Coleen Meyers‐Martin and Lynn D. Lampert
This article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and…
Abstract
Purpose
This article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and resources online for educational opportunity program (EOP) students when considering these students' specific technology usage patterns and the need for face‐to‐face mentoring. The article seeks to make recommendations for libraries that intend to develop successful programming and interactions with transitional students online; and to bring to light the need for future research concerning the creation and usage of online educational support structures that specifically serve the EOP community.
Design/methodology/approach
A literature review discusses technology and academic library outreach programming as well as the historic and current digital divide and learning styles of EOP transitional students. Recommendations are made for how to best meet EOP student needs online to support the traditional in‐person programming in which these students succeed.
Findings
Identifying successful learning structures and potential technology usage patterns of EOP students provided the foundation for this article. Developing library outreach and programming within the online platforms EOP students access and utilize is necessary to support continued face‐to‐face interactions in an academic setting. More research is necessary in order to support transitional students in a digital format.
Originality/value
This article describes digital outreach efforts targeting non‐campus and campus communities, in particular within EOP transitional programming. It inquires about how to best meet transitional students in a digital format when they have historically succeeded in face‐to‐face educational interactions and settings.
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This paper discusses the importance of developing a discipline‐based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of…
Abstract
This paper discusses the importance of developing a discipline‐based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of how both higher education and academic librarianship view plagiarism, the growing need for anti‐plagiarism instruction, and the role librarians can take in anti‐plagiarism instruction, this article will offer insight into effective ways for librarians to reach out to both faculty and students facing the difficulties inherent in higher education in the wake of the cut and paste age. Practical examples of discipline‐specific, collaborative approaches and process‐based assignments in journalism will be discussed to show how both librarians and discipline faculty can successfully make connections between student needs and collective information literacy instruction activities.
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Mary M. Somerville, Lynn D. Lampert, Katherine S. Dabbour, Sallie Harlan and Barbara Schader
The purpose of this paper is to provide guidance to those contemplating or preparing to administer a large scale information literacy assessment such as the ETS ICT assessment…
Abstract
Purpose
The purpose of this paper is to provide guidance to those contemplating or preparing to administer a large scale information literacy assessment such as the ETS ICT assessment instrument. The case studies and literature review provide real life examples of how to consider implementing the ETS ICT instrument with special attention to issues such as collaboration, timing, marketing, budgeting, and developing a strategy that includes a discussion of how testing results will inform campus information literacy curriculum development and programming.
Design/methodology/approach
The planning and implementation by two California State University campuses that administrated beta test versions of the ETS ICT assessment instrument are documented. Background about ICT and guidance for future administrations of large scale assessments on university and college campuses are discussed.
Findings
The paper provides background information, techniques and guidance for academic librarians contemplating future administrations and usages of large scale assessments of student information and communication technology skills, like the ETS ICT assessment. Examples of necessary planning stages and collaboration are provided as well as a discussion of the value of large scale assessments for students, campuses and information literacy programs.
Practical implications
This paper offers guidance for academic librarians and libraries interested in assessing their information literacy programs and/or working within their university to conduct a large scale assessment of student ICT literacy skills using the ETS ICT assessment instrument.
Originality/value
The strategies and ideas presented in this paper will help inform other academic libraries and librarians faced with administrating and implementing a large scale assessment instrument such as the ETS ICT instrument.
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Abstract
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Janne Fauskanger and Raymond Bjuland
Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying fundamental…
Abstract
Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying fundamental teaching practices. Findings reported from structured literature reviews on lesson study have revealed that incorporating a lesson study approach in Initial Teacher Education is challenging. This chapter considers how lesson study might adapt fundamental teaching practices and make use of new tools to enhance lesson study as an approach for improving student-teachers’ teaching practice. The four tools discussed here are lesson study with given activities, practicing talk moves in lesson study, rehearsing research lessons and research lessons with time-outs. The authors argue that these activities are tools which can help student-teachers enhance their learning of the complex work of teaching when involved in lesson study cycles. To illustrate these approaches, we use examples from the teaching of mathematics.
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Anna Marie Johnson, Sarah Jent and Latisha Reynolds
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.
Findings
The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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The purpose of this paper is to examine why large firms often fail to develop disruptive innovations. This study identifies several key inhibitors or barriers that hinder those…
Abstract
Purpose
The purpose of this paper is to examine why large firms often fail to develop disruptive innovations. This study identifies several key inhibitors or barriers that hinder those developments. A conceptual model is presented that examines the interrelationship and interdependence of these inhibiting factors, in an effort to provide a better understanding of how companies can improve their disruptive innovation capabilities.
Design/methodology/approach
This paper focuses on disruptive innovation rather than incremental innovation and is limited to research findings on large corporations. Recently published works (1990‐2004) have examined success factors as the determinants of disruptive innovation capability. A complementary approach is to examine the inhibitors of disruptive innovation and investigate their interrelationship and interdependence. The study is based on an extensive review of literature available, and examines both internal and external inhibiting factors to develop a conceptual model of disruptive innovation capabilities.
Findings
Many large corporations fail to develop disruptive innovations. It is argued that the basic constraints to creating successful disruptive innovation stem in large part from several inhibiting factors, and we have identified different clusters of interrelated and partly‐interdependent inhibitors: the inability to unlearn obsolete mental models, a successful dominant design or business concept, a risk‐averse corporate climate, innovation process mismanagement, lack of adequate follow‐through competencies and the inability to develop mandatory internal or external infrastructure. The conceptual disruptive innovation capability model provides a better understanding of the interrelationship among these limiting factors. There is still a vast gap between intention and actual disruptive innovation capability. Developing distinctive capabilities to bridge this gap should be an integral part of a company's strategy for growth.
Research limitations/implications
This paper is based on an extensive review of literature on disruptive innovation barriers. In it is proposed a conceptual interrelationship model of innovation inhibitors as a basis for determining and improving a company's disruptive innovation capability. It is suggested that, in addition to the theory presented in this paper, further empirical research studies be carried out to validate the key inhibitors of our conceptual model, their interrelationship and interdependence, and the impact on disruptive innovation development.
Originality/value
The study is intended to provide practical insight into clusters of inhibiting factors that prevent large organisations from improving their disruptive innovation capability. The conceptual model facilitates the development of distinctive competencies and mindsets to improve these capabilities.
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Nancy Snyder Gibson and Christina Chester‐Fangman
The paper aims to discuss the ways in which librarians of different types are addressing the issue of plagiarism at the institutional and pedagogical levels.
Abstract
Purpose
The paper aims to discuss the ways in which librarians of different types are addressing the issue of plagiarism at the institutional and pedagogical levels.
Design/methodology/approach
A 25‐question non‐quantitative online survey was conducted regarding: the institutional role of librarians in plagiarism prevention; the collaborations among librarians and instructors in helping students understand what plagiarism is and how to avoid it; and the interactions among librarians and students involved in combating plagiarism.
Findings
More than 90 percent of the 610 respondents report that they have assisted students with citing sources. Over 70 percent have instructed students about plagiarism in class. Approximately a quarter have collaborated with other departments regarding plagiarism, conducted or attended workshops on plagiarism, worked with instructors to redesign assignments, or helped faculty with tracking possible instances of student plagiarism.
Research limitations/implications
This paper reports on a survey which is not statistically valid. The results of this survey, however, can shed light on the librarian's role to date in combating plagiarism and suggest future directions.
Practical implications
This survey reports what librarians are doing to address plagiarism at all levels, and it reflects what is being practiced in the field.
Originality/value
While many librarians have written about plagiarism strategies, this national survey focuses on the work of librarians at the institutional and pedagogical levels.
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Anna Marie Johnson, Claudene Sproles and Latisha Reynolds
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.