Reinventing Library Instruction: The Ivy Tech Story (original) (raw)
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During summer 1997, instruction librarians at Pepperdine University's Payson Library began restructuring Freshman Seminar library instruction sessions because they observed that students were not acquiring the needed library and information literacy skills. Too much material was being presented in too short a time with no opportunity for hands-on experience. Taking advantage of the opportunity for Web-based instruction, students now tour the library and learn catalog searching skills at their own pace outside of class. Librarians reinforce vital library skills and introduce the students to a general database during classroom instruction which includes hands-on experience. Evaluation indicates that students completing the program are more likely than those not completing it to select an appropriate library resource for identifying print and electronic information sources on a topic, but room for improvement exists.
Education for library instruction, a 1996 survey
Research Strategies, 1997
In 1987, Larson and Meltzer published an article presenting results of surveys of libra y school programs. The surveys asked zf the programs included course work in Iibra y instruction. Two M.L.S. candidates (Sullivan and Davis) at the University of Ma yland, conducted a follow-up survey in 1996. The survey asked American Libra y Association accredited programs in the U.S. whether they included libra y instruction as a separate course or unit in their curriculum. The survey gathered data and compared the results to those of Larson and Meltzer. The new data tests Larson and Meltier's conclusions about libra y instruction.
The International Journal of Learning: Annual Review
My research will attempt to re-evaluate the academic library's role in supporting a general education program. The emphasis will focus on student centeredness, faculty collaboration, outreach and curriculum support. In the short time that I have worked in academic libraries I have learned that quality customer service and reference desk work is far from the list of priorities in some settings. Coming from the public library I found this to be unacceptable. We are service providers and the way in which we communicate with students and faculty is important. As professionals we should do more in the way of making the transition to college as seamless as possible for freshmen and continuing education students. It is imperative of us to adapt to the changing ways in which students interpret, process, and evaluate information. This involves embracing Web 2.0 and the social networking tools that students are using. Libraries will increasingly need to work at staying ahead of the information curve if we are to be an essential resource for today's college freshmen.
The instructional program and responsibilities of the teaching library
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To compete effectively in the global information-based economy of the twenty-first century, the United States needs citizen leaders who not only have been educated using the latest knowledge and research in their areas of undergraduate study but also have been ...