616 research outputs found

    Bridge 2018 Information Literacy Curriculum Report

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    A uniform curriculum has been in place in Bridge Information Literacy (IL) sessions since Fall 2015. To assess the curriculum and student learning, multiple evaluations are implemented: a student end-of-class evaluation; a faculty end-of-Bridge evaluation; and an in-class worksheet. This report summarizes student performance in Bridge as well as student and faculty evaluation responses

    Documenting the Value of Librarians in the Classroom: Results from a Mixed-Methods Research Collaboration with Campus Partners

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    This paper details the results of a mixed-methods study of first-year and upper-division students’ information literacy (IL) competencies. The study used a rubric and a survey, seeking to answer two research questions: 1) Is there a correlation between National Survey of Student Engagement (NSSE) IL survey responses and IL rubric scores? 2) Are there any indicators that correlate to improved IL performance in first-year students? Results demonstrated that first-year students reported greater engagement with IL and also indicated that instructors placed greater emphasis on IL competencies than students in upper-division courses. They also show a statistically significant impact on first-year students’ rubric scores when a librarian is in the class. This finding held even when controlling for other variables. Results provide an evidence-based foundation to spur conversations with faculty and university administration on the value of IL and the role of librarians in undergraduate student success

    Opportunities for faculty-librarian collaboration in an expanded dentistry curriculum.

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    With the increased emphasis on evidence-based practice, developing information literacy (IL), as well as other literacies (e.g., oral), earlier in programs is becoming widely accepted in medicine and allied fields. However with long-standing programs integration of IL instruction is often unplanned at the programmatic level. This contributes to deficiencies in advanced students and frustrations for students and faculty. The Indiana University School of Dentistry has expanded its Dental Hygiene curriculum from a two-year program to a four-year Bachelor of Science. This expansion provided the opportunity to plan integration of information and oral health literacy instruction and evidence-based practice across the new curriculum. Library and Dental Hygiene faculty collaborated to adapt existing undergraduate and oral health pedagogies and assessments, as well as create new ones which are appropriate for integration into various courses. This expanded curriculum integrates lesson plans, assignments, and assessments that support dental hygiene and other health fields but also complement general education and provide transferrable skills for any major. Courses have heavy librarian integration, both in the classroom and the course management software, as well as asynchronous learning tools, with opportunities for team teaching and robust student assessment, including authentic assessment

    Student Library and Technology Engagement Survey Summary Report: 2012

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    Based on a framework established by two prior investigations of local academic communities to inform library operations the CCL Student Library & Technology Engagement Survey was designed to explore: how Claremont Colleges students use, perceive, and understand CCL and its services; academic information technologies; and information literacy skills

    Who is Citing Undergraduate Theses in Institutional Digital Repositories?: Implications for Scholarship and Information Literacy

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    Undergraduate theses are available through open access institutional repositories. Is undergraduate work being integrated into the larger body of academic research, and, if so, how? Institutional repositories containing undergraduate theses were selected and titles were searched using the forward citation feature in Google Scholar to determine if and where undergraduate scholarship is being cited. Results show that 24% of citations to senior theses were in peer-reviewed or refereed journals, and 33% in dissertations and theses. This paper addresses citation source and the potential value of undergraduate scholarship as well as the implications for information literacy instruction to senior thesis students
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