Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2017
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| _version_ | 1867180903319470080 |
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| author | Lamb, Annette |
| author_facet | Lamb, Annette Lamb, Annette |
| collection | Education Resources Information Center |
| contents | Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students Lamb, Annette Librarians Information Literacy Library Science Needs Assessment Pretests Posttests Technological Literacy Competence Job Skills Individualized Instruction Guides Graduate Students College Faculty Instructional Design Curriculum Design Course Evaluation Formative Evaluation Surveys Attitude Measures Information workers are not born information fluent. Like other students, incoming library science students enter graduate programs with a broad range of information and technology skills. The aim of this study was to determine if systematically designed online tutorials would be effective in preparing university students with information literacy skills. A needs assessment was conducted to identify what information and technology skills faculty expected of entering library students. A series of 46 online tutorials were used to address the required competencies. Pre-tests were designed to determine whether a particular student needed to complete a given tutorial. Post-tests and proficiency projects were used to determine whether students reached mastery. The results of the study indicated that this type of individualized instruction was effective in preparing library science students with information literacy skills. While the study focused on the library science program, the results may have applications for other types of information literacy instruction. There is a need to expand this individualized, self-paced tutorial approach to other information literacy courses in other disciplines. |
| format | Recurso educativo Open Access |
| id | eric_EJ1150595 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students Lamb, Annette Librarians Information Literacy Library Science Needs Assessment Pretests Posttests Technological Literacy Competence Job Skills Individualized Instruction Guides Graduate Students College Faculty Instructional Design Curriculum Design Course Evaluation Formative Evaluation Surveys Attitude Measures Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students Lamb, Annette Librarians Information Literacy Library Science Needs Assessment Pretests Posttests Technological Literacy Competence Job Skills Individualized Instruction Guides Graduate Students College Faculty Instructional Design Curriculum Design Course Evaluation Formative Evaluation Surveys Attitude Measures Information workers are not born information fluent. Like other students, incoming library science students enter graduate programs with a broad range of information and technology skills. The aim of this study was to determine if systematically designed online tutorials would be effective in preparing university students with information literacy skills. A needs assessment was conducted to identify what information and technology skills faculty expected of entering library students. A series of 46 online tutorials were used to address the required competencies. Pre-tests were designed to determine whether a particular student needed to complete a given tutorial. Post-tests and proficiency projects were used to determine whether students reached mastery. The results of the study indicated that this type of individualized instruction was effective in preparing library science students with information literacy skills. While the study focused on the library science program, the results may have applications for other types of information literacy instruction. There is a need to expand this individualized, self-paced tutorial approach to other information literacy courses in other disciplines. |
| title | Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students |
| topic | Librarians Information Literacy Library Science Needs Assessment Pretests Posttests Technological Literacy Competence Job Skills Individualized Instruction Guides Graduate Students College Faculty Instructional Design Curriculum Design Course Evaluation Formative Evaluation Surveys Attitude Measures |
| url | https://eric.ed.gov/?id=EJ1150595 |