Search results

Beginning in the spring of 2001, a librarian and a member of the teaching faculty collaborated on an advanced information literacy instructional experience through the teaching faculty's “Issues in Science and Technology” classes. They collected data from the students both before and after the advanced information literacy instructional sessions that included the students' own attitudes about, and perceived level of, information literacy. Additionally, the instructor assigned point values to assignments directly related to the information literacy instruction her students received, thereby encouraging participation. The collaborators found that increasing the point values of the related assignments also increased student participation and performance. They also found strong indications that offering advanced library instruction to upper‐division students at their point of need, as they are facing more challenging research assignments in their regular coursework, also increases student interest and participation in the program.

The purpose of this paper is to contribute to the evolving concept of “Information Commons” through the documentation of one library's renovation and the comparison of that library's experience with the earlier theoretical and case study literature.

The paper cites gate counts, a user‐satisfaction survey, and examples of emerging collaboration between library and information technology staff as evidence of substantial changes in how the library is used by both staff and students following its transformation into an information commons.

This paper finds that the library's transformation into an information commons has resulted in dramatically high gate counts, indications of user satisfaction, and anecdotal evidence that demand for reference service is increasing. The author also finds that, perhaps equally as important, the blending of information technology and library staffs as the information commons was implemented has led to a number of collaborative partnerships developing among them.

Shows that the Westminster College's experience has transformed its library to an information commons, and demonstrates how one library chose to remain a vital and effective resource for its students.

The paper shows that although a growing number of libraries are moving towards various forms of an information commons, few case studies describing how these changes have affected library services one year or more after the changes have been made have appeared.

Sets out to provide a selected bibliography or recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.