NetLinkS: a national professional development project for networked learner support

Lévy, Pierre; Fowell, S.P.; Bowskill, Nicholas; Worsfold, Emma

doi:10.3233/efi-1996-14402

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…Fowell and Levy [58] adopted the term 'networked learner support' to refer to information specialists' learning support role in the networked environment, and between 1995 and 1998 a team in DIS was awarded two grants to run the NetLinkS project. This project monitored evolving UK and international practice in the use of Internet technologies in discipline-based teaching as well as in learning support in information services, and carried out research into professional, educational and technological issues of relevance to the development of librarians' roles and practice in networked learner support [59][60][61][62][63]. It also served as a focal point for an on-line community of interest in the impact of ICTs on learning support, principally comprising staff in information services but also attracting other interested stakeholders, including staff from IT services, academic staff and staff with responsibility for educational development.…”

Section: Learning Support and Institutional Issuesmentioning

confidence: 99%

Educational Informatics: An Emerging Research Agenda

Lévy

Ford

Foster

et al. 2003

Journal of Information Science

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This paper discusses educational informatics as a research field and provides an overview of the scope of work in this, and closely related, areas by members of the Department of Information Studies at the University of Sheffield. Current work in Sheffield focuses on the use of information and communications technologies (ICTs) in universities and schools, seeking to understand the effects of using ICTs in educational practice on learners, teachers and learning support staff. It also seeks to develop practical knowledge of relevance to the design and facilitation of ICT-enabled learning environments. The paper highlights the interdisciplinary nature of this research, and discusses theoretical frameworks and methodological approaches that are being used by Sheffield researchers. It concludes by suggesting that library and information science has a distinctive contribution to make to the study of ICTenabled learning, and that there is a need for further discussion within the literature of this emergent field of inquiry.

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Section: Learning Support and Institutional Issuesmentioning

confidence: 99%

Educational Informatics: An Emerging Research Agenda

Lévy

Ford

Foster

et al. 2003

Journal of Information Science

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“…It is striking however, that much of the best general writing on courseware development and instructional research is not cited by most case studies. Thus, the work of influential organizations such as the CTI Centre for Library and Information Studies (CTILIS, 2000;Hopkins, 1996;Hopkins, 1999), and projects such as NetLinkS (1998) at the University of Sheffield (Levy, Bowskill and Worsfold, 1998) have yet to be fully exploited by the information practitioner. It is likely that the quality of current information skills courseware is compromised by failure to exploit such educational research.…”

Section: Expert Reviews and Practitioner Advice Literaturementioning

confidence: 99%

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

Joint

Kemp

Ashworth

2001

ALT-J

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The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer-aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation.

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“…This may result in slightly exaggerated results that appear to indicate that information skills training is comprehensive and widespread. An eLib project, Netlinks, which ran at the University of Sheffield from 1995-1998 investigated the provision of online user education in UK university libraries 27 and initially found that the majority of libraries delivered training on the use of networked information sources via traditional paper based materials (for further information see: http://netways.shef.ac.uk). Our study found this still to be true, the teaching of information skills in general still relies heavily on traditional, non-web methods.…”

Section: Use Of the Web For Information Skills Instructionmentioning

confidence: 99%

Web‐based user education in UK university libraries – results of a survey

Rhodes¹,

Chelin²

2000

Program

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. ABSTRACTA survey carried out during 1998 investigated the use of the World Wide Web for user education in 68 UK university libraries. Almost three-quarters of the libraries surveyed make use of the Web for this purpose. The Web is used as a supplement to existing user education, in order to support independent, student centred learning and to reach parttime and distance learners. Just ten percent of user education is delivered solely via the Web, but libraries indicated that use will grow in the future. It was found that greater use is made of the Web for information skills training than for library induction.

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NetLinkS: a national professional development project for networked learner support

Cited by 7 publications

References 1 publication

Educational Informatics: An Emerging Research Agenda

Educational Informatics: An Emerging Research Agenda

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

Web‐based user education in UK university libraries – results of a survey

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