracuse University’s Center for Digital Literacy.
Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf
Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf
School of Information Studies - Faculty Scholarship
Academic librarians throughout higher education add value to the teaching and learning missions of their institutions though information literacy instruction. To demonstrate the full impact of librarians on students in higher education, librarians need comprehensive information literacy assessment plans, composed of instructional program-level and outcome-level components, that summarize the purpose of information literacy assessment, emphasize the theoretical basis of their assessment efforts, articulate specific information literacy goals and outcomes, describe the major assessment methods and tools used to capture evidence of student learning, report assessment results, and highlight improvements made as a consequence of learning assessment.
Planning, Building, And Assessing An Online Information Literacy Tutorial: The Lobo Experience, Megan Oakleaf
Planning, Building, And Assessing An Online Information Literacy Tutorial: The Lobo Experience, Megan Oakleaf
School of Information Studies - Faculty Scholarship
Each fall, first-year students arrive at colleges across the country with widely varying abilities to complete library research assignments. Some students enter higher education as veterans of the information seeking process, armed with strong school library media preparation and ready to conquer any research assignment. Far more first-year students are over-reliant on Internet resources, confused about distinctions between scholarly and popular sources, daunted by scores of article databases, and mystified by the LC classification system. Academic librarians face the challenge of establishing baseline information literacy skills in all students, often with limited time and resources. One way to confront this …