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Article
Publication date: 15 August 2019

Sarah Parramore

The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning…

1513

Abstract

Purpose

The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques.

Design/methodology/approach

This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy.

Findings

Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities.

Practical implications

This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements.

Originality/value

Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 2 February 2023

Megan Graewingholt, Jonathan Cornforth and Sarah Parramore

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating…

377

Abstract

Purpose

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

Design/methodology/approach

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Findings

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Originality/value

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

Details

Reference Services Review, vol. 51 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Available. Content available
Article
Publication date: 28 November 2019

Sarah Barbara Watstein and Tammy Ivins

367

Abstract

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 21 October 2024

Carolyn Caffrey, Katie Perry, Tessa Withorn, Hannah Lee, Thomas Philo, Maggie Clarke, Jillian Eslami, Elizabeth Galoozis, Katie Paris Kohn, Dana Ospina, Kimberly Chesebro, Hallie Clawson and Laura Dowell

This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated…

334

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and researchers wishing to learn about IL in other contexts.

Design/methodology/approach

This paper annotates 374 English-language periodical articles, dissertations, theses and reports on library instruction and IL published in 2023. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2023 and included the terms “information literacy,” “library instruction” or “information fluency” in the title, subject terms or author-supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography adeptly.

Findings

The paper provides a brief description of 374 sources from 159 unique publications and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided such as country affiliation and institutional Carnegie classification.

Originality/value

The information is primarily of use to academic librarians, researchers and anyone interested as a convenient and comprehensive reference to literature on library instruction and IL published within 2023.

Details

Reference Services Review, vol. 52 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

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