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Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.03

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Bourne, C.P.; Robinson, J.: Education and training for computer based reference services : review of training efforts to date (1980) 0.03

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Slavens, T.; Horn, B.: Computer assisted instruction in education of reference librarians (1975) 0.03

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Meer, P.F.V.; Rike, G.E.: Multimedia: meeting the demand for user education with a self instructional tutorial (1996) 0.02
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Abstract

Describes the development and evaluation, at Western Michigan University, of a multimedia self instructional tutorial designed to introduce library services and teach basic skills in a cost effective manner. Reports results of an evaluation comparing the tutorial with traditional workbook instruction. No significant differences were found between the experimental and control groups, indicating that the tutorial was as effective as the workbook. Includes implications for user education, along with advice for developers of similar projects
Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.02
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Abstract

Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.
Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.01
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Abstract

The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.

Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.00

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Date: 27.11.1995 17:07:22

Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.00

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Date: 13. 7.1998 22:01:14

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