Providing Information Literacy Instruction to Graduate Students through Literature Review.

Abstract

As future professionals, graduate students must be information literate; however, information literacy instruction of graduate students is often neglected. To address this need, we created literature review workshops to serve graduate students from a wide range of subject disciplines at a point of shared need. Not only did this strategy prove to be successful in reaching a large number of students from a wide range of subject disciplines, the data gathered from the students identified some of the gaps graduate students have in their knowledge about library services. [ABSTRACT FROM AUTHOR]

Improving a library workshop service: implementing change and enhancing the service based on data analysis

“…This agrees with literature discussing the most effective ways of promoting library education and services (Liu et al. , 2016; Rempel and Davidson, 2008). Learning how to increase scholarly impact, the basics of systematic reviews, how to efficiently search PubMed, and how to use EndNote are popular skills-based workshops.…”

“…Attendance data also shows that attendance is usually quite high for the five-day Research Impact Challenge workshops which are heavily promoted through departments. This agrees with literature discussing the most effective ways of promoting library education and services (Liu et al, 2016;Rempel and Davidson, 2008). Learning how to increase scholarly impact, the basics of systematic reviews, how to efficiently search PubMed, and how to use EndNote are popular skills-based workshops.…”

“…, 2016, p. 647). A finding in another study backed up promotion via non-library channels and “found that the best way to promote library events to graduate students on their campus [was]… to have the information come from the student's graduate advisors” (Rempel and Davidson, 2008, p. 9). This suggests that indirect marketing, through departmental contacts, advisors, faculty and department heads, might be the most effective way to advertise library workshops.…”

“…When examining literature focusing on what libraries might do to help increase attendance at workshops, one finds a range of approaches from strategically timing the workshops to targeted promotion of the workshops (O'Malley and Delwiche, 2012; Rempel and Davidson, 2008; Saetnan, 2020). Timing is discussed in a couple of articles such as in one when O'Malley and Delwiche (2012) worked with faculty to choose the best time and day to hold workshops while successfully overhauling an existing library workshop program (2012).…”

Collaborative technology practices in social science early career scholarly research workflows

“…There is much less work on scholarly workflows and the unique information needs of knowledge-producing scholars (PhD students, postdocs, and professional researchers or faculty) (Fleming-May and Yuro, 2009; Ince et al, 2018). Doctoral students are expected to have the researcher skills to carry out and successfully complete independent research, though many of them arrive at that point in their studies without having acquired the necessary skills for doing this (Boote and Beile, 2005; Harris, 2011; Ince et al, 2018; Rempel and Davidson, 2008), which leads to the students’ heavy reliance on advisors and peers rather than the library for obtaining these skills (Carpenter et al, 2012).…”