Nadine Cohen, Liz Holdsworth, John M. Prechtel, Jill Newby, Yvonne Mery, Jeanne Pfander and Laurie Eagleson
There is a lack of data about information literacy (IL) credit courses in US academic libraries. This paper aims to provide a detailed snapshot of IL credit courses, including…
Abstract
Purpose
There is a lack of data about information literacy (IL) credit courses in US academic libraries. This paper aims to provide a detailed snapshot of IL credit courses, including percentages of libraries that offer credit courses, the number of credits offered, the audience and how public institutions differ from private nonprofits and for-profits.
Design/methodology/approach
The authors surveyed a stratified random sample of libraries at higher education institutions across all categories from the Carnegie Classification of Institutions of Higher Education. Qualtrics software was used to create and distribute the email survey. The response rate was 39 per cent (n = 691).
Findings
In all, 19 per cent of the institutions in the survey have IL credit courses taught by librarians. Large institutions, public institutions and those granting doctoral degrees are the most likely to offer IL credit courses. The majority of these courses are undergraduate electives of 1-2 credit hours offered under the library aegis, although a significant minority are required, worth 3-4 credit hours, and taught within another academic department or campus-wide program.
Originality/value
The findings update previous surveys and provide a more granular picture of the characteristics of librarian-taught credit-bearing courses, the types of academic institutions that offer them and compensation teaching librarians receive. This survey is the first study of credit-bearing IL instruction to include for-profit colleges and universities.
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Leslie Sult, Yvonne Mery, Rebecca Blakiston and Elizabeth Kline
The purpose of this paper is to describe the development and rationale for the creation of a scalable approach to online database instruction.
Abstract
Purpose
The purpose of this paper is to describe the development and rationale for the creation of a scalable approach to online database instruction.
Design/methodology/approach
The paper discusses the pedagogical, organizational, and technological considerations for developing an interactive, online tutorial that can be used by librarians for database instruction.
Findings
Database instruction during one‐shot library sessions is a cornerstone of information literacy programs, but with a move to online instruction, it has not been clear how to replicate many of the pedagogical advantages that take place in a face‐to‐face environment. Librarians along with programmers have developed a new type of scalable and pedagogically‐sound interactive tutorial.
Originality/value
The paper provides librarians with a history of the development of a tutorial that has been released as open‐source software program that can be easily modified by other libraries.
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Yvonne Mery, Jill Newby and Ke Peng
With a call for increased accountability for student learning across higher education, it is becoming more important for academic libraries to show their value to the greater…
Abstract
Purpose
With a call for increased accountability for student learning across higher education, it is becoming more important for academic libraries to show their value to the greater university community with the use of quantitative data. This paper seeks to describe the development of an information literacy test at the University of Arizona to measure student learning in an online credit course. In order to measure the impact of an online course, a test that was statistically valid, and reliable was created by local librarians.
Design/methodology/approach
The methodology involved administering test items to undergraduate students enrolled in an online information literacy course and applying both classical test theory and item response theory models to evaluate the validity and reliability of test items. This study included the longitudinal and cross‐sectional development of test items for pre and post‐testing across different student groups. Over the course of two semesters, 125 items were developed and administered to over 1,400 students.
Findings
The creation of test of items and the process of making test items reliable and valid is discussed in detail. Items were checked for construct validity with the use of a national standardized test of information literacy (SAILS). Locally developed items were found to have a higher than average reliability rating.
Practical implications
The process described here offers a method for librarians without a background in assessment to develop their own statistically valid and reliable instrument.
Originality/value
One of the unique features of this research design was the correlation of SAILS items with local items to test for validity. Although SAILS items have been used by many libraries in the past, they have not been used to create new test items. The use of the original SAILS test items is a valuable resource for instruction librarians developing items locally.
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One of the biggest challenges facing American librarians at present is a mass retirement of highly trained professionals, which will result in a significant loss of expertise…
Abstract
Purpose
One of the biggest challenges facing American librarians at present is a mass retirement of highly trained professionals, which will result in a significant loss of expertise. When libraries look at universities for examples of succession planning, they find, for the most part, that they are behind, not ahead of them. A notable exception is the University of Notre Dame, which, as a Catholic institution led by priests, has a very small pool of candidates for high-level positions, so it is forced to select and prepare its top leaders through succession planning. This article aims to examine the work of one such leader.
Design/methodology/approach
This article examines the work of one president, Father Theodore M. Hesburgh, whose succession planning efforts resulted in the preparation not only of his successor but also of the members of the administrative team.
Findings
This case offers three important lessons for librarians. First, the leadership must be on board with the training program. Second, the training program must go beyond individuals and involve entire cohorts. Finally, the goal of training must be the development of as much talent as possible.
Originality/value
The Notre Dame case demonstrates that when an organization looks for talent it finds it, indicating that much talent is lost because it is never recognized, let alone cultivated, and that is the most important lesson of all.
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Marjorie Peregoy, Julia M. Rholes and Sandra L. Tucker
This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's…
Abstract
This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.