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Article
Publication date: 27 October 2020

Rebeca Peacock, Heather Grevatt, Ellie Dworak, Lindsay Marsh and Shelly Doty

This paper aims to describe the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully…

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Abstract

Purpose

This paper aims to describe the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration and research in campus first-year seminar courses.

Design/methodology/approach

In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials.

Findings

In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses.

Originality/value

This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses that are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s attention, relevance, confidence and satisfaction model, and in turn, can be improved through iterative evaluation cycles using collected student data.

Details

Reference Services Review, vol. 48 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 26 April 2022

Ash E. Faulkner

This article explores the financial literacy resources patrons can discover and/or access on the webpages of the largest 48 US public libraries in order to assess the strength of…

415

Abstract

Purpose

This article explores the financial literacy resources patrons can discover and/or access on the webpages of the largest 48 US public libraries in order to assess the strength of public libraries' current support to patrons seeking assistance with personal financial matters.

Design/methodology/approach

The author completed a website analysis of the largest 48 US public libraries, as defined by the four sets of criteria in the American Library Association (ALA) publication. Website analysis was completed via a standardized checklist assessment covering full-site searching, catalog content, the availability of relevant guides and/or workshops, and any other relevant online resources.

Findings

Public libraries provide many resources relevant to patrons searching for personal finance topics, but some of these resources are not ideally highlighted on libraries' websites. Site search tools are generally less efficient than catalog search tools. Only half of the studied libraries have relevant online guides, but all libraries have some relevant online resources.

Originality/value

While there are a number of research articles exploring how public libraries support financial literacy in their communities, there has not yet been an in-depth exploration of how public libraries support this literacy, specifically through the materials highlighted and/or available via their websites. This research addresses this gap in the literature.

Details

Reference Services Review, vol. 50 no. 3/4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 June 2007

145

Abstract

Details

Journal of Public Mental Health, vol. 6 no. 2
Type: Research Article
ISSN: 1746-5729

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