Using the “ACRL information literacy competency standards for higher education” to assess a university library instruction program

Describes how the Oregon State University library used the recently published ACRL (Association of College and Research Libraries) Information Literacy Competency Standards for Higher Education as a framework for an initial self-study of instructional practices and for promoting the concept of information literacy. The survey used for subject librarians is appended

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation

Curriculum Framework of Library and Information Science Education In the United States, the United Kingdom and India

In the present study researchers have made an analysis of the courses offered by the Schools of Library and Information Science in the United States. An effort is also made to compare the curriculum of the University of North Carolina at Chapel Hill, Syracuse University and University of Washington is compared with that of American Library Association’s (ALA) Core Competencies. Most of the core courses recommended by ALA were covered in the courses of the curriculum followed at the library and information schools. Furthermore, the comparison of the core curriculum is made with the curriculum recommended by the American Library Association in United States, Chartered Institute of Library and Information Professionals (CILIP) in United Kingdom and University Grants Commission (UGC), India

Comparing instructional techniques on memory retention, retrieval, application and self-efficacy of grading criteria used for student self-assessment.

Purpose/Objectives: Study examined the effects of active engagement (ENG) and spaced retrieval practice (SRP) on the self-assessment (SA) competencies among D1 dental students. Methods: D1 dental students (N = 120) were randomly assigned to one of four treatment conditions (n=30) in this experimental 2X2 research study: no ENG/ no SRP (control); no ENG/ SRP; ENG/no SRP; ENG/ SRP. Outcomes included content mastery (30 item multiple-choice exam) and application knowledge (simulated dentoform assessment) of the course grading rubric for SA. Results: Results indicated a statistically significant main effect for ENG and SRP on both outcome variables. Specifically, ENG had a larger effect than SRP on both outcomes. A significant interaction effect was identified for ENG and SRP on content mastery. Students with ENG scored significantly higher (2.63 points) in content mastery with SRP than without SRP with a moderate effect size (d = 0.48). Students with no ENG scored significantly higher (5.57 points) in content mastery with SRP than without SRP with a large effect size (d = 1.39). Students with SRP scored significantly higher (3.93 points) in content mastery with ENG than without ENG with a moderate effect size (d = 0.63). Students with no SRP scored significantly higher (6.87 points) in content mastery with ENG than without ENG with a large effect size (d = 2.10). Conclusions: Findings shed light on the potential of active ENG and SRP on D1 dental students’ learning outcomes. Subsequent research is suggested on a wider range of dental students and learner topics

Information Outlook, October 2003

Volume 7, Issue 10https://scholarworks.sjsu.edu/sla_io_2003/1009/thumbnail.jp

Educating the academic librarian as a blended professional : a review and case study

Version of RecordPublishe

A quest for the right word enhancing reflexivity and technology in terminology training

INTED2010, the 4th International Technology, Education and Development Conference was held in Valencia (Spain), on March 8, 9 and 10, 2010.When it comes to translators training, the acquisition of indexing and terminological competences (both at retrieval and management stage) has a major role in the performance of future translators. A good terminological database, as a result of an accurate research, along with computer assisted translation tools (CAT tools) can improve translation’s speed and quality and also reduce revision costs, bringing in benefits for all the players in the translation industry: language service providers and clients. That process (analysis, selection, retrieval and storage of terminology) takes place mostly in the pretranslation stage, but underlies the whole translation work and can be a determining factor to the quality of the final product and to its homogeneity, especially when carried out in a collaborative environment. The development of terminological databases is an essential step in the training of translators and the efficient search for the right word a necessary skill in today's globalised translation market. Moreover being the quest for the right word almost entirely run over the Internet, data diversity can greatly increase the noise. This search poses several questions, mainly (1) how and where to retrieve information and (2) how to manage it efficiently, especially to students who are neither experts in terminology nor in translation. To ease some of these problems, students were assigned a project in terminology (a database) and, in order to accomplish it, both a Webquest and an ePortfolio were proposed as guidance tools. Along the process, students were expected to build up their thematic and communicative competence and, in parallel, widen their skills in computer-assisted translation tools as well as standard officeautomation software. This paper aims at discussing how these two tools helped students guide their research, structure the problem solving activities, develop critical thinking and terminological competencies

Assessment of Information Literacy and Fake News Identification of Benguet State University Freshmen: Implications for Library Literacy Program

The world is experiencing a rapid and massive spread of misinformation referred to as “infodemic” (WHO, 2020, cited by Salvi, et al., 2021). Despite information literacy had been a long-offered solution to information problems (Horton, 2007) and studies discovered that accurate identification of fake news was significantly associated with information literacy (Jones-Jang, et al., 2021), approaches to IL instruction must be updated and must adapt to the changing information society and environment (SCONUL, 2018; Rutledge and LeMire, 2017). It aimed to determine the level of information literacy and fake news identification of the students. It also determined if there is a significant difference in the students’ competence when grouped according to their gender and academic performance. It also determined the correlation between information literacy and fake news identification. The study employed a descriptive correlation approach and used an online questionnaire tool adapted from the TRAILS assessment tool. The questionnaire also included examples of news materials that students determined if fake or not. The respondents consist of 331 freshmen students of Benguet State University enrolled during the school year 2020-2021. The findings revealed that students are fairly competent in information literacy and fake news identification. It was also found that, when compared according to gender, there is no significant difference in the information literacy of the students but there is a significant difference in the fake news identification. It was concluded that female students are more capable of identifying fake news. When compared according to academic performance, there is a significant difference in students’ information literacy and fake news identification. It was concluded that students with higher academic performance tend to have higher competence in information literacy and fake news identification. It was concluded that there is a significant moderate correlation between information literacy and fake news identification. The results of the study guided the information literacy program launched by the library, #BUILDS, or the BSU ULIS Information Literacy Development Solutions. One of the activities under the program is the release of the information literacy video series intended to develop students’ information competencies