17 research outputs found

    Is Their Foundation Solid Enough to Build On: An Investigation into the Information-Seeking Skills and Self-Efficacy Levels of New Nursing Students

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    Researchers at a mid-sized, Midwest, faith-based university used a quasi-experimental non-equivalent control group pretest posttest design to gather data from newly enrolled nursing students in a baccalaureate, masters and doctorate in nursing practice program. Literature regarding confidence levels, self-efficacy and information literacy skills was reviewed. Specific tools to assess confidence and self-efficacy of information literacy skills were explored. The 28-item Information Literacy Self-Efficacy Scale (ILSES) developed in 2006 by Serap Kurbanoglu was used in fall 2012, spring 2013 and fall 2013 to gather data from over 200 newly enrolled nursing students. Analysis of self-reported information literacy skills and self-efficacy levels were analyzed using SPSS software. Reported changes in self-efficacy as a result of information literacy interventions were reported. Implications for the use of active learning activities and skills assessments within information literacy programs were presented

    The High School to College Connection

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    Finding Sources of Evidence

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    Finding Sources of Evidence

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    The Information Commons Service Model: Off the Map and Through the Rapids

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    Just as good captains rely on maps when guiding their ships in unfamiliar territory, so can we chart our own courses from others’ work in exploring variants of the information commons model. Here at Valparaiso University, we rejected the idea of an “information commons area” separated from traditional library services and resources when designing our new building. Joining with our campus IT User Services colleagues and the Writing Center, we consider our model to be an attitude of service that encompasses our organization and includes the entire building. We purposefully include print and electronic resources together throughout the building with different types of service desks on separate floors. Creating this new facility provided the opportunity for us to consider change, but as evidenced in our model, new space isn’t always necessary. Collegiality with patron-centered customer service is our essential component. We believe the mix of resource formats and service areas on every floor emphasizes to students that all formats and services have roles to play in their research. In many ways, though, those of us staffing the building are keeping traditional roles. Reference Librarians and their student assistants are at their desk on one floor. On another floor, however, IT professionals and their student assistants combine their efforts with library media and circulation services to provide assistance. Our view of the entire building as one information-providing facility encourages staff from any department to go to anywhere the student needs assistance. Further supporting IT’s place as an academic unit, library and IT administration are also sharing office space. When bringing both units together under one roof, we considered issues such as core knowledge and training, hours of operation, student assistant job descriptions, codes of conduct and dress, and hiring and firing practices. Our collaboration with IT isn’t tied simply to the building. Working relationships over the past six years have heightened our collegiality, and exemplify the “information commons as a service attitude” model prior to our shared spaces. We first proved to ourselves that the people-side of this dynamic could work; this then made the concept of common workspaces easy to adopt. And while our cross-training focuses on essential core knowledge and referral skills, keeping our traditional roles allows the experts to do what they do well rather than develop a service staff that attempts to be all things to all people and not do any of it well. Patrons who can’t be helped at one desk will be referred directly to an identified expert, not shuttled endlessly along. By sharing our year-long outcomes with this service model and provoking candid discussions concerning its workability, we will empower our audience to provide similar grassroots leadership for collaboration on their campuses. Visual and documentary support (photographs, charts, and handouts) will enhance this session but the primary goal is to promote conversations among attendees on this “new” twist to one of today’s top issues in the academic library community

    Finding Sources of Evidence

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    Leadership by Design: Collaborations and Cornerstones

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