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Article
Publication date: 22 November 2011

Amy Gustavson, Angela Whitehurst and David Hisle

This paper seeks to provide a solution for teaching comprehensive information literacy instruction when time is limited during one‐shot library instruction sessions. It aims to…

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Abstract

Purpose

This paper seeks to provide a solution for teaching comprehensive information literacy instruction when time is limited during one‐shot library instruction sessions. It aims to focus on one technique to solve this dilemma – the creation of a multi‐media tutorial: Library 101: Introduction to Research. The paper aims to educate librarians of the many technological tools, which could be employed to enrich library instruction.

Design/methodology/approach

Using the Oakleaf Information Literacy Instruction Assessment Cycle (ILIAC), librarians gathered assessment data and determined student research skill deficits in Fall 2009. To address knowledge gaps, the authors systematically designed a multi‐media tutorial with ten tools.

Findings

The paper finds that the tutorial identified students' areas of weakness prior to library instruction. As a result, librarians could focus on identified topics during the session and increase student learning. Annual re‐evaluation of the tools and data are needed in order to update the program and ensure student learning occurs.

Research limitations/implications

The limitations of the creation process include incomplete software evaluation early in the process, learning how to collaborate with different project management styles, developing a realistic timeline, and the need for a robust assessment management system to collect data. The effectiveness of this tutorial needs more empirical evaluation.

Practical implications

The paper may help inform those planning to create a tutorial by suggesting useful, low‐cost tools for its creation and determining how to incorporate student learning outcomes and assessment into asynchronous instruction.

Originality/value

This paper fulfills an identified need to determine students' knowledge gaps through learning outcome assessment and respond to these gaps with asynchronous instruction methods.

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Article
Publication date: 10 August 2012

Janet L. Mayo and Angela P. Whitehurst

The primary aim of this study is to determine the uses and prevalence of temporary librarians in libraries at four‐year universities during the current economic downturn. The…

531

Abstract

Purpose

The primary aim of this study is to determine the uses and prevalence of temporary librarians in libraries at four‐year universities during the current economic downturn. The paper also seeks to determine the temporary librarians' conditions of employment.

Design/methodology/approach

These objectives were achieved by surveying a representative sample of four‐year institutions in both the authors' state and nationwide.

Findings

The study found that, as in several previous surveys, temporary librarians are still being used sparingly. They are used to fill vacancies due to open positions or faculty leaves of absence, special projects, grant‐funded projects, fellowships and sometimes to offer spouses of teaching faculty an employment opportunity. They are employed in both technical and public services roles, but not in managerial positions. They are expected to have the same education as full‐time librarians, are compensated similarly and sometimes also receive benefits. Conditions for contract renewal included employee performance, availability of funding and perceived need for the continuation of their duties.

Research limitations/implications

The study was limited by a small pool, so results may not be generalizable to a larger population. Because of many of the participants being in the same state, there may be unintentional consistency in the responses.

Practical implications

This study may provide guidance to administrators in making decisions on the future use of temporary librarians, both in how many to hire and in what ways to employ them.

Originality/value

The value in this study lies in the fact that it updates previous studies by generating current data on the topic.

Details

Reference Services Review, vol. 40 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 24 February 2012

Jackie Belanger, Rebecca Bliquez and Sharleen Mondal

The purpose of this paper is to describe the process of developing an information literacy assessment project, and to discuss key findings from the project.

1959

Abstract

Purpose

The purpose of this paper is to describe the process of developing an information literacy assessment project, and to discuss key findings from the project.

Design/methodology/approach

A variety of assessment tools were used to gather information about student learning and information literacy instruction: pre‐ and post‐surveys, student feedback surveys, faculty feedback to librarians, librarian self‐reflection, library worksheets, student research journals, and citation analysis of students' final research paper bibliographies.

Findings

It was found that the authors' initial suite of assessment tools did not provide the information wanted about students' research processes, so the authors' “assessment toolkit” was modified. It was found that more meaningful information could be gathered about students' research processes when the authors worked closely with faculty to embed information literacy assessments into course assignments. From the authors' analysis of student work, it was discovered that, for many students, library instruction was most valuable in helping them refine and explore research topics.

Originality/value

This paper will be useful to librarians and faculty seeking to implement an information literacy assessment project. The authors provide ideas for ways for faculty and librarians to collaborate on information literacy assessment, as well as on assignment and course design.

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