Ruth Stubbings and Ginny Franklin, Loughborough University
AbstractFor over twenty years libraries in Higher Education have been attempting to enhance students' information literacy skills through the teaching of best practice in literature searching. Content of information literacy courses often include the mechanics of how databases work, and more importantly, the higher-level thinking skills, such as problem solving and critical evaluation, underpinning the research process. This paper looks at the work in the development of information literacy competencies run by the academic library at Loughborough University in the UK. This study, which was undertaken by the library at Loughborough University, focuses on the impact of its information literacy programmes, and in particular, it examines the mixed success brought about by the embedding of information literacy education into subject modules. Three main strategies are presented in this paper to fully contextualize the outcome of such provision and promote collaboration between library and faculty staff. Examples here include the attempts made by library staff to encourage the integration of information literacy into the curriculum through the use of learning outcomes, through the delivery of Personal Development Portfolio (PDP) practices, and the employment of preventive strategies against plagiarism.
This article outlines the implementation of MetaLib and SFX at Loughborough University. It includes details of the timescale, work and staff involved, how the services work, usage and the reactions of readers.
Describes the joint Library, Computing Services, and Learning and Teaching Development induction review at Loughborough University. Considers alternative Higher Education Library induction approaches; assesses recent practice at Loughborough University and describes the new approach adopted. This included a joint induction presentation and associated publication. Other induction methods at Loughborough University Library are also described. Finally, reports on a questionnaire evaluation of the joint induction approach and how it will affect future induction practice.
The authors describe a collaborative study at two universities, one in Australia and the other in the UK. The main objectives of the study were to gain an understanding of the factors that influence a student's choice of location when using computing facilities, what applications they use, and how adequate various services and facilities provided by the two universities were.
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