This article examines information literacy, critical thinking, and computer literacy in higher education and discusses the application of the information fluency model, created by the Associated Colleges of the South, to the Purdue University Libraries one-credit information literacy course, GS 175 Information Strategies. Design/methodology/approach The case study has a two-part focus. The first examines information literacy, critical thinking, and computer literacy in higher education through a review of the literature. The second part discusses the pilot GS 175 Information Strategies course, shows how the information fluency model was applied, and analyzes the overall success of the pilot. Findings Today, employers and professors expect graduates and students to exhibit critical thinking, analysis, research, and technology skills at a fairly high level. Universities are responding with a more rapid integration and adoption of technology and creating a higher emphasis on information use and retrieval. Increasingly, student research projects are being displayed, presented, and contained in a variety of formats. Library instruction programs and courses need to evolve and adapt to these changes as shown through the successful modification of the GS 175 Information Strategies course. Practical implications The article provides ideas and concepts for enhancing the critical thinking and technology components of an information literacy course or program as well as touches on what to avoid when modifying assignments and projects. Originality/value The application of the information fluency model is a fairly new model to the library profession. This case study shows one way information literacy credit courses can be modified to accommodate the changing educational landscape and the expectations of Generation Y. It can Postprint for Sharkey, Jennifer. "Towards Information Fluency: Applying a Different Model to an Information Literacy Credit Course." Reference Services Review 34.1 (2006). be used by instruction librarians and their faculty partners to explore alternatives to their current instructional programs.

Background With the evolving knowledge on hearing as a potentially modifiable mid-life risk factor for dementia, identification of people at risk becomes increasingly important. People with mild cognitive impairment (MCI) presenting to specialist memory services represent a key “at-risk” target population for audiological evaluation, but few services have established this pathway. This study sought to examine the patient experience and understanding of this process. Methods All patients with MCI attending a tertiary referral memory service referred for audiology review were contacted. A patient survey was delivered over the phone. Outpatient letters and the memory clinic database were reviewed. Results Twenty patients with MCI were included in the survey. Eight (8/20, 40%) had self-reported hearing loss. Upon formal audiological assessment seventeen (17/20, 85%) had objective evidence of hearing loss; nine (9/17, 52.9%) with mild-moderate and eight (8/17, 47%) with moderate-severe hearing loss. Only six patients (6/20, 30%) recalled having the rationale behind having a hearing test as part of their memory work-up explained to them. However, the majority (15/20, 75%) felt a hearing test was an important part of their memory assessment. Just seven patients overall (7/20, 35%) identified a link between hearing-loss and cognition. All patients who provided feedback on the service itself made positive comments, although (4/20, 20%) felt they did not get adequate information about the results. Conclusions A significant proportion of people with MCI had de-novo evidence of hearing impairment upon assessment. Patients are satisfied with incorporating audiological evaluation into a memory clinic assessment, however clear communication around indication, recommendations, and follow-up ensuring compliance is required.

Information technology literacy can be seen as an integration of what are commonly two separate literacies—technology literacy and information literacy. This chapter defines them, reviews issues related to both, and argues that both must be acquired and functionally utilized for students and workers to achieve success in our heavily technology-oriented society and workplace. The authors address learning outcomes and design components that should be considered in training and instructional settings, and give examples of instructional strategies for achieving them.

Do librarians with different characteristics, such as type of work responsibilities or age, have different learning styles? The authors analyzed results from over 1,500 responses to a version of the Index of Learning Styles (ILS) questionnaire based on the Felder-Silverman Learning Styles model. This model consists of eight dimensions paired on four scales: Active/Reflective; Sensing/Intuitive; Visual/Verbal; and Sequential/ Global. In addition to their scores on the ILS questionnaire, respondents were also asked about demographic and professional characteristics. Statistically significant differences in learning style scores were found to exist between librarians with different types of position responsibilities. In particular, for three out of four scales, catalogers have statistically different learning styles than other librarian groups. Recognition of different learning styles and thoughtful integration of appropriate teaching styles may improve workplace interpersonal communication, enhance professional development and staff training, and strengthen teaching.he study and assessment of learning styles have been significant components of educational theory and practice for decades. Contemporary research of how the cognitive differences of students affect their ability to learn and retain new knowledge gained prominence in the late 1970s and became a major focus within many academic disciplines in the 1980s as several major theories and schools of thought were established.1 Although theories about learning styles are not without controversy, some key studies have shown learning styles do have a place within learning environments when tested in a valid way and used in conjunction with other established pedagogical theories and practices. In light of continued interest and study of learning styles, a group of academic librarians developed a research project to explore the learning styles of academic librarians. The key question of the project was: Do librarians of different professional groups, such as type of work responsibilities, have different learning styles? The instrument used for this research was the Index of Learning Styles (ILS) questionnaire created by

Plagiarism by students in academic institutions is an old but continuing problem facing teachers and librarians. Although studies disagree on the Internet's effect on student plagiarism, the easy availability of electronic information creates a challenge for librarians, who must be ready not only to detect and deter plagiarism, but also to educate their patrons about it. The purpose of this contribution is to summarize briefly the nature, extent, and causes of plagiarism in its academic aspect, especially as it has been influenced by electronic information sources, and to review measures of its detection and deterrence.