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Rockman, I.F.: Strengthening connections between information literacy, general education, and assessment efforts (2002) 0.02

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Abstract: Academic librarians have a long and rich tradition of collaborating with discipline-based faculty members to advance the mission and goals of the library. Included in this tradition is the area of information literacy, a foundation skill for academic success and a key component of independent, lifelong learning. With the rise of the general education reform movement on many campuses resurfacing in the last decade, libraries have been able to move beyond course-integrated library instruction into a formal planning role for general education programmatic offerings. This article shows the value of 1. strategic alliances, developed over time, to establish information literacy as a foundation for student learning; 2. strong partnerships within a multicampus higher education system to promote and advance information literacy efforts; and 3. assessment as a key component of outcomes-based information literacy activities.

Hewins, E.T.: Information need and use studies (1990) 0.01

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Shieh, J.: Selective bibliography and network resources for the Institute on 'Networking in Law Libraries' (1994) 0.01

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Abstract: A selective annotated bibliography on networking in law libraries. Comprises the following sections: bibliography; directories; net-finders and phone books; libraries' OPACs; electronic conferences (listservs); network resource services; and network services providers. Includes a useful glossary

Murfin, M.E.; Wynar, L.R.: Reference service : an annotated bibliographic guide (1977) 0.01

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Imprint: Littleton, CO : Libraries Unlimited

Metz, A.: Community service : a bibliography (1996) 0.01

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Date: 17.10.1996 14:22:33

Mulac, C.M.: Nothing but Net : a selected bibliography of using the Internet for reference (1996) 0.00

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Source: Illinois libraries. 78(1996) no.1, S.15-16

Hogan, D.R.: Cooperative reference service and the referred reference question : an annotated bibliography (1995) 0.00
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Abstract

Reference question referral may be as simple as a telephone call by the librarian to another library to obtain the answer to the patron's inquiry while the patron waits. It may also be a formal arrangement for the referral of questions, with specific goals and objectives, protocols, and procedures. Hogan's annotated bibliography of articles about reference question referral covers 1983 to 1994. Included is information on defining cooperative reference and the referred reference question, establishing networks and policies, a historical view of successes and failures, managing and avaluating cooperative systems, and describing methods of transferring information. Academic, public, and government libraries are discussed
Rader, H.B.: Information literacy 1973-2002 : a selected literature review (2002) 0.00
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Abstract

More than 5000 publications related to library user instruction and information literacy have been published and reviewed in the past thirty years. New developments in education and technology during the last two decades have affected user instruction and have led to the emergence of information literacy. Based on needs related to the rapid development of information technology and the evolving information society, librarians have begun teaching information skills to all types of users to ensure that they gain information fluency so they can become productive and effective information users both in the education environment and in the work environment. The number of publications related to user instruction and information literacy, like the field itself, show phenomenal growth during the past three decades as demonstrated by the fact that in 1973 twenty-eight publications were reviewed, and in 2002 more than 300 publications dealing with the topic of information literacy will be issued. It is noteworthy that in the last decade there has been a tremendous growth in publications related to information literacy globally. During the 1970s, publications indicate that user instruction activities were of concern primarily to librarians in the United States, Canada, the United Kingdom, Australia, and New Zealand. At the present time, publications indicate a major concern with information literacy not only in the countries mentioned above but also in China, Germany, Mexico, Scandinavia, Singapore, South Africa, South America, Spain, and others. On an annual hasis, the majority of the publications have addressed information literacy in academic libraries (60 percent) followed by publications related to information literacy instruction in school media centers (20 percent).
Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.00
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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.

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