This paper reports on the results of an ongoing user-centered research project investigating student use and perception of subject guides in academic libraries. Preliminary results suggest that although students rarely use subject guides, they might if subject guides were specifically optimized for the way students actually use them.Cet article présente les résultats d’une étude en cours sur l’utilisation des guides thématiques par les étudiants et les perceptions qu’ils en ont, dans les bibliothèques universitaires. Les résultats préliminaires suggèrent que malgré une utilisation plutôt rare, les étudiants les utiliseraient davantage si les guides thématiques étaient adaptés à l’utilisation réelle qu’ils en font. ***Full paper in the Canadian Journal of Information and Library Science***
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Through in-depth interviews with 11 university students, it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might use them more if subject guides were more specifically customized to meet their needs. In the context of designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants to create guides that are more useful, and more used.
The purpose of this longitudinal research study is to assess the information literacy (IL) skills of grade 12 students as they transition to university in order to determine their preparedness for academic work in the digital age. This poster reports the results of the first phase of this study which included a university-wide information literacy instruction (ILI) audit, as well as the administration of the quantitative Information Literacy Test (ILT) to 103 grade 12 students. Results indicate a gap between the expectations and skills required in secondary and post-secondary education. The results of this study contribute new knowledge to the research literature on IL, by providing a unique understanding of the information literacy skills possessed by grade 12 students as they transition to university. This will also be important for professional practice by providing librarians tasked with ILI with evidence enabling construction of tailored curriculum to address specific IL deficits shown by new students.
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