Search results

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper 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.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.

This report is the result of a five‐month survey of information provision in the London Borough of Islington. It looks at information on learning opportunities for adults and complements Brenda Neale's survey of adult learner needs which identified a lack of accessible information as a major barrier for adults in the Borough wishing to return to learning.

The future of online business education seems quite bright. Three‐fifths of the 1,700 US institutions of higher learning that are engaged in distance education – 55 percent of which offer credit‐bearing business courses – already use some form of Internet‐based technology. Nonetheless, there have been no large‐scale studies of potential online business students in terms of their traits and desires. In this article, the background of distance education is presented. Then, the results of a major survey, involving NPD’s Online Research Panel, are discussed. In all, 2,651 adults participated in the survey, 1,945 of whom indicated some interest in online business education. Eight propositions are tested, relating to demographics, courses versus programs, reasons for enrolling or not enrolling, desired features, customer service expectations, tuition, prestige and value, and institutional attributes.

Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis rather than as a monthly routine affair.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

This study investigates university students’ perceptions of (i) an introductory accounting course and (ii) the profession of accountancy. The study examines the extent to which these perceptions change during the students’ first semester of accountancy studies, and whether these perceptions relate to the students’ interest in the field of accounting. To investigate these issues, we survey 231 undergraduate students in their first semester of accounting studies at a large Greek university. In general, the results show that the students’ initial perceptions of the accounting profession are rather traditional and stereotypical, but that these perceptions generally become more “positive” at the end of their first semester after completing an introductory accounting course. Moreover, at the end of the semester, the students perceive the introductory course as being more rewarding and enjoyable than they had originally expected. The study also finds that students who are interested in accounting hold more positive views of the course and the profession (both at the beginning of the semester and at the end) than those who are not interested in accounting. The findings underline the important role of educators in influencing the perceptions and intentions of their students with regard to accounting study and profession.

Public administration, or the implementation of public policies by civil servants, will be central to implementing the Agenda 2030 Sustainable Development Goals. And yet, few American master of public administration (MPA) programs explicitly focus on sustainable development or sustainability literacy. This study asks whether it is possible to build professional sustainability literacy within a general MPA course, specifically in a course on quantitative methods.

Through a natural experiment conducted in three sections of the graduate course Quantitative Methods in Public Administration at UNC Wilmington, the study explores the relationship between student growth in professional sustainability literacy and a student’s level of foundational sustainability literacy, pro-environmental behavior, background knowledge in statistics and their interest in sustainable development within public administration.

The study finds that there is a statistically significant relationship between growth in a student’s professional sustainability literacy and two variables: above average foundational sustainability literacy and a high level of interest in sustainability policies and programs.

This study is the first to consider an embedded approach to sustainability education in the field of public administration.