Library instruction and information literacy 2006

Johnson, Anna Marie; Jent, Sarah; Reynolds, Latisha

doi:10.1108/00907320710838408

Cited by 16 publications

(4 citation statements)

References 20 publications

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“…Several studies have examined those teaching traits that are most highly valued by instructional librarians and library administrators. Instructional design (Egbedokun et al , 2017), presentation skills (Johnson et al , 2007; Johnson et al , 2011), online instruction/distance teaching (Julien et al , 2018), and planning and leadership (Sproles et al , 2008) are all listed as desirable competencies or common job duties in instructional librarianship. There is a major question, however, as to how well LIS students are being prepared to meet these competencies.…”

Section: Instruction In Librarianshipmentioning

confidence: 99%

A comparative analysis of instructional course themes in LIS and museum studies programs in the USA

Lund

Wang

2019

ILS

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Purpose Considerable overlap exists between the disciplines of library and information science and museum studies. Exploiting the overlap and examining those areas were library/museum instruction courses diverge may provide valuable insights for how to improve the quality of these courses and better prepare students for instructional roles in both disciplines. Design/methodology/approach Word frequency and thematic analysis of the instructional course descriptions for all 52 American Library Association-accredited Master of Library and Information Science programs in the USA and 49 museum studies and affiliated (e.g. MA in anthropology with museum studies concentration) programs is performed. Findings Each discipline has some specific language to describe tasks specific to itself (e.g. museums), but these comprise a small percentage of the total language usage. Among other terms and themes, overlap occurs at a rate of about 50%. The remaining 35-45% of terms and themes reveal areas that are emphasized in only one discipline, but could be beneficial to incorporate in the curriculum/content in both disciplines. Research limitations/implications This research builds on a growing corpus of work demonstrating relations between museum studies and library and information science, and their status within a metadiscipline of information; this research presents a comparison of course content that may inform future curriculum/content development. Originality/value To the best of the authors’ knowledge, no study of this type has been performed with museum studies courses, nor has a comparison between the two disciplines been investigated at this level.

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Section: Instruction In Librarianshipmentioning

confidence: 99%

A comparative analysis of instructional course themes in LIS and museum studies programs in the USA

Lund

Wang

2019

ILS

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“…Martin specifically finds that information literacy cannot be attained through brief, one-time experiences, but need lifelong and continuous refinement by becoming part of the learning experience (Martin, 2013: 6). Fact is, most of the research on information literacy has been from an academic or school library perspective as can be seen from reviews of the information literacy literature (e.g., Rader (1991); Johnson (2002); Johnson, Jent and Reynolds (2007)). Despite the obvious potential of the public library in developing information literate citizens and stimulate lifelong learning, there is only a minor part of the research that relates specifically to the public library (e.g., Harding, 2008;Hall, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Public libraries and lifelong learning

Nielsen¹

2014

PIEB

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This paper reports on the results of an empirical study of public librarians' conception of how public libraries support lifelong learning, as well as the role of information literacy in relation to lifelong learning. Lifelong learning has become essential to all people in today's information society as a result of easy and free access to information. A basic understanding of the concept is "learning throughout life, either continuously or periodically". This implies that learning is not restricted to educational institutions, but can also take place in for example the public library. Public libraries thus may play an important role in supporting the learning process not the least because lifelong learning is characterised by the inclusion of informal elements of learning, flexible learning opportunities, and a shift towards self-directed learning. This selfdirected learning promotes active citizenship and employability, thereby enabling people to participate in all spheres of social, political and economic life. Therefore, how do the public librarians conceive the learning responsibility and their own role in supporting lifelong learning? Furthermore, how do public librarians become better at teaching? The study reports on data from 12 interviews of purposely selected public librarians and a large-scale e-mail survey (questionnaire). The e-mail survey contained 28 questions and was sent to all staff members in public libraries in Denmark, and resulted in 986 responses. The results show that the public librarians consider the public library to be an important place for learning. The results also show how the public librarians find that they could become better at teaching and facilitating learning. This could in turn affect the sharing of knowledge and collaboration.

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“…In the early 21st Century, the ubiquity and sheer variety of online discovery and retrieval tools facilitated by the internet and the subsequent decline in mediated searching has led to a shift of emphasis in library instruction ‐ away from the idea of the librarian conveying their specialist knowledge of the use of a particular bibliographic tool and towards a more holistic and wide‐ranging approach that focuses on the way information is apprehended by students and other library users, and the meaning that the information they locate holds for them – an evaluative/critical focus …”

Section: Implications For Library‐based Information Literacy Teachingmentioning

confidence: 99%

Context and learning: the value and limits of library‐based information literacy teaching

Eyre

Spring²

2012

Health Info Libraries J

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This month's regular feature will discuss some of the implications for library-based information literacy teaching that have emerged from a HEAfunded research project conducted at De Montfort University. It is argued that information literacy teaching as it has evolved in a university setting, while having a greater degree of relevance and value than ever before, nevertheless has inherent limits when it comes to its transferability beyond the academy and into a workplace setting. HS

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Library instruction and information literacy 2006

Cited by 16 publications

References 20 publications

A comparative analysis of instructional course themes in LIS and museum studies programs in the USA

A comparative analysis of instructional course themes in LIS and museum studies programs in the USA

Public libraries and lifelong learning

Context and learning: the value and limits of library‐based information literacy teaching

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