a b s t r a c tThe rise of web-based GIS resources has expanded the scale and scope of spatial information seeking in most, if not all, academic libraries. Even without formal GIS training, users can search for spatial information, create customized maps, as well as perform simple spatial analysis. However, few systematic evaluations have been conducted to summarize common web GIS functionalities as GIS moving from traditional desktop applications to the web. In this study, we evaluated and assessed the major functionalities of web GIS applications and their potential value for information discovery and access, using six most popular applications in the academic libraries. In addition, since web GIS targets non-GIS professionals, we also conducted an empirical usability evaluation of the six GIS applications in academic libraries. As the result, we identified eight major GIS functionalities that web GIS offers for information seeking purposes. The usability evaluation suggested that a user-friendly web GIS application should provide users a clear starting point, predictable map interaction, flexible customization capabilities, and familiar web experiences. Our study is one of the first studies to examine web-based GIS functionalities and their associated usability in a systematic way. The results will serve as an important reference for web GIS developers.
A team of librarians in the Parrish Library for Management and Economics at Purdue University transformed a business information literacy course from a traditional lecture, 40 student, computerlab class into multiple sections of a flipped, 70 student, non-lab team-based classroom in order to meet the request of the Krannert School of Management that the successful course be required for all 500 students. This process required examining the methods by which the class was delivered and the adoption of flipped learning techniques for better utilization of library teaching resources. This paper will cover the case study and assessed results of the project, with key insights for others interested in implementing similar one credit classes or integrating video lectures, quizzes and screencasts into one-shots or embedded work. This paper will describe the key integration of blending student learning with online videos, with new methods of teaching to help solve the scalability issues as well as assess and enhance student success. It will also describe the results determined through student feedback (focus groups) and student performance (quizzes, pre/posttests, and assignments).
Studies have shown that introducing additional information without context leads to worse decision-making. Informed leadership is the purposeful integration of information into decision management. This paper reframes information literacy as decision management using elements of evidence-based management. It highlights strategies such as decision awareness, process creation, and decision practice, and approaches for purposeful application in the information literacy classroom.Stonebraker 3
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