Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students

Autor/in	Lamb, Annette
Titel	Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students
Quelle	In: Journal of Education for Library and Information Science, 58 (2017) 1, S.15-26 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
Schlagwörter	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; Indiana + Suchen Sie Ihr Suchwort? Librarian; Bibliothekar; Bibliothekarin; Informationskompetenz; Bibliothekswissenschaft; Bedarfsermittlung; Technisches Wissen; Kompetenz; Produktive Fertigkeit; Individualisierender Unterricht; Handbuch; Leitfaden; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Survey; Umfrage; Befragung
Abstract	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. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail: office@alise.org; Web site: http://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01