Bridging the Gap: Information Literacy and Learning in Online Undergraduate Courses

This study explores how libraries can enhance information literacy in online undergraduate courses at Purdue University, a large Midwestern research university. The article investigates undergraduate students’ perception of the importance and their awareness of libraries’ services for online learning, challenges of using information to complete course assignments, and the ability to gather and evaluate information to complete online coursework. The findings contribute to four aspects of the Libraries’ programmatic efforts to support undergraduate students taking online courses. These include showing a need for IL, helping students stay connected to resources and support, pedagogic strategies, and strategically targeting courses.     

Online Tutorials and Effective Information Literacy Instruction for Distance Learners

As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies find online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction.     

利用Blackboard构建"信息检索课"远程教学平台开展在线信息素质教育的实践与体会

文章首先阐明在网络环境下，利用信息检索课远程教学模式开展在线信息素质教育的优势和必然趋势。随后指出目前国内信息检索课远程教学采用方式存在的诸多弊病，提出利用网络教学平台来解决上述问题的理由及可行性。Blackboard网络教学平台因其功能优势在全球被广泛使用，它为教师创建、发布和管理网络课程提供方便、快捷的工具模块。重点介绍了利用Blackboard教学管理系统提供的功能模块来构建“信息检索课”远程教学平台的过程，并谈了创建中的几点体会。     

Library-Led Faculty Workshops: Helping Distance Educators Meet Information Literacy Goals in the Online Classroom

ABSTRACT

At University of Maryland University College (UMUC), librarians have designed and led a number of multiday, asynchronous online workshops for faculty. The workshops teach faculty how to meet information literacy goals in the virtual classroom. Through hands-on activities and discussion among their colleagues, participants in the faculty workshops learn about the university's information literacy standards, library resources and services, free Web tools, and how best to design class assignments involving library research. Library-led faculty workshops at UMUC have increased library visibility and furthered collaboration between faculty and librarians. This article discusses 5 workshops, detailing workshop content and logistics and demonstrating how librarians can help distance faculty further information literacy goals for students.     

From Distance Education to Online Learning: Practical Approaches to Information Literacy Instruction and Collaborative Learning in Online Environments

The increasingly ubiquitous nature of online learning has necessarily changed pedagogical approaches in the 21st century. This article will present an overview of the evolution of distance learning with a particular emphasis on current models and emerging methods of instruction for online learners. The authors detail how various learning management systems and tools as well as online learning objects can be used as mechanisms for creating a platform for student investment and ownership in the learning process. Additional discussion will focus on how these methods and approaches can enhance teaching, training, and peer collaboration within the library workplace.     

利用Blackboard网络教学平台进行在线信息素质教育的SWOT分析

在线信息素质教育是信息素质教育的发展趋势。笔者通过SWOT方法进行分析得出利用blackboard网络教学平台进行在线信息素质教育优势与劣势兼有、机遇与挑战并存,从而为高校今后开展在线信息素质教育提供参考。     

Distance Learners' Self-efficacy and Information Literacy Skills

This study investigates distance learners' information literacy skills in using digital library resources and the factors (online learning and information manipulation) that correlate with learners' information seeking self-efficacy. In addition, distance learners' preferences with regard to digital resources selection and interests of developing information seeking skills were examined. 3517 students enrolled in one or more distance education courses were invited to participate in the online survey; 219 students completed the survey, for a response rate of 6.2%. The results revealed that distance learners who have higher self-efficacy for information seeking and proficiency in information manipulation exhibited higher self-efficacy for online learning. Moreover, students with high self-efficacy demonstrated superior knowledge of digital resources selection. Students who have low self-efficacy with regard to information seeking were more likely to express interest in learning how to use the library resources, although learning techniques for database searching was the exception.     

图书馆"在线信息素养课程"构建与实现

在广泛调研国内外高校图书馆在线信息素养教育内容和形式的基础上,分析了我国高校信息素质教育目前存在的一些问题,提出构建集成化、开放式的图书馆"在线信息素养课程"建议,并从教学内容的整体构架、教学模式、模块内容、学习效果测试和反馈方面展开探讨.     

Bridging the Gap: Integrating Information Literacy into Communication Courses

Courses: Introductory Public Speaking, Introductory Small Group Communication

Objectives: Students will locate, analyze, evaluate, and utilize secondary sources through an in-depth research process. They will complete a comprehensive research portfolio. Students will practice effective group dynamics skills. They will demonstrate effective oral presentation skills in a panel presentation.     

数字信息素质教育课程的重新构建:模式与策略

[目的/意义]从信息素质教育课程组织者的视角出发,讨论如何利用现代信息技术进行数字化教学,以期能够为业界同仁提供课程构建的参考策略。[方法/过程]以笔者组织建设的中美两国的信息检索MOOC和Metaliteracy课程作为案例,采用网络调查法和案例分析法研究数字环境下的信息素质教育模式。[结果/结论]根据对信息环境、教学技术、教学资源的分析,总结数字化信息素质课程的4种模式,并提出构建和优化课程的3个建议。     

New Tools for Online Information Literacy Instruction

This article investigates the new landscape of online information literacy tools, such as embedding resources into course management software and specific academic organizations' web sites and using podcasts, screencasts, blogs, Web-based board games, and virtual three-dimensional environments. This article also explores the influence these methods have on information literacy skills of undergraduate students.     

Teaching Information Literacy Courses in The Context of Library and Information Science Education in Bulgaria: Challenges and Innovative Approaches

ABSTRACT

The article examines the application of innovative approaches in the information literacy training of library and information science students in Bulgaria. The change of the educational paradigm in the field is presented based on recent developments in one of the oldest Bulgarian institutions that prepares librarians and information specialists—the State University of Library Studies and Information Technologies. The active learning strategies suitable for information literacy skills development courses are studied by the use of three methods: “learning by doing,” “interaction in the learning group,” “learning by trial and error” within the practical training of students. The prospects for transforming information literacy instruction through the elaboration of digital educational games and a game-based learning model in the frame of the international project tiLIT are also outlined.     

在线信息素质教育的框架体系及其实现

分析在线信息素质教育的产生背景以及它在美国和加拿大等地区的发展情况,结合国内的实际并以北京大学的网络培训为案例,探讨构建在线信息素质教育的框架体系与实施方法。指出在线信息素质教育目前存在合作性、更新维护、培训效果评估等问题,并提出解决这些问题的办法。     

Teaching Information Literacy to Faculty: An Experiment

Faculty at Southeastern University were required to take an information literacy course designed by the librarians. The author then interviewed faculty regarding their attitudes toward the course and information literacy. Librarians were especially interested in whether taking this course would change the faculty's approach to teaching information literacy in the classroom. Librarians evaluated the course and recommended future changes based on the results of these interviews.     

Information Literacy Successes Compared: Online vs. Face to Face

ABSTRACT

This paper compares the results of a comprehensive exam taken by undergraduates enrolled in face-to-face and online sections of a three–credit course in information literacy. Authors discuss choosing, adapting, and implementing the comprehensive exam. Questions are mapped to the ACRL Competency Standards for Information Literacy for Higher Education to assess the effectiveness of the course. Preliminary results indicate that online students performed slightly better than their face-to-face counterparts.     

文检课为核心的信息素质教育模型的构建

阐述了韶关学院图书馆文检课的发展历程，特别是教学手段建设和教学方法改革方面取得的成效。随着课程体系的完善，新生教育和讲座的开展，学习网站和传统媒体的揉合，文检课为核心的信息素质教育模型业已凸显。     

Utilizing WebQuests for Information Literacy Instruction in Distance Education

ABSTRACT

The increasing use of problem-based learning in higher education affords librarians new avenues for promoting the development of information literacy skills among students. Information literacy instruction supports problem-based learning activities by providing students with skills to locate relevant resources for developing solutions to these exercises. The author created three WebQuests (together with tutorials) aimed at promoting faculty-librarian partnerships to deliver information literacy instruction through a problem-based learning approach in the context of course work in a distance learning environment. These problem-based learning WebQuests can be adapted to various disciplines as well as to traditional learning environments. Lastly, these WebQuests promote the development of information literacy skills in students as well as increase their exposure to problem-based learning. doi:10.1300/J106v14n03_03     

Circulation Services for Distance Education: A Case Study Comparing Two Institutions

The way students experience higher education in today's world is rapidly changing, and students have the choice to earn their college degree in a number of non-traditional ways. Library services also need to transform to meet the needs of all students regardless of how they experience higher education. The following article outlines how library circulation and document delivery services can be provided to distance education students. Two institutions' services are compared: the distance education circulation services offered at the Leatherby Libraries at Chapman University and the equivalent services at the Ottenheimer Library at University of Arkansas at Little Rock. This case study provides examples of how document delivery and interlibrary loan can fill the resource needs of distance education patrons.     

试析利用网络教学平台开展在线信息素质教育

本文介绍了网络教学平台的主要功能、发展现状以及利用网络教学平台开展在线信息素质教育的优势 ,分析了两个典型案例 (分别利用WebCT和Blackboard) ,并提出了一些建议。     

国内在线信息素质教育研究进展

选用清华同方《中国期刊全文数据库》为数据来源,采用文献统计方法,对国内近十年来在线信息素质教育研究的相关期刊论文进行统计,考察国内在线信息素质教育研究的进展情况,进而分析研究中存在的主要问题,并对今后的研究方向进行展望。