Library instruction goes online

Abstract

Purpose -To demonstrate how there is an irreversible momentum towards the adoption of online modes of delivery for library instruction, a process which will have distinctive benefits in the promotion of enhanced levels of information literacy (IL). Design/methodology/approach -The author uses case study and other literature, plus examples from personal professional practice to build an argument. Findings -The momentum towards "cyber-delivery" is inevitable and is driven by a variety of factors, which can be understood as either external or intrinsic to the arena of IL. External factors include the pressure to find the most effective educational approaches to train students to use tools such as Google appropriately (virtual formats are best to deal with virtual challenges); intrinsic factors include the innate suitability of online IL for encouraging independent learning and student-centred education.Research limitations/implications -The research technique consists of a dualistic analysis of dynamic factors driving the digital library movement towards online delivery of IL: this has the potential to be extended to other LIS contexts and tested for robustness and relevance. Practical implications -The paper shows how the LIS practitioner can better understand the relevance of courseware-based models of IL delivery for their user education practice. Originality/value -An insightful summary and coherent analysis of a range of disparate trends in digital library developments helps provide a coherent overview of a fast-developing aspect of the current LIS world.

Online Discussion in a Hybrid Information Literacy Credit Course

“…Instruction librarians should design curriculum to teach concepts, rather than technique. To understand concepts, students construct knowledge that promotes higher order thinking, collaboration among learners, reduced feelings of isolation, and respect for diverse viewpoints and individual learning styles (Alexander & Smith, 2001;Carnevale, 2001;"Constructivism," 2001;Fleming, 2001;Graham, et al, 2001;Hootstein, 2002;Kassop, 2003;Nanjappa & Grant, 2003;Saunders, 2002;Small, 1999;Tobin & Kesselman, 1999;Yi, 2005).…”

“…Buchanan, et al, 2001;Dewald, 1999b;Graham, et al, 2001). Through interactivity, including hands-on practice and discovery learning, students construct and apply new knowledge based on previous learning, multiple intelligences, and varied learning styles (Brown, 1997;ChanLin & Chang, 2003;"Constructivism," 2001;Dewald, 1999b;Ellis, 2004;Fleming, 2001;"Multiple intelligences," 2001;Saunders, 2002;Yi, 2005).…”

Google in the Research and Teaching of Instruction Librarians

“…3 A common reaction from librarians was to condemn the use of Google and cite it as the reason why students were ignoring academic library resources. Yi acknowledges the need to "fight against research by 'Googling'" 4 and Pennavaria states that Google is "a bad place to start an academic research paper". 5 Explanations for the allure of Google include Griffiths and Brophy's study of student searching behavior that describes the "age of information satisfying", where users are satisfied with a few relevant hits.…”

College Students' Choice Modeling of Taking On-Line International Business Courses

“…Similar to Tam and Robertson's (2002) and Yi's (2005) discussions on influential factors about on-line learning, these potential factors are grouped into four categories to form a conceptual structure, shown in Figure 2, regarding how they can affect students' preference over the on-line learning mode. These four categories are discussed individually as follows.…”