Library instruction and information literacy 2016

Reynolds, Latisha; Willenborg, Amber; McClellan, Samantha; Linares, Rosalinda Hernandez; Sterner, Elizabeth

doi:10.1108/rsr-08-2017-0028

Cited by 9 publications

(6 citation statements)

References 51 publications

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“…Information literacy (IL) is valuable for children's school work and for their development as citizens. Formal education has been treated as the natural focus for developing IL, and is reflected in the bias of literature towards IL in formal education settings (for example, as reflected in Reynolds, Willenborg, McClellan, Linares & Sterner, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Mapping the state of information literacy education in primary schools: The case of Pakistan

Batool¹,

Webber²

2019

Library & Information Science Research

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Section: Problem Statementmentioning

confidence: 99%

Mapping the state of information literacy education in primary schools: The case of Pakistan

Batool¹,

Webber²

2019

Library & Information Science Research

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“…Bunun yanı sıra bilgi hizmetleri çerçevesinde belirli bir bölgedeki okul kütüphanelerinin durumunu ve karşılaştıkları sorunları ele alan çalışmalar da bulunmaktadır (Tabassum, Batool, Ameen ve Hassan, 2019). Kütüphane eğitimiyle ilgili olarak ise bilgi okuryazarlığı ile bağlantılı çalışmaları değerlendiren yayınlar yer almaktadır (Johnson ve diğerleri, 2018;Reynolds, McClellan, Finley, Martinez ve Linares, 2016;Reynolds, Willenborg, McClellan, Linares ve Sterner, 2017). Ek olarak kütüphanelerde öğretim teknolojileri bağlamında da okul kütüphanelerinin web sayfaları incelenmiştir (Chu, 2013).…”

Section: Okul Kütüphaneleri: Literatür Değerlendirmesiunclassified

Zenginleştirilmiş Kütüphanelerdeki Mevcut Durum ve Uygulamaların Analizi: Ankara’nın Çankaya İlçesindeki 12 Okulda Gerçekleştirilen Araştırmanın Sonuçları

Çakmak

Eroğlu

2020

Turk Kutuphaneciligi - Turkish Librarianship

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School libraries are libraries that provide services to meet the information needs of students, parents, teachers, administrators and other school staff. As the main function, these libraries support the curriculum. These libraries, which take place in the periods of learning in individuals' lives, are also places where current technology and facilities are provided and services and environments are provided in accordance with the expectations and characteristics of the target audience. The school libraries in Turkey are planned to be transformed into social learning places within the scope of the enriched libraries project (zkütüphane) coordinated by the Ministry of Education. In this regard, it is seen that the school libraries are equipped with technological facilities and streamlined furnishings. In this study, it is aimed to describe the current situation and usage of z-libraries in schools in Çankaya district of Ankara. For this purpose, 12 z-libraries in schools at Çankaya, Ankara were analyzed. In the context of this case study, which is one of the qualitative research methods, data were collected through semi-structured interviews and observations with school principals, assistant principals, and teachers in charge of the library. The study results reflect that z-libraries are spatially compliant with the standards, however, this case may vary depending on the number of students. It was understood that compliance with international programs, teacher and principal awareness, and projects are the factors that provide efficient and expected use of z-libraries. On the other hand, it has been detected that there are problems regarding the sustainability of these libraries. In the last part of the study, recommendations and future studies that can be conducted are addressed.

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“…The literature on the reference and liaison librarians' responsibility in information literacy and research instruction is voluminous. 43 Instructional support to both faculty and students has been the focus of much of reference librarianship since the 1970s. 44 Teaching in a variety of capacities-whether for-credit information literacy classes, one-shots, or online-has become a regular and often required duty of reference librarians.…”

Section: Information Literacy Instructionmentioning

confidence: 99%

Connections, Conversations, and Visibility: How the Work of Academic Reference and Liaison Librarians Is Evolving

Johnson¹

2019

RUSQ

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The work of reference, subject, and liaison librarians is evolving, rapidly in some cases. This article provides an overview of the new roles that these librarians are involved in based on an extensive review of the literature in these areas over the last ten years. While some of these roles have been extensively covered in bibliographic essays of their own (data management, changes to information literacy instruction), this article attempts to provide a broader view of the situation, along with highlighting salient examples of the ways that librarians are trying to forge new and different connections with faculty and students, facilitate important conversations, and stay visible and relevant on their campuses.

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Library instruction and information literacy 2016

Cited by 9 publications

References 51 publications

Mapping the state of information literacy education in primary schools: The case of Pakistan

Mapping the state of information literacy education in primary schools: The case of Pakistan

Zenginleştirilmiş Kütüphanelerdeki Mevcut Durum ve Uygulamaların Analizi: Ankara’nın Çankaya İlçesindeki 12 Okulda Gerçekleştirilen Araştırmanın Sonuçları

Connections, Conversations, and Visibility: How the Work of Academic Reference and Liaison Librarians Is Evolving

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