Leveraging Learning Outcomes to Build an Online Information Literacy Tool

This exploratory study applies reflective practice to analyze the role of learning outcomes in developing an online information literacy tutorial. [web address] is a set of ten open access modules that build graduate-level academic literacies and research skills. At the heart of the modules is a set of rigorously crafted learning outcomes that provide the foundational structure on which the self-paced tool is built. Using Gibbs’ Reflective Cycle, this study traces how learning outcomes framed an iterative four-stage design process. Drawing on these findings, we offer considerations for teams developing online learning tools for information literacy and research skills.     

学习小组在线知识协作中的用户角色与行为

[目的/意义]探究学习小组在线知识协作中的用户角色及其行为与分布特征。研究将有助于更深入地理解学习小组在线知识协作中的用户角色特征,帮助信息服务提供方为不同角色的用户提供更有价值的服务。[方法/过程]通过社会网络分析和聚类分析等方法,对某课程在线学习协作平台的1096份协作日志进行分析。[结果/结论]学习小组在线知识协作中,领导者起到带头和引导的作用,实质内容提供者专注于提供内容,存在内部微协作之外但较少与其他用户进行沟通交流,管理维护者纠正协作中其他角色的编辑漏洞和失序行为并与小组中的关键用户保持较为紧密的联系,社交连接者在协作中起到的沟通连接作用不明显。     

用户需求导向的图书馆在线学习支持服务研究

用户需求是图书馆提供学习支持服务的基础。由于用户需求的复杂性、动态性、零散性、多样性和即时性等原因,图书馆很难及时捕捉、了解和回应用户需求,导致图书馆在线学习支持服务难以令用户满意。本文基于需求管理理论,在结合图书馆实践的基础上,构建了用户学习需求管理概念框架和用户在线学习需求管理体系,分析了该体系对原有图书馆学习支持服务的改进之处,并提出了基于该体系优化图书馆在线学习支持服务的策略。     

Reflecting on Quiz Placement in Online Tutorials: Creating a More Active Learning Experience

As the number of online library tutorials increases, so does the need to create active learning experiences and options for self-assessment. This article looks at embedding short Flash quizzes into tutorials created with Camtasia as a way to address this need. It also attempts to determine how quiz placement affects desire to view online tutorials and information retention.     

Deep Learning and Online Video: Advances in Transcription,Automated Indexing,and Manipulation

In recent years, the amount of video content created and uploaded to the Internet has grown exponentially. Video content has unique accessibility challenges: indexing, transcribing, and searching video has always been very labor intensive, and there were no automated ways of searching videos for specific content. New software tools that use deep learning methods are automating some of these processes, making video content more discoverable and useful. There are also many new tools for processing and manipulating video in interesting ways. This column will briefly discuss the idea of deep learning and how deep learning tools can be used to transcribe, translate, search, and even manipulate videos. It will suggest ways that librarians can use these tools to help their institutions better manage video content. It also includes a list of video-related software tools.     

Enhancing Library Instruction to Undergraduates: Incorporating Online Tutorials into the Curriculum

ABSTRACT

Librarians can replace or supplement traditional in-class instruction with course-specific online tutorials. The literature demonstrates how tutorials customized for specific courses are more beneficial than tutorials on basic research skills. Many authors discuss creating online tutorials but do not design one devoted to a specific course. With increasing demand for instruction services, online tutorials can ease staffing concerns prevalent at many libraries and otherwise enhance the quality of instruction and its application to varied learning styles. Using the Blackboard course management system, the authors created an online tutorial tailored to the required World Civilizations course at the University at Buffalo. The tutorial incorporated elements of successful online tutorials described in the literature: clear terminology, a quiz for self-assessment, opportunities for active learning, and individual e-mail feedback between students and librarians, and applied them to a specific course. The authors discuss student and librarian reaction to the tutorial and make recommendations for how the tutorial can be improved and implemented in everyday instruction services.     

打造用户学习中心:图书馆学习共享空间构建研究

学习共享空间在构建主义学习理论的影响下具有支持学习的内涵,是确立图书馆学习中心地位的重要服务模式。在充分发挥用户学习中心的功能的基础上,从物理共享空间、虚拟共享空间、文化共享空间三个维度构建学习共享空间。学习共享空间将朝参与E-learning和功能整合的趋势发展,使图书馆成为用户学习中心。     

Promoting the Development of Online Learning Communities for Library Professional Organizations

ABSTRACT

This paper discusses the use of online learning communities for library professional organizations to promote collaboration and learning. The addition of an online learning community component to a library organization expands collaborative and educational opportunities for members through a virtual environment. Although technologies used to support learning communities vary, standard features include a discussion forum, file-sharing capability, and chat functionality. More sophisticated sites provide Webcasts, podcasts, online courses, and databases. Moreover, the availability of file sharing and chat supports virtual meetings. Studies of library-oriented learning communities illustrate their effectiveness in using discussion forums and resources to foster collaboration and learning opportunities among members. This research also notes the role of discussion forums in decreasing feelings of isolation among users. Moreover, these articles highlight the member's participation in library learning communities through postings to discussion forums, selecting learning events, and contributing materials. The first step in creating a learning community centers on the administration of a needs assessment to the members. These evaluations identify the goals of the learning community and aid in the selection of appropriate technologies. In addition, learning community organizers need to develop an action plan that outlines a timeline for the project's implementation. Moreover, organizers should consider providing incentives and training to members to enhance their participation in the project. Finally, promotional and evaluation efforts are needed to sustain the growth of a learning community.     

How Librarians Shape Online Courses

Abstract

Online course delivery can be a dynamic learning experience where information is used to shape and extend thinking. The challenge is creating a virtual classroom that combines evocative resources with tasks that enhance and stimulate student learning. New models are needed to reflect the changing learning environment that began with the advent of the Web. Librarians are experts in locating learning materials across the electronic landscape. They construct resource-based assignments that promote understanding of content and develop independent thinking skills. They bring a context for resource-rich learning environments and the necessary support mechanisms to ensure learners gain information literacy skills. This paper outlines how librarians can contribute to new course design models that maximize the effective use of online resources in support of student learning.     

在线学习平台从众选择行为形成机理的扎根分析

[目的 /意义]探究在线学习平台从众选择行为形成机理,旨在为在线学习平台建设和服务优化提供参考.[方法/过程]从学生视角,利用扎根理论方法对访谈资料进行三级编码分析,理清范畴间的作用机制,构建在线学习平台从众选择行为形成机理模型.[结果/结论]感知收益、用户需求、社会影响和信息偶遇直接影响在线学习平台从众选择行为的形成...     

“双一流”高校图书馆在线学习支持服务调查与分析

随着科技助力教育的不断推进,高等教育发生深刻变革,学习方式也在悄然改变,高校图书馆学习支持服务的内容、方式仍有改善和优化的空间。本文以42所"双一流"高校图书馆为样本,从资源支持服务、在线信息素养与学习能力培养、技术和平台支持服务、互动与交流支持等方面,调研"双一流"高校图书馆在线学习支持服务的现状,探讨当下在线学习支持服务的困境,提出高校图书馆在线学习支持服务的改进路径:构建高效的学习支持服务体系,提升学习支持服务的资源保障,拓展和深化在线信息素养教育内容,加强信息技术在线上学习支持服务中的应用,协同推进在线学习支持服务向纵深发展等。     

Bringing Scale and Structure to the Online Information Literacy Program

This case study provides insights into how one academic library scaled and structured its information literacy program for a rapidly growing online learning division. Particular attention is paid to strategies for reaching learners who bypass portions of the liberal studies requirements and techniques for designing information literacy modules taught by the instructor of record. This case study demonstrates how this library’s online information literacy program reached a new population of student while creating efficiencies with staff time. Attention is also paid to aspects of the program still under development, such as additional modules and a comprehensive assessment strategy.     

Quality Matters: New Roles for Librarians Using Standards for Online Course Design

Quality Matters? (QM) is a nationally recognized organization that certifies online courses for effective design, using an evidenced-based set of standards and a structured peer review process. In this paper, the authors demonstrate how academic librarians involved with online courses can adopt Quality Matters to build capacity for designing online courses, as well as using this expertise to evaluate newly developed online courses throughout the university, thus building new networks and relationships with campus teaching faculty and other personnel interested in quality online learning.     

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course

The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course.     

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.     

From Learning Communities to Learning Objects

ABSTRACT

A distance learning librarian shares her experience as a member of a faculty learning community devoted to technology innovation in education. Participants in the learning community include faculty from a range of disciplines all working on projects to enhance student learning through instructional technology. The librarian was selected to participate in the community to develop online learning objects using Camtasia. In addition to discussing the practical considerations of developing the learning objects, the poster session will focus on the learning community experience. How did collaboration and dialogue with other faculty affect the project? What did the librarian's participation and unique perspective contribute to the learning community as a whole? Finally, recommendations for establishing similar formal or informal learning communities will be offered.     

构建数字化学习型的图书馆

本文试图从图书馆管理和服务的发展历史出发，在讨论学习型组织的基础上，阐述如何建立图书馆e-learning系统，以及在此基础上构建数字化学习型图书馆。     

Learning to Love the LOR: Implementing an Internal Learning Object Repository at a Large National Organization

This article is a case study that discusses the development and implementation of an internal learning object repository (LOR) for a large national organization with a distributed working environment. It describes the organizational environment and why an internal LOR was needed. It describes technical considerations, including the various document management systems (DMS) available, and why an open source DMS was selected to use as an internal LOR. Lastly, this article weighs the benefits and challenges of implementing a LOR across a distributed working environment and reflects on challenges associated with implementation.     

Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach

ABSTRACT

A constructivist approach to teaching and learning holds that the learner, through interaction and experience with an object or process, creates knowledge. Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor. Constructivist theory has enjoyed a certain level of popularity in higher education as emphasis has shifted from a pedagogical framework to a more andragogical (i.e., adult and learner-centered rather than instructor-lead) one. Emphasis upon teaching critical thinking skills seems a natural fit with a constructivist-based approach to learning. Critical thinking involves the conceptualization, analysis, synthesis, evaluation, and ultimate application of information so that the learner may reach conclusions or form independent judgments based upon what the learner has experienced combined with previous knowledge. The teaching of critical thinking skills using a constructivist-based approach in the field of online library instruction would be an effective means of reaching the large percentage of learners who do not participate in traditional face-to-face bibliographic instruction sessions. This is further supported by the Association of College and Research Libraries' Information Literacy Standards for Higher Education. This article will provide theoretical and philosophical arguments for constructivist-based approaches to teaching critical thinking skills online using online technologies.     

Regional Campus Learning Commons: Assessing to Meet Student Needs

ABSTRACT

At the University of Connecticut, Learning Commons were created at each of the five regional campuses as was reported in the Journal of Library Administration (Dryden & Roseman, 2010). This article will discuss the further evolution of the commons at each campus, based on a variety of assessment methods that were undertaken. These included technology surveys, online space assessment surveys, focus groups, marketing surveys, and virtual focus groups. This article shares assessment models which may be useful for the evaluation of learning commons at other academic libraries.