Developing Legal Information Literate Law Students: “That Dog Will Hunt”

The legal profession has been adamant about the need for law schools to more adequately prepare law students for legal practice. Criticisms concerning a student's practical legal skills, such as the ability to conduct legal research, are prevalent. As the legal profession continues to transform, the need for law students and new attorneys to be “legal information literate” prior to being hired is quite evident. In order to instill competent legal research skills, legal research instruction must focus both on incorporating legal information literacy skills and on understanding how students learn. For this reason, teachers of legal research should rethink teaching strategies and explore different teaching methodologies.     

The librarian as a teacher: experiences from a problem-based setting

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Preparing information literate teachers: A metasynthesis

This metasynthesis of empirical and nonempirical literature analyzed 39 journal articles and book chapters that examined issues related to the preparation of information literate teachers in the U.S., Australia, Canada, New Zealand, Taiwan, and the U.K. All 39 items were published after March 1998 (when the Association of College and Research Libraries reported that teacher education programs had made no real progress in modifying course requirements and performance expectations to address information literacy concerns). The literature indicates that teacher education programs have made significant progress in addressing information literacy concerns during these last 10 years; however, much work remains to be done. Increased opportunities for collaboration between educators and librarians at the preschool–Grade 12 (P-12) and postsecondary levels are needed to prepare information literate teachers who can effectively teach information literacy skills and research strategies to their P-12 students.     

Don't they teach that in high school? Examining the high school to college information literacy gap

College librarians express concern over incoming students' information literacy skills and lack of skills preparing them for college-level research. However, it is unclear whether information literacy skills are not being taught at the high school level, whether they are not being retained or transferred as students move on to college, or whether there is a disconnect between the skills taught in high school and those expected of incoming college students. This study explores these questions through a set of parallel surveys sent to a national sample of high school and college librarians. Findings suggest that high school and college librarians agree on the importance of most skills though they vary in their emphasis on their importance, and that information literacy skills are being taught in high school but do not seem to transfer to college. The paper concludes with suggestions for increased communication and collaboration to bridge the high school to college transition.     

论信息素质与人才培养

信息素质主要包括信息意识、信息能力、信息道德三方面的素养。信息素养人是那些懂得如何组织、寻找、利用信息的人 ,是会学习的人。信息素质是创新型人才的基本素质 ,是国际化人才的必备素质 ,是培养科研素质的基础和学习、择业的导航员。参考文献 7。     

Health information seeking behaviour: the librarian's role in supporting digital and health literacy

This paper is based on Rachel Butler's dissertation carried out at the University of Sheffield as part of the MA Library and Information Services Management. The study examines people's online health information seeking skills, with the specific aim to identify how libraries and health services can work together in supporting digital and health literacy. A survey approach is used to explore online searching habits as well as librarian and health professionals’ views on health literacy. The key findings indicate that whilst the majority of respondents consider themselves to be health literate, there was an overall agreement that effective education and support could be achieved through the collaboration between libraries and health services, and specifically to signpost information and to provide targeted education. The limitations of the research for dissertation are recognised leading to recommendations that further study focuses on the impact of signposting and education on health literacy.F.J.     

Developing theory-based,practical information literacy training for adults

Teaching librarians seeking to educate people to be lifelong, information literate learners, often employ training sessions to introduce new skill sets to patrons. To create and deliver effective training, one must first understand how training differs from traditional education, how adults learn (andragogy) in different ways than do children, and how using instructional design can yield effective, low cost information literacy programs. A wealth of on-line, open source resources is available on how to learn more about and implement training, andragogical teaching principles, and instructional design. Librarians interested in honing their teaching skills can access these resources to expand and improve their understanding of how to be better educators and trainers.     

Public health professionals in the Midwest: a profile of connectivity and information technology skills.

OBJECTIVES: The aim of this study was to assess Internet connections and information technology skills of public health workers in the Midwest. METHODS: A questionnaire was mailed to 713 local health departments (LHDs) in the ten states of the Greater Midwest Region. RESULTS: Three hundred forty-four LHDs (48%) responded. Overall, 85% own a computer that would allow Internet access. Half provide Internet access to some or all staff. Of these, two-thirds use e-mail and half search the Web. One-half are linked to the State Health Department, and 30% are linked to other local health departments. Over half use CDC-Wonder; less than 20% search MEDLINE. Two-thirds of the respondents expressed an interest in MEDLINE training, and three-fourths are interested in learning more about the Internet. Sixty-nine percent of respondents planned to enhance electronic communication capacity within the next year. CONCLUSIONS: Public health practitioners need timely, convenient access to information to aid them in improving the health of the American public. A majority of public health departments in the Midwest are technically capable of connecting to the Internet. This technological capability, combined with an expressed desire by public health agencies to have workers become computer literate, suggests an important role for health sciences librarians.     

Media Literacy and the Challenge of New Information and Communication Technologies

Within both academic and policy discourses, the concept of media literacy is being extended from its traditional focus on print and audiovisual media to encompass the internet and other new media. The present article addresses three central questions currently facing the public, policy-makers and academy: What is media literacy? How is it changing? And what are the uses of literacy? The article begins with a definition: media literacy is the ability to access, analyse, evaluate and create messages across a variety of contexts. This four-component model is then examined for its applicability to the internet. Having advocated this skills-based approach to media literacy in relation to the internet, the article identifies some outstanding issues for new media literacy crucial to any policy of promoting media literacy among the population. The outcome is to extend our understanding of media literacy so as to encompass the historically and culturally conditioned relationship among three processes: (i) the symbolic and material representation of knowledge, culture and values; (ii) the diffusion of interpretative skills and abilities across a (stratified) population; and (iii) the institutional, especially, the state management of the power that access to and skilled use of knowledge brings to those who are ‘literate’.     

信息素养内涵的建构

在对“信息素养人”行为特征进行深入解读和归类的基础上，文章提出：信息素养是由信息知识、信息能力和非认知因素（非智力因素）等三个要素相互作用所组成的一个结构体系。并论述了内涵建构在杜绝信息素养教育实践片面倾向和改革“教”“学”等方面的积极意义。     

Beyond the Classroom: Fostering Soft Skills in Pre-Professional LIS Organizations

Are LIS graduates being adequately prepared to work in the information workplace? While students are absorbing valuable knowledge, library school curricula do not foster the essential soft skills students need to thrive in their post-graduate careers. However by being an active member of a graduate student organization, future LIS professionals can gain and hone effective soft skills, such as communication, initiative, curiosity, understanding, and the means to deal with mistakes, while adopting responsibilities that will all ultimately translate to success in the professional workplace, particularly in their first positions following graduation.     

The development of a blended learning approach to delivering information skills training to large health related student audiences with limited staff resource

This feature considers the challenges that academic librarians are increasingly being faced with in the delivery of information skills training to large student numbers with limited time and staff resources. A case study is presented of how an academic liaison librarian used a blended learning approach and innovative teaching practice to successfully deliver information skills training to large student numbers within the Faculty of Health and Social Care at Hull University.     

医学生信息素养标准化测评工具研制（二）：测试题项

医学生信息素养测评理论框架包括信息意识、信息知识、信息能力、信息伦理与道德4个测量维度。通过专家咨询法评价测试题项的内容效度（题项的准确性、清晰度和适用性）,对整个测试体系在数量上进行了删减,并对部分题项的内容作了更科学的处理。通过综合指数法建立了各测试题项的权重系数。应用因子分析方法对测评体系进行结构效度检验,共提取4个公因子,能够与之前建立的测评理论框架中确定的4个维度相一致。方差分析结果表明,医学生与临床医学八年制学生、卫管专业本科生的信息素养水平的差异在统计学上有显著意义（P〈0．05）,区分效度良好,测评体系整体信度较高。效应尺度统计量（ES）分析结果表明,《医学文献检索与利用》课程干预后,医学生的信息素养整体以及各维度的水平均有显著性改善。最终形成的标准化测评工具能够用于医学生信息素养水平的测量。     

Teaching About Reference Work

instructors of reference librarians-to-be should provide their students with opportunities to think the way successful information providers think and to perform the way successful information providers perform. Accordingly, the role of librarian as pointer and setter must be tagged as obsolete. Most important of all, archaic methods of bibliographic instruction must be ~dentified and discredited, and the modern concept of helping library users become information literate, self-reliant learners must replace traditional BI. In addition, teachers must help the reference librarians-to-be understand the behavior of information, the behavior of people toward information, why being nice to people matters, what kmds of responsibilitics new-hires will be expected to carry out, the environmental forces which help determine what they can accomplish on the job, and why the laws of the situation have to be recognized and interpreted.     

Information literacy problems in groupwork: Interpretations of the ACRL Framework

What problems does groupwork pose for information literacy, and how can the ACRL Framework help us to address them? This paper addresses gaps in the scholarly literature to examine how groupwork problematizes our understanding of information literacy. We explore ramifications of what it means to be information literate as a group versus as an individual. The ACRL Framework is explored for areas of potential opportunity.     

Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy

SUMMARY

While there is much discussion today about information literacy, proper implementation of it within university campuses is still a struggle, often due to the fact that librarians and teaching faculty have different “cultures” that create different priorities. Librarians focus more on process and faculty more on content, though the two are not mutually exclusive. Past attempts by librarians to collaborate with faculty to produce information literate students have had limited success. A bolder plan–to imbed information literacy credit courses within existing departments–shows promise to avoid cultural conflict while creating a proper climate for collaboration.     

Improving digital skills for the use of online public information and services

There are recent indications regarding the use of online public services that force the government to focus on the more refined conceptualizations digital divide research has produced. This paper addresses one of the factors that appears to be important in several conceptualizations of how to approach the digital divide; the differential possession of so-called digital skills. The problem of being short of skills becomes urgent when governments suppose that citizens are able to complete about every task on the Internet. Operational definitions for operational, formal, information and strategic skills are used to measure the Internet skills of the Dutch population at large, by giving 109 subjects nine government related assignments to be accomplished on the Internet. Subjects were recruited following a two step approach; randomly select a sample from the book/list of fixed telephony subscribers, followed by drawing a selective quota sample for the strata of gender, age and educational level. The results indicate that on average 80% of the operational skill Internet tasks, 72% of formal Internet skills tasks, 62% of the information Internet skills tasks and 22% of strategic Internet skills tasks assigned have been successfully completed. The Dutch government's expectation that every citizen with an Internet connection is able to complete the assignments following tasks the government thinks every Internet user can perform, clearly is not justified. The article provides two types of policy recommendations to change this state of affairs. Recommendations for improving government websites and for improving the skill levels of Dutch citizens are suggested.     

Communities as Necessity in Information Literacy Development: Challenging the Standards

Contemporary standards suggest that information literate activity is a solitary process. As a corrective, research and pedagogical theories related to “learning communities” and “communities of practice” have become valuable sites of inquiry for librarians. The author provides strategies for making community a topic of instruction.     

大学信息管理专业培养目标的思考

大学信息管理专业培养目标的思考倪晓建ＡＢＳＴＲＡＣＴＴｈｅａｕｔｈｏｒｔｈｉｎｋｓｔｈａｔｔｈｅｕｎｉｖｅｒｓｉｔｙｇｒａｄｕａｔｅｓｍａｊｏｒ－ｉｎｇｉｎｉｎｆｏｒｍａｔｉｏｎｍａｎａｇｅｍｅｎｔｓｈｏｕｌｄｈａｖｅａｂａｓｉｃｋｎｏｗｌｅｄｇｅｉ...     

高校图书馆防范学术不端行为的几点做法

首先对抄袭进行了界定,然后分析了大学生抄袭的原因,强调了图书馆及图书馆员在反抄袭中的作用。最后得出结论,数字资源的容易获取助长了学生的无意抄袭行为,同时也给图书馆员提出了挑战,他们不仅担任着培养学生信息素质能力的重任,同时还要引导学生在利用信息时预防抄袭、避免抄袭。