Library instruction for biology courses: A Literature Review and Survey

Sinn, Robin

doi:10.1016/s0734-3310(99)80003-2

Cited by 14 publications

(12 citation statements)

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“…A barrier certainly exists to overcome the manipulation of one-to-one relationship model for each of them. Sinn (1998) and Silver and Nickel (2007) offer library instructions to psychology and biology students and find that the instructions should be made according to characteristics of the students. Researchers focused on a composite class, in which students come from different colleges, encourage them to discuss in class their perspectives after using the library resources, thus enhancing their information literacy from this course.…”

Section: Resultsmentioning

confidence: 99%

Development of a Service Framework for Library Users from Customer Relationship Management Perspective

Wang¹

2012

Advances in Customer Relationship Management

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Section: Resultsmentioning

confidence: 99%

Development of a Service Framework for Library Users from Customer Relationship Management Perspective

Wang¹

2012

Advances in Customer Relationship Management

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“…It should be mentioned that the design and the content of the questionnaires were very much assisted by the work of the following authors: Maynard (1990), Thomas (1994), Canon (1994), Sinn (1998Sinn ( , 2000 and Leckie and Fullerton (1999). The students questionnaire included 14 questions, in sum 63 variables, while the faculty questionnaire included 17 questions, in sum 61 variables.…”

Section: Methodsmentioning

confidence: 99%

“…However, most of the faculty do not feel responsible for developing the information literacy skills of their students (Maynard, 1990;Canon, 1994;Thomas, 1994). More specifically, some studies show that most faculty believe that librarians should have the responsibility to teach people how to use library resources (Julien, 1998;Thomas, 1994), while others show that both faculty and librarians should be responsible for information literacy education (Maynard, 1990;Canon, 1994;Sinn, 1998Sinn, , 2000Hollister, 2004).…”

Section: Review Of the Literaturementioning

confidence: 99%

The necessity of information literacy education in a marketing department

Korobili

Tilikidou

2005

New Library World

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Purpose -To provide reliable data for the development of efficient information literacy education in a department of a higher educational institute in Thessaloniki, Greece. It requires in-depth understanding of the current situation as well as future expectations. Design/methodology/approach -Two research objectives were set. One was to record the use of resources by students and their perceptions, as well as the expectations of faculty regarding information literacy skills. The other was to examine the preferences of students and faculty regarding information literacy education. Two surveys were conducted among both students (cluster sampling) and faculty (census) by the utilization of relative structured questionnaire. Findings -The project reveals that the percentage of students who use the e-resources of the library is relatively low, and that the few students who attended the bibliographic instruction seminar use the e-resources more for the completion of their assignments. Also faculty were found to do very little in class to motivate students to use library sources for completing long research papers. With reference to students' and faculty's preferences concerning future information literacy education, it was indicated that the greatest percentage prefer instruction at user's request, and a course integrated into the curriculum. Focusing on a course integrated in the curriculum, it is suggested that it is provided at the first or second semester of their studies, to be developed on the basis of librarian/faculty cooperation and supported by demonstration of resources and/or hands-on workshops.Research limitations/implications -Further research is needed to fill the gaps left in understanding faculty attitudes toward information literacy. Also duplicating this survey in other departments of Technological Educational Institution could provide a picture of the kind of information literacy education a Greek institution should apply. Practical implications -This research implies the need for developing a course integrated into the curriculum tailored to the interests of the students, designed to develop critical thinking skills. It is suggested that this course should be provided at an appropriate time that would allow students to acknowledge its relevance to course content. A multimedia product is suggested as a handbook to this course. Originality/value -This research tries to fill a gap in the published literature which does not offer any surveys in Greek academic institutions about perceptions and practices of faculty and students regarding information literacy programs.

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“…3 However, information literacy instruction varies greatly among institutions and programs. 4 Likewise, assessment of information literacy varies widely in format, information skills and knowledge tested, time frame over which students are monitored, and degree to which student inputs are standardized and measurements are comparable between studies (see table 1). 5 To address this variation, a definition of science information literacy that clearly enumerates its multiple components is essential.…”

Section: Introductionmentioning

confidence: 99%

A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

Blank¹,

McGaughey²,

Keeling³

et al. 2017

CRL

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Expertise in searching and evaluating scientific literature is a requisite skill of trained scientists and science students, yet information literacy instruction varies greatly among institutions and programs. To ensure that science students acquire information literacy skills, robust methods of assessment are needed. Here, we describe a novel tool for longitudinal, crossover assessment of literature-searching skills in science students and apply it to a cross-sectional assessment of literature-searching performance in 145 first-year and 43 senior biology majors. Subjects were given an open-ended prompt requiring them to find multiple sources of information addressing a particular scientific topic. A blinded scorer used a rubric to score the resources identified by the subjects and generate numerical scores for source quality, source relevance, and citation quality. Two versions of the assessment prompt were given to facilitate eventual longitudinal study of individual students in a crossover design. Seniors were significantly more likely to find relevant, peer-reviewed journal articles, provide appropriate citations, and provide correct answers to other questions about scientific literature. This assessment tool accommodates large numbers of students and can be modified easily for use in other disciplines or at other levels of education.doi:10.5860/crl.77.6.682 crl15-842 A Novel Assessment Tool for Quantitative Evaluation 683Introduction Trained scientists in diverse disciplines share certain fundamental skills, and educators in science, technology, engineering, and mathematics (STEM) aim to train students in these cross-disciplinary skills in addition to the skills and knowledge of specific disciplines. Several of these fundamental skills are enumerated within the concept of science information literacy, which has been defined "as a set of abilities to identify the need for information, procure the information, evaluate the information and subsequently revise the strategy for obtaining the information, to use the information and to use it in an ethical and legal manner, and to engage in lifelong learning." 1 Trained scientists must apply these skills routinely, whereas high school students typically evaluate sources and information on a more limited basis.2 To develop these skills in undergraduate students, STEM curricula must incorporate information literacy. 3 However, information literacy instruction varies greatly among institutions and programs. 4 Likewise, assessment of information literacy varies widely in format, information skills and knowledge tested, time frame over which students are monitored, and degree to which student inputs are standardized and measurements are comparable between studies (see table 1).

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Library instruction for biology courses: A Literature Review and Survey

Cited by 14 publications

References 0 publications

Development of a Service Framework for Library Users from Customer Relationship Management Perspective

Development of a Service Framework for Library Users from Customer Relationship Management Perspective

The necessity of information literacy education in a marketing department

A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

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