-
Hoffmann, B.: Professionalität für kundenorientierte Dienstleistungen : Bibliographie, Auskunft und Informationsvermittlung in der bibliothekarischen Ausbildung (1994)
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- Series
- Zeitschrift für Bibliothekswesen und Bibliographie: Sonderh.59
-
Heinrich, G.; Thauer, W.: Bibliographie und Auskunftsdienst als Lehrfach : 2 Vorträge (1975)
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- Imprint
- Berlin : Deutscher Buibliotheksverband / Arbeitsstelle für das Bibliothekswesen
-
Lemke, M.: Wie lernwirksam sind Online-Tutorials? : Lernerfolgskontrolle und Evaluation bibliothekarischer E-Learningangebote (2014)
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- Abstract
- Immer mehr wissenschaftliche Bibliotheken, insbesondere Hochschulbibliotheken, erweitern ihre E-Learningangebote um sogenannte Online-Tutorials. Solche interaktiven, multi-medialen Lernprogramme bieten den Nutzern die Möglichkeit, sich zeit- und ortsunabhängig selbständig grundlegende Themen der Bibliotheks- und Informationskompetenz anzueignen. In der bibliothekarischen Fachliteratur finden sich aber keine Aussagen darüber, in welchem Umfang und wie lerneffektiv diese - meist mit hohem Aufwand erstellte - Angebote tatsächlich genutzt werden. Um die Lernwirksamkeit überprüfen zu können, bedarf es Online-Tutorials, die über einen automatisierten elektronischen Test verfügen, anhand dessen Nutzer eigenständig den Erwerb der Lerninhalte kontrollieren können. Die vorliegende Arbeit versteht sich als ein Beitrag zur Konzeption evaluierbarer Online-Tutorials. Skizziert wird eine strukturierte Vorgehensweise zur Umsetzung von Tutorials, die statistisch auswertbare Daten zur Lerneffektivität generieren. Im Fokus stehen hierbei didaktische Bedingungen automatisierter Lernerfolgskontrollen und deren Umsetzung anhand sogenannter geschlossener Aufgaben. Da sich mit diesem Aufgabentypus nur bestimmte kognitive Leistungsbereiche messen lassen, ist im Vorfeld zu prüfen, dass ein Tutorial nur Lerninhalte vermittelt, deren Erwerb anschließend auch mit geschlossenen Aufgaben überprüft werden kann. Unter Rückgriff auf eine spezifische E-Learning-Taxonomie wird offensichtlich, dass mindestens Reproduktions-, Verständnis- und Anwendungsleistungen umsetzbar sind. Wie entsprechende Aufgabenstellungen in bibliothekarischen Online-Tutorials aussehen können, wird an Beispielfragen zur Überprüfung von Fakten-, Konzept- und Prozedurenwissen demonstriert.
- Field
- Bibliothekswesen
-
Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998)
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- Abstract
- Describes the development, funding and staffing of the Information Literacy Program (ILP) at the Mantor Library at the University of Maine at Farmington (UMF). The programme aims at helping both UMF students and community patrons to understand better how and where to look for information. Instruction takes place in an electronic classroom equipped with 21 computers running campus-standard Web-browsers and word processing; the instructor's station can control all of the computers in the classroom, or the instructor may pass or share control with students. Discusses issues relating to campus politics, the positioning of the programme in the college experience, the necessity of teaching evaluation skills, and the programme's impact on reference services. gives advice to other libraries considering a similar project
- Source
- Computers in libraries. 18(1998) no.5, S.22-25
-
Tappenbeck, I.; Wittich, A.; Gäde, M.: Fit für die Vermittlung von Informationskompetenz? : Anforderungen an die Qualifikation von Teaching Librarians in bibliothekarischen Studiengängen und Ausbildungseinrichtungen (2017)
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- Abstract
- Der Beitrag stellt zunächst die Ergebnisse einer Auswertung von Stellenanzeigen aus der Mailingliste InetBib vor, die zeigt, dass die Nachfrage nach Absolventinnen und Absolventen bibliothekarischer Studiengänge mit einer Qualifikation für den Aufgabenbereich der Vermittlung von Informationskompetenz seit dem Jahr 2000 signifikant gestiegen ist. Ergänzend hierzu präsentieren die Autorinnen die Ergebnisse einer Befragung unter Vertreterinnen und Vertretern der bibliothekarischen Berufspraxis zu im Bereich der Vermittlung von Informationskompetenz geforderten Kompetenzen und deren Gewichtung innerhalb der verschiedenen Qualifikationsstufen.
- Footnote
- Beitrag innerhalb eines Themenschwerpunktes zur Informationskompetenz aus, der in Zusammenarbeit mit der Gemeinsamen Kommission Informationskompetenz des VDB und des dbv entstanden ist.
-
Foster, A.E.: Information literacy for the information profession : experiences from Aberystwyth (2006)
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- Abstract
- Purpose - The purpose of this paper is to report on the rationale and key learning processes for students of librarianship and information studies (LIS) at the Department of Information Studies, University of Wales Aberystwyth. Its purpose is to raise awareness of the ways in which professional training can incorporate research, and ultimately inform professional practice, and to describe the way in which recent research can be used to shape the curriculum. Design/methodology/approach - A literature review, identification of key principles for curriculum development, and discussion of processes is provided. Key learning outcomes for the course are put forward and the approach taken to them described. Findings - The description and discussion offered outline key questions for the development of courses aimed at future professionals. Research limitations/implications - The paper describes the approach taken to address the needs of professional practice in one course, and from one perspective. Originality/value - This is one of few papers that describe the rationale of LIS courses for information literacy. Elsewhere the focus of papers is on teaching information literacy to non-LIS audiences.
- Footnote
- Beitrag in einem Themenheft: UK library and information school: Aberystwyth
-
Weingand, D.E.: Competence and the new paradigm : continuing education of the reference staff (1994)
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- Abstract
- It is imperative that reference librarians remain current in their knowledge of the evolving information industry and the strategies with which needed information can be identified and accessed. In order to maintain professional competence and currency, librarians need to engage in frequent, appropriate continuing professional education. Discusses certification and censure which are either in place or under discussion in some states of the USA, in an attempt to mandate participation in continuing education. The library profession has now entered into a new paradigm that focuses on the client, and the needs of the client, and the knowledge, skills and attitudes necessary to ensure that the profession remains a significant player in the information industry will require continual updating
-
Powell, R.R.; Raber, D.: Education for reference/information service : a quantitative and qualitiative analysis of basic reference courses (1994)
0.00
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- Abstract
- Presents the results of a survey conducted to investigate how library and information science students are being educated for careers in a changing reference/information environment. A review of the literature on education for reference work since the 1970s shows a shift in focus from reference sources to reference work with a greater emphasis on user needs and behaviour. Completed questionnaires from 48 teachers of basic reference courses in ALA-accredited programmes were analyzed quantitatively and qualitatively. The most frequently taught skills related to the reference interview and search strategy, most courses covered types of reference sources as well as specific titles, and most teachers give some attention to reference/information services. The learning objectives and teaching methods exhibited considerable variety, however. Qualitative analysis of data about course content and future trends suggested a growing recognition of the systematic nature of reference work and the importance of evaluation
-
Diella, L.: Formare al reference in una biblioteca di facolta (1998)
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- Abstract
- Describes how the small-scale public information service at Milan's Universita degli Studi Political Sciences library coped with the emergency caused by the sudden resignation of its reference librarian by drafting in on a part-time replacement basis existing library staff without previous reference desk experience. Outlines their intensive training in the information technology needed to enable them to provide the differing materials and services required by 3 classes of reader: undergraduates, graduates and postgraduates
-
McGuinness, C.: Information skills training practices in Irish higher education (2009)
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- Abstract
- Purpose - The purpose of this paper is to present the results of a national survey of information skills training (IST) practices in Irish higher education institutions, which was carried out during 2006-2007 with the aim of documenting current practice and identifying areas in which change or innovation may be warranted. Despite an emerging picture of information literacy (IL) practice worldwide, a lack of published research has made it difficult to gain an accurate overview of IL activity in the Republic of Ireland. This paper aims to partly fill this gap. Design/methodology/approach - An invitation to complete a 26-item questionnaire was sent out to librarians in all publicly-funded higher education institutions in the Irish Republic in November 2006. Out of 154 librarians, 77 responded, giving a response rate of 50 per cent. Findings - Results showed that, while librarians spend a significant portion of their time engaged in IST activities and are enthusiastic about developing and promoting their programmes, IST continues to be delivered in primarily standalone format, using non-integrated methods. Formal assessment of IS outcomes is not commonly carried out in Irish higher education institutions. Originality/value - This paper represents the first national survey of IST practices in higher education in the Irish Republic, and serves as a baseline for international comparison and future longitudinal studies.
- Footnote
- Beitrag in einem Special Issue: Irish Library and Information Schools: University College Dublin
-
Etkin, C.: Creating a core knowledge for electronic reference services (1995/96)
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- Abstract
- Organizational restructuring at Western Kentucky University's Helm-Cravens Library resulted in the consolidation of the service points of the Science Library, Government Documents, and Reference into one centralized Reference Center. This created an environment of information overload and technostress for reference librarians. To help remedy this situation, a core knowledge for electronic reference services for all reference desk personnel was established and a new training programme was implemented. All staff who serve at the reference desk were surveyed to determine which electronic resources should become part of the core electronic knowledge. The results of this survey are tabulated. Describes the intensive training programme undertaken once the core item list was established. The programme has enbaled all reference librarians to lead patrons to pertinent resources
