Library Instruction Classes Research Articles

New Trend of Information Literacy from Leisure Reading Behavior and Experiences of Junior High School Students

Information literacy education in school libraries is based on abilities of personal reading and learning. The research was used semi-structured interview in qualitative research to understand the reading behavior and experiences of junior high school students who are leisure reading lover. The analysis of qualitative data included both hermeneutic phenomenology and axial coding in grounded theory. According to research obtained, leisure reading behavior of junior high school students have several conclusion. First, The interesting content is the main motive. Second, the purposes of leisure reading behavior may divide into the tool goal and the non- tool goal. Third, internet is acting both important information source and channel. The analysis of leisure reading experiences of junior high school students have several conclusions. First, there are three kinds of reading styles that included comprehensive reading, tool reading and the non- tool reading. Second, participants often use internet communication software to exchange their reading information in internet reading. Third, participants often read datas which they searched or browsed, E-mail, internet literature and book description in the internet. According to research conclusions, this article discussed how to develop information literacy in junior high school students. These ways includes that use internet technologies to improve interaction, have library instruction classes depend on reading purposes, integrate reading information in school effectively and promotes software and hardware equipment in school to reduce the imformation divide. Finally, this article thought new trend of information literacy.

Help first-year college students to learn their library through an augmented reality game

This paper presents a reflection on a pilot Augmented Reality (AR) Treasure Hunt created using a free AR application that served as a library orientation activity for first year college students. This game sought to aid student wayfinding in the library by directing them to locate puzzles in the library building that helped them reach the goal of solving a digital treasure box. Students reported that this game was informative and creative, and was received positively. Students commented that the AR game helped familiarize them with library spaces, services, and subject librarians. Inquiry into the students' experiences with the activity concluded that the gameplay of the AR gave allowed them to become more comfortable with library spaces. Due to the accessibility of the platform, replicating an AR game similar to the pilot game is possible for anyone interested in providing an immersive AR experience for a library orientation or an entry level library instruction class.

Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology

Abstract
 
 Objective – To assess the impact of community college academic librarians upon student retention and grades through reference desk visits and attendance in library instruction classes. 
 
 Methods – Student ID data used for this research was collected from students that visited the reference desk to consult about a course-related question or attended a library instruction class for a specific course. After consenting to share their student ID number, the students’ IDs were scanned and uploaded to a Blackboard Analytics data warehouse. A Pyramid Analytics reporting tool was used to query and extract student-level retention and grade data based upon whether the student had visited the reference desk or attended a library instruction class. Chi-square and Fisher’s exact tests were used to discern any statistical difference in retention rates and grades between students that engaged a librarian through reference or instruction and the general student population. 
 
 Results – When comparing fall-to-fall retention for all degree-seeking students, students that visited the reference desk or attended a library instruction class had a statistically higher rate of retention. When comparing fall-to-fall retention within low-retention student cohorts, students that visited the reference desk or attended a library instruction class had higher rates of retention among all low-retention cohorts. Eight of 10 cohorts were statistically higher for library instruction and 6 of 10 cohorts were statistically higher for reference visits. With respect to course grades, only 1 of 5 high enrollment courses showed a higher grade average for students that attended a library instruction class. None of the differences in average grades between students that attended a library instruction class and all students in the five courses were statistically significant. For the impact of a reference visit upon a course grade, all five courses showed a higher average grade average for students that visited the reference desk for a question related to their course than all students in the course. Four of the 5 differences were statistically significant.
 
 Conclusions – The data collected by systematically tracking students that interact with community college librarians suggests that reference desk visits and attendance of library instruction classes both have a positive, statistically significant impact upon student retention. When looking at course grades, the data does not indicate a statistically significant positive or negative impact for library instruction. The impact of visiting the reference desk upon course grades does suggest a strong, statistically significant positive correlation.

Undergraduate student information self-efficacy and library intervention

PurposeThe purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class.Design/methodology/approachA quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey.FindingsThe study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills.Research limitations/implicationsThe number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result.Originality/valueThis study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively.

Ready-to-go assessment: the implementation and design of a general assessment tool

PurposeThe purpose of this paper is to highlight an assessment tool that can be used for all information literacy classes.Design/methodology/approachThe assessment was designed and data were stored using Google Forms. Questions were basic, general questions about student confidence after attending a library instruction class. The assessment was piloted in the Fall 2015 semester, improved on and reissued in the Spring 2016 semester and is now in its current iteration as a tool to be used by most librarians.FindingsThe first two implementations were successful, but issues arose in distribution and in the type of questions. Tweaks to the distribution that would work in any computer lab on any campus were beneficial to librarians and students. The content of the questions were also modified after the first two implementations; questions about recalling resources were condensed and changed to questions on what the students learned and what they were still unsure of. All implementations showed positive results from the students on their confidence level after library instruction.Originality/valueThis tool and the implementation methods are versatile enough to be used at any kind of institution and with any general learning objective. Assessment is essential in library instruction; this tool provides a way for all librarians to quickly assess their class without taking much additional class time. In addition to the individual librarian, this is also useful for reporting statistics to the college administration if data are needed on the assessment of library instruction.

Enhancing the assignment: Using the Framework for student learning and assessment in a Business Law class

I n this column, I discuss my usage of three different frames of the ACRL “Framework for Information Literacy for Higher Education.” 1 I worked with knowledge practices and dispositions from three frames in a 75-minute library instruction class for the Business and Law course “Legal Environment of Business.” I used those frames to enhance simple instruction for the class, and created an assessment to complement the instruction.

Flipping the Classroom in Freshman English Library Instruction: A Comparison Study of a Flipped Class Versus a Traditional Lecture Method

ABSTRACTA problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English library instruction classes where the works cited page of students final paper was assessed according to a rubric designed to assess the Authority, Timeliness, and Variety of the sources cited. The study compared results of flipped classroom sections against traditional lecture method classes with mixed results.

Using ACRL's framework to support the evolving needs of today's college students

ABSTRACTThe threshold concepts of the Association of College and Research Libraries’ new framework dovetail with rapidly evolving trends in higher education. Adapting our library instruction classes for the new framework will require greater partnership with the teaching faculty and information technologists, as well as incorporating resources beyond our tried-and-true periodical databases. Having ready access to large sets of data, online primary resources, and multimedia files will be excellent tools for librarians to use both in teaching the threshold concepts and in preparing our students for research in a postacademic career.

Copyright for Undergraduates: Lessons Learned While Teaching a Semester-Length Online Course

Semester-length copyright classes for undergraduates that cover topics of general interest are few and far between. However, considering the exponential growth of digital technologies as well as the amount of available information from year to year, such a class becomes increasingly relevant for this demographic. Over the past several years, this author has taught “one-shot” library instruction classes and workshops in copyright for undergraduate and graduate students across different disciplines such as visual art, media arts, music, theatre, education, and business. One hour, or one and a half hours, for a “one-shot session” was never enough time to cover all of the topics relevant to the particular audience. In order to cover all of the necessary topics to help undergraduate students get a better understanding of how copyright law affects them, this author decided to offer a semester-length class on copyright with a multidisciplinary approach.

Why Do We Teach? Adult Learning Theory in Professional Standards as a Basis for Curriculum Development

This article provides an overview of adult learning theory in relation to teaching philosophies among librarians belonging to ACRL, using Hadley’s Educational Orientation Questionnaire. Although not significant as a predictor, there was a nonlinear and negative correlation between librarians’ familiarity with the ACRL Standards and their adult learning orientation scores (p = .047, t < .05). Additional variables are included to investigate other influences on adult learning orientation scores. Results of the study showed high significance for gender (β = 0.213, p = 0.008), current library instruction (β = 0.199, p = 0.025), and the number of library instruction classes taught during the current year (β = 0.199, p = 0.041). Additional descriptive statistical analysis and qualitative responses are included, and propositions for professional development are then introduced for future discussions among the ACRL community about the importance of adult learning as well as the evolution of our teaching philosophies.

One-Shot Library Instruction and Cambourne's Theory of Learning

Librarians who teach one-shot library instruction classes (one-time, one- to three-hour classes to students who are assumed to be novice researchers) are often torn between two pedagogic approaches: a “critical mass” pedagogy emphasizing a minimum amount of databases that must be introduced with little time for student searching, and a “use-oriented” pedagogy emphasizing the introduction of one or two databases, with the instructor providing adequate time for the student to hone their search skills through in class work time that provides for interaction with the librarian. Drawing from the learning theory of Brian Cambourne, we compare the two pedagogic approaches and argue that a use-oriented approach is a better match to Cambourne's Conditions of Learning, but that without certain preparations of and expectations from the student, librarians will struggle with both approaches in these one-shot library instruction sessions.

Free Tech Tools That Enhance Library Instruction

<p class="bigFirst">Budget cuts being what they are, librarians need to find creative and free ways to enhance their library instruction classes. There are many different free tools available for anyone with an Internet connection and a sense of adventure. This article will cover nine free technology tools and explain how we are using them to keep students engaged during instruction sessions.

Talkin’ ‘bout my generation: Exploring age-related resources

In the past few years, as technology has radically changed how we find and use information resources, library staff have begun to notice significant generational differences in the information-seeking behavior of library patrons. These frequent observations at the reference desk and in library instruction classes planted the first small seeds of our interest in this topic. Internet sites and online articles about generational differences are plentiful and focus on a wide range of subjects, such as learning styles, social behaviors, moral values, technological skills, marketing, communication, and workplace performance. Generational categories are based on the time period in which a . . .

Creating the Customer-Driven Academic Library (review)

Reviewed by: Creating the Customer-Driven Academic Library Sara (Sally) Anderson Creating the Customer-Driven Academic Library, Jeannette Woodward. Chicago: American Library Association, 2009. 194p. $58 (ISBN 978-0-8389-0976-8) Jeannette Woodward cites declining circulation statistics, lower gate counts, and increasing availability of online resources from off-campus as warnings that academic libraries face an uncertain future and challenges not felt by other kinds of libraries. Although she included some sections on research libraries and community college libraries in her 2005 book Creating the Customer-Driven Library: Building on the Bookstore Model (Chicago: ALA, 2005), Woodward turns all her attention to the academic library in this new volume, looking at those issues unique to academic libraries, issues that cause special problems when it comes to achieving customer-driven service. Her research is based on observations and interviews with academic librarians as well as her own 25-year career in academic libraries. Central to Woodward’s thesis is “radical trust, the willingness of library decision-makers to trust their customers to help them redefine and redesign the library.” (p. 13) Taking the concept of Library 2.0 out of the virtual world and into physical library space, she challenges academic librarians to work with their users to design spaces that will meet their needs (rather than ours) to make library services truly customer-driven. As in her earlier book, Woodward walks the reader through the library space with the eyes of a customer—in this case, the student. She chooses three representative students to follow, students whose needs are considerably different from each other: the teenage first-year student, the returning adult student who is fitting classes around a full-time job and family, and the PhD research student. She suspects that we are best meeting the needs of our research students because we get to know them as individuals. Too often we generalize about first-year and adult students with negative stereotypes based on few encounters. On her walks through these imaginary libraries, Woodward points out the absence or inadequacy of signage, the absence of visible staff other than student workers, and the lack of physical comforts—from clean bathrooms to comfortable seats and food. Besides observing what the students experience in the physical setting of the library (assuming they even enter the building), Woodward stresses the importance of finding out what they actually need, using various means such as focus groups and communication with faculty. She even suggests that librarians visit classroom [End Page 287] buildings on weekends and evenings to meet adult students. Although many of her observations may not be surprising, Woodward’s analysis of the causes of inadequate service is enlightening. She is most concerned with the invisibility of professional staff. Where are the librarians? In an academic institution, they may be attending faculty meetings, working in their offices on research in order to meet tenure requirements, or creating pathfinders for an occasional library instruction class. They are not, for the most part, on the front lines meeting students on a daily basis. They are not at the circulation desk, they are not near the book stacks, and they are certainly not checking the bathroom for cleanliness or straightening up furniture. She has a lot to say about who does greet our customers— for the most part, well meaning but usually undertrained and unsupervised student workers. A corollary point is the need to question whether staffing patterns and job descriptions, which were established decades ago, need to be changed (she thinks they do). This book is not a how-to manual, but it raises important questions; and the chapters on marketing and customer service are particularly effective, with a list of resources at the end of each chapter. Although she spends a lot of time on specific ways to improve the physical space of the library to make it a more inviting and welcoming environment, Woodward is equally concerned with the quality of our public services, both in reference and circulation. She acknowledges the benefits of technology in meeting students’ information needs. However, she also cautions against halfway measures, such as calling a computer lab an information commons without expanding the available services or...

Talking the Talk: Library Classroom Communication and International Students

Language is a primary barrier for international students in library instruction classes. This article reviews the literature on classroom communication from both the second language acquisition and library fields, and suggests ways in which second language acquisition research can be applied to communication with international students in library classrooms.

Aerobics and Library Instruction- An Unexpected Fit

ABSTRACT It can be a real challenge to engage students in library instruction classes. The authors have drawn some inspiration from an unexpected place: the aerobics workout. Aerobics teaching techniques and perspectives can be readily adapted to the library instruction classroom with invigorating results.

The one‐minute paper and the one‐hour class

Purpose – To describe the design and use of an outcomes assessment tool for one‐shot library instruction classes that is objective, quantitative, easy to use, and flexible.Design/methodology/approach – An “outcomes” assessment tool was created based on the ideas of the one‐minute paper and student reflection papers. The tool was administered to classes in Spanish and Biology that had one shot library sessions.Findings – The assessment tool was helpful in pointing out areas where librarians need to improve instruction in their one shot classes. The tool was useful, easy to use, and fulfilled our objectives.Research limitations/implications – The tool's use may be limited to institutions where there is excellent rapport between librarians and course instructors or to libraries with a staff large enough to find volunteers to grade the papers outside of the course librarian.Practical implications – The tool developed provides one more weapon for the outcomes assessment arsenal.Originality/value – This contrib...

Play to win! Using games in library instruction to enhance student learning

Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.

An Innovative Model: Undergraduate Poster Sessions by Health Professional Majors as a Method for Communicating Chemistry in Context

This paper develops the methods used to conduct poster sessions for undergraduate health professional majors. There are two main goals of the project. The first goal is to learn chemistry in thecontext of health professions, everyday activities and contemporary issues. The second goal is to continue to develop research and written and oral communication skills. The topics are chosen aftera classroom discussion of organic chemistry. The students then attend a library instruction class for introduction to appropriate research tools. Students are also taught the mechanics of posterpreparation. The sessions are presented during a laboratory class period and are open to the college and public at large. Evaluation criteria include comprehension of the chemistry, the level andaccuracy of the discussion and the appropriateness of the poster design for information exchange, All levels of the college community are invited to participate and greatly contribute to thesuccess of the poster sessions.

Asking the right question: Formulating effective search strategies for electronic databases

This article describes a simple technique that enables students to practice skills in formulating search strategies for electronic databases. Currently used in some library instruction classes at Slippery Rock University, this technique employs cooperative learning and critical thinking skills, requires relatively little time, and is effective with both undergraduates and graduates. In particular this technique clearly demonstrates that information retrieval is greatly affected by the manner in which the questioned is asked.