高校图书馆与学生信息组织能力的养成

文章认为高校图书馆是接受信息素养教育的最佳场所，并对学生读者信息组织能力的养成起着重要的作用。高校图书馆必须关注学生对知识信息进行加工、组织和整序等能力—信息组织能力的开发和培养，并探讨了培养学生信息组织能力的基本原则与方案及评价等等。     

中美信息素质教育比较研究

本文介绍了信息素质的内涵，分析了中美两国信息素质教育的现状，并总结了美国信息素质教育经验对我国信息素质教育发展的几点启示。     

当代媒介文化背景下大学生媒介素养培养探析

我国当代媒介文化呈现价值取向多元化的特点,拓宽了当代大学生视野的同时,也给处在价值观形成阶段的大学生产生了负面影响。近年来,我国大学生在媒介文化消费和传播中暴露出诸多不良行为,充分说明当代大学生媒介素养水平亟待提升。培养大学生媒介素养应以社会主义核心价值观为价值导向;以促进学生发展为根本宗旨;以批判性思维为重要抓手。推进我国大学生媒介素养培养应抓住以下三个方面:确立媒介素养课程目标,借鉴美国一流大学经验、立足我国国情,课程目标应涵盖批判性思维、合作沟通、媒介鉴赏、信息获取分析、创造媒介产品、信息技术运用,以及坚持以社会主义核心价值观为导向、坚持文化自信;开发媒介素养课程内容;加强大学教师媒介素养的在职培训。     

Turning a Service Learning Experience into a Model of Student Engagement: The Lighthouse Heritage Research Connections (LHRC) Project in Hong Kong

The digital shift has provided easy access to academic library users, and yet, the usage of archival collections continues to be low. At the same time, the need for innovation in library services for cultural heritage scholarship and its advancement is emerging. This paper outlines a library-led service-learning program that connects students with lighthouse artifacts, archival collections, scholars in global academia, and wider communities. Student engagement cases are provided to illustrate the way in which the librarian utilizes the Framework of Information Literacy for Higher Education by ACRL to work closely with students. These cases also demonstrate how students can contribute to knowledge creation and preservation efforts for a specific cultural heritage topic that is not static, but which keeps receiving new contributions or additions to the depository. Thus, this paper is an answer to the ACRL's call for pilot projects to be assessed and shared with the wider community of academic librarians and support staff. It also builds on emerging roles for academic libraries like engaged learning. Librarians must move beyond simply seeing themselves as partners. Instead, librarians should see themselves as prime facilitators that co-create and co-develop cultural heritage research and historical projects by connecting actors and resources more effectively than any single actor can do alone.     

Ecological Study of Graduation Rates and GPA in a Library Credit Course

The purpose of this ecological study was to examine the impact of a library credit course on graduation rates and GPA using pre-existing records. Over 20?years of aggregate institutional data were analyzed to evaluate the course's impact on first-time-full-time, white, and black students. Results were mixed: students who took the course were less likely to graduate than their peers who did not take the course but enjoyed slightly higher GPAs at graduation. It was discovered that students taking the course are not representative of the overall student body and struggle academically. Implications for revisions to the library credit course are discussed.     

创客时代高校图书馆读者创客素养培育探究

[目的/意义]培育读者的创客素养是发展读者核心素养的关键之一,通过提出培育创客素养的有效途径,为在创客时代提升读者创客的创客素养提供借鉴。[方法/过程]基于创客素养教育涵义的分析,对创客素养包含的创客意识、创客道德、创客能力、创客技术和创客精神5个方面内容进行阐述,提出图书馆应通过采取转变思维观念、打造创客环境、渲染创客空间范式、培育不同创客DNA、支持组建创客团队等8种培育创客素养的途径。[结果/结论]图书馆应把握好双创教育的发展态势,正确实行空间再造,积极开展创客活动并实施创客素养教育,真正担当起双创教育的职责,为构建良好的校园创客文化做出贡献。     

We May Be Teaching Information Literacy,but Are the Design First Year Students Actually Getting It?

The purpose of this study was to examine the outcomes of information literacy instruction for the Design first year students at the Temasek Polytechnic Library. Also of interest was whether or not the librarian was being seen as easily approachable, and if the students were deeming the lessons to be worthwhile. A participant action research approach was used, with the data being collected from multiple choice tests delivered via the institutional learning management system, group exercises, and a diagnostic assessment that was delivered before the workshops. It was found that the students did see the librarian as someone who was eminently approachable, and the majority of them found the lessons to be of value. It was concluded that the use of a diagnostic tool can be very useful in highlighting the gaps in students' knowledge, and that it would be beneficial to use it for all information literacy instruction at TP. Suggested future research could include a study of how much the students retain of IL skills into their third year of study.     

If we built it,would they come? Creating instruction videos with promotion in mind

This article reports on a video project done in an academic library where faculty were included in the production and marketing of the library instruction videos. The videos allowed the librarian to provide a shorter presentation and spend most of her time working individually with each student. The results showed that 97% of the students watched the videos and were able to benefit from the content. The implementation of the videos was a success due to the collaboration of the professors teaching the three courses and the buy-in of the course coordinator; both factors were essential in the success of the video project.     

OER evaluation as a means of teaching information literacy in individual and small group settings

ABSTRACT

Open education resources represent a great opportunity to reduce textbook costs, but many of them have not been evaluated for quality. Librarians and former students in an introduction to engineering course collected and evaluated open education resources to supplement the course textbook in future semesters. Both searching for and evaluating these resources created opportunities for the librarians to evaluate information literacy skills of these students and to provide instruction to improve these skills.