Introduction: Many faculty in two Schools of Nursing found that students in the fourth year of the Bachelor of Nursing program were not well equipped to perform information literacy activities efficiently and effectively, such as doing research to support their daily work. A course-integrated information literacy program was implemented at both sites, which left some students having very little information literacy training, whereas others who started the program in later years had information literacy training in all or most years of the curriculum. This study sought to evaluate students as they gained more experience with information literacy. Methods: To determine if increased exposure to information literacy training improved students' levels of competency and confidence, the authors compared first-year students with two groups of fourth-year students who had differing exposures to information literacy. Results: Acceptable response rates for data analysis were acquired at only one site. It was found that overall, fourth-year students were more confident and tested better with information literacy competencies than first-year students, but there was not as much improvement as was hypothesized. Discussion: The results of this evaluation have demonstrated a need to improve the information literacy teaching in certain areas. The data have also indicated that students do indeed retain information literacy skills with an increased number of sessions. Further areas for study are outlined as well as the limitations and strengths of the study design.
Case Study ABSTRACT PurposeTo describe a framework for a summer research/writing workshop for new university students, and its evolution over time and across institutions. FindingsThe success of these programmes is attributed to a common framework used in each case: programme planning, marketing, and delivery and assessment. Practical implicationsThe framework described in this paper could be adapted by other institutions wishing to implement such a programme. In addition, the SPARC team will continually improve the programme by reflecting on each part of the framework. Originality/valueMuch research has been done to identify and address the specific needs of first-year university students.For example, some institutions offer "first year experience" courses for credit, while others place first year students into Interest Groups. Most academic libraries offer information literacy sessions to groups of undergraduate students during the regular semester. This paper presents a model for reaching first year students before they take their first class at university.
For librarians engaged in teaching and learning, reflection has the potential to create opportunities to examine one's instructional practice, identify and address challenges, and find new instructional pathways. It can also lead to a deeper understanding of one's teaching. As valuable as it is, it can be challenging for librarians to find time to deeply contemplate instruction experiences. In the fast-paced environment of academic libraries, reflection is too often passed over as we rush from one teaching experience to the next. Recognizing the value of reflective practice, a team of academic librarians at Memorial University created a peer mentoring program for librarians involved in information literacy and other forms of teaching. The goal was to create an inviting and collaborative environment for exploring and developing instructional self-awareness by working with librarian colleagues. The resulting Reflective Peer Mentoring (RPM) program requires minimal librarian time yet offers satisfying opportunities for brainstorming, problem solving, and reflection by bringing colleagues together into small co-mentored learning communities. This paper explores the successful evolution of this peer-based, collegial approach to reflection. It describes the inspiration and experimentation that led to the eventual creation of the RPM model, including Reflective Teaching & Observation (RTO), an earlier program founded on peer observation and collaborative exploration. It also describes the foundational principles that form the basis for the RPM program as well as the three-step framework on which it is structured. Finally, the article examines the information gathered and lessons learned from assessment of the program during the first year of implementation.
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