Search results

Unlike distance education institutions in developed countries Sukhothai Thammathirat Open University makes very limited use of assignments in its teaching programs. The main means of interaction between tutors and students consists of free face-to-face tutorials conducted three times per semester in provincial centers throughout the country. In courses with low enrolments (less than 1000 students) such tutorials have recently been deemed not to be cost effective. Alternative regional or central intensive programs have been developed. These involve 20 hours of tutorial classes and assignment work over two weekends in the final month of the semester and count for 30% of the assessment. A small charge is made for registration. The Mathematics for Social Science course was affected by this change. Since mathematics is a difficult subject for students, (only about 30% normally passed the course) the special tutorial program was used to help students in the second semester of 2006. Students were more interested in this approach than in the regular face-to-face tutorials. After the project was advertised, 98 students applied. While this was more than three times the number who had attended the free tutorials in the previous semester, it was not sufficient to justify tutorials in the four regions. Instead, three classes were conducted in Bangkok. Only 71 of the original applicants attended. During the program the better students were asked to assist those who needed help. Student questionnaires indicated that more than half identified themselves as weak in mathematics, most had completed year 12 and just over three-quarters had never attended regular face-to-face tutorials. They were asked to rank items about the classes on a five-level scale. The availability of up to 30% of the marks for the course was the major attraction. Most indicated that they were pleased with the classes, and gained more knowledge; while assignments, as well as the solutions given after submission, helped them understand the contents. Having classmates help them with learning also encouraged them with their study. They felt that they needed more time to study and do assignment work, and would like more marks to be allocated for the assignments. It was found that the achievement of students who attended the special tutorial classes was significantly higher than that of those who did not. The pass rate in this semester dramatically increased compared to the previous semester, 50.72% and 30.34% respectively. But when comparing students' final exam scores for both groups, it was found that there was no significant difference in the scores. However students were satisfied with these special tutorial classes.

This article presents an annotated bibliography of literature recently published on the topic of library instruction and information literacy in academic, school, public, special, and all types of libraries. Collaboration was a strong theme, especially among academic and school libraries. Other themes discussed in the articles include the globalism of information literacy, assessment, the use of course management systems, and the use and value of online tutorials.

This paper aims to highlight recent resources on information literacy (IL) 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 IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either 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 IL.

This article presents an annotated bibliography of literature recently on library instruction and information literacy in academic, school, public, special, and all types of libraries. Interest in the topic remains strong, with a growing number of pieces also including the importance of assessment. Other themes discussed in the articles include research, collaboration, the use of tutorials, tours, distance learning, active learning, problem‐based learning, and the role of accreditation bodies.

THE College of Librarianship is best considered on its own terms, as an institution unique in the history and present pattern of British library education, but its significance and probable future development can best be assessed if two external factors are kept in mind.

Rather more than a year ago, on 26th November 1962, Mr Patrick read to an Aslib evening meeting a paper entitled ‘Some implications of the new Library Association syllabus from the special library viewpoint’. The situation which he discussed there was known to be causing some concern to special librarians. The new Library Association examination syllabus gave students far more opportunity to specialize than had ever been possible before, and to this extent it went a long way to meeting the demands that special librarians had been voicing for many years. But as the arrangements for teaching it became known, many aspects of them seemed likely to cause difficulty to special libraries. In future the main emphasis of professional library education was to be on full‐time study, and the majority of recruits to the profession were expected to go to library school straight from school or university without previous experience of work in a library. What part‐time instruction was available would mainly be organized on a day‐release basis, instead of evening classes as in the past. Furthermore, owing to the difficulty of providing instruction in the wide choice of alternative papers proposed, it was expected that teaching would be concentrated in a small number of library schools. As a consequence of this it was anticipated that libraries would reorganize their staffs so as to separate professional from non‐professional duties, and there were plans—far from definite at this stage—for a separate Library Assistant's Certificate to cater for the training of non‐professional staff. For a number of reasons it was feared that these arrangements would hit special libraries particularly hard. There seemed little prospect that libraries would be able, under the proposed arrangements, to recruit staff with the scientific knowledge or the familiarity with industry which many special librarians felt to be essential. It seemed quite out of the question that the majority of special libraries would ever be able to release staff for full‐time education, and for very small libraries, which were known to be numerous, even day‐release presented almost insuperable difficulties. Moreover, in these same small libraries, the separation of professional and non‐professional duties was also difficult, and many special librarians felt that it would be difficult to organize work if the supply of librarians in training were to dry up. The discussion that was aroused by Mr Patrick's paper, both at the meeting and in correspondence after, made it clear that the doubts and fears about the new syllabus were widely held by members of Aslib, although there were also those who held that these doubts were largely based on misunderstandings, and that when the new arrangements came into operation it would be found that special libraries would not suffer. The Aslib Education Committee decided that more concrete information on the actual situation in special libraries was needed, and so it was decided to send to all members a questionnaire designed not only to find out what special librarians felt about the new arrangements but also to assess as far as possible what would be the actual effect of the new arrangements on member libraries and their existing staffs. Accordingly a questionnaire was drafted and tested, and sent to all members in the summer of 1963.

The purpose of this paper is to outline the evolution of academic and information literacy (AIL) teaching initiatives in a first-year core social work course at the University of Auckland. It traces the development of AIL teaching, support and assessment activities over a 10-year period as part of a collaborative project involving librarians, learning advisors and an academic staff member. The paper clearly outlines the challenges arising because of the rapidly evolving and complex information environment in which tertiary students find themselves, as well as the student-centred pedagogical approaches which can assist them in navigating this environment and developing resourcefulness and resilience in undertaking research.

The case study presented in this paper outlines the evolution over a 10-year period of AIL teaching and activities taken to specifically develop AIL integration for the first-year core course, Sociology for Human Services, for the degree of Bachelor of Social Work. At its core, this case study demonstrates the application of reflective practice on the part of library staff, academic staff and student learning advisors with a view to implementing AIL initiatives which not only addressed information needs for assignment completion at university but also took a holistic view of students’ lives, recognising the importance of AIL in their civic, social and work lives. Reflection involved challenging key assumptions about the teaching of AIL initiatives and what constituted success and failure; gaining a better understanding of new and developing information environments in which students currently operate; and identifying existing and emerging AIL frameworks which could best equip students to survive and flourish in these environments. The paper focuses on the drivers, challenges, successes and impact of implementing and adapting AIL activities as well as the learning design and pedagogical approaches implemented to scaffold and develop initiatives with the whole three-year degree structure in mind. Special reference is paid to the application of new and emerging AIL frameworks, including the Research Skills Development Framework (Willison and O’Regan, 2006) and the ACRL Framework for Information Literacy for Higher Education (Association of College and Research Libraries, 2015). The paper also outlines how mapping to graduate attributes, learning outcomes and core practitioner competencies can strengthen AIL and assessment activities.

Application of new and emerging frameworks of research and AIL can enhance both teaching and assessment activities in an undergraduate degree programme. This paper outlines a move away from reliance on teaching of tools and resources to a focus on mastery of threshold concepts and deeper understandings of the importance of information and academic literacy capabilities in study, work and civic life. The approach outlined here fosters the development of informed learners who are resilient and resourceful and who can easily navigate within the complex information environment in which they find themselves. This case study further demonstrates that students appreciate and recognise the value (as well as the transferability) of these capabilities to other areas of their life both at the tertiary level and post academia. In a practice-based course such as this one, the application of key frameworks and an understanding of expected practitioner competencies and graduate attributes can also help address a generally recognised research practice gap common in undergraduate practice-based courses. The paper further outlines the benefits of a collaborative approach to the integration of AIL. Such collaborative initiatives bring the fresh perspectives and deeper understanding; apart from this, they also serve as a springboard to work with other academic staff to develop AIL initiatives at different stages of a degree programme.

This paper focuses on the development of AIL skills in one social work course at the University of Auckland. The information presented here may not be relevant for other disciplines or institutions.

This paper takes both a theoretical and practical approach. Challenges in the development of AIL initiatives are clearly contextualised within relevant pedagogical and AIL theories. Practical solutions for common challenges are clearly outlined. It is hoped that the problem − solution approach outlined in this paper will benefit other information professionals and academic staff who are implementing AIL in the current tertiary environment.

Students find themselves in an increasingly complex information environment. Traditional information literacy (IL) skills may no longer meet their needs in this rapidly evolving environment. This paper outlines how application of current research frameworks, practitioner attributes and a focus on mastery of core threshold concepts can build information resilience and resourcefulness and better equip them to access, evaluate and utilise information both for their study and work and life beyond academia.

Demonstrating clear trends in how IL initiatives have developed over the past 10 years, this paper provides practical examples of how new and emerging research and threshold concept frameworks can be applied to the integration of AIL initiatives in undergraduate degree programmes.

Eighty‐five participants attended the 4th ISHM Display meeting at the Jaarbeurs Congress Centre in Utrecht on 16 October, 1986. The programme of the day started with the annual general membership meeting of the Benelux Chapter. The chairman, Mr T. Kwikkers, gave a short review of the state of affairs of ISHM‐Benelux and of the activities of the last year. He mentioned the temporary enlargement of the executive committee to give a new generation a chance to gain experience in the ISHM organisation and to take up some new activities. In order to raise publicity for ISHM and Hybrid Circuits a new brochure has been designed and a set of material for demonstration purposes was collected. With the material every member of the chapter can easily set up a presentation for schools or customers. This year ISHM‐Benelux has grown from 85 to 100 members and enjoys a healthy financial situation. Next year again emphasis will be put on public relations. Professor R. Govaerts signified that he was no longer available for a position in the executive committee. As Prof. Govaerts has been very active and stimulating for the ISHM‐Benelux Chapter from its foundation in 1976 up to now, the general membership meeting decided to appoint him as (the first) honorary member of this chapter. Except for Professor Govaerts, the sitting executive committee, consisting of 15 members, was re‐elected for another year. After the European conferences in Bournemouth and Hamburg the ISHM‐Benelux chapter is asked to organise the 1991 Conference. The executive committee is already looking out for candidates for a function in the organising committee, which must be formed in the coming year.

The research which has gone into the Crowther Report, the high quality of argument, the lack of ambiguity in exposing weaknesses in current thinking and practice, and the level of presentation make it the most significant work on education to have been published in the post‐war years.

This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research.

This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students.

Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need.

This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses.

GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.