INDIA LIBRARIES Volume 10, Number 2 1991
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Library Instruction Round Table
LIRT empowers librarians from all types of libraries to become better teachers through sharing best practices, leadership and professional development, and networking. S c h o o l P u b l i c S p e c i a l A c a d e m i c Library Instruction Round Table From the President NEWS To state the obvious, this is a weird year for everyone, including LIRT. With the ISSN 2161-6426 cancellation of ALA Annual 2020, LIRT’s many normal June activities are on hold. June 2020 Still, I’ve been impressed by your commitment to our Round Table and by just how much work we can still accomplish in a time of crisis. We might not be holding our Volume 42 LIRT Awards Reception this year, but the Awards Committee nevertheless selected No. 4 two incredible winners: Melissa Bowles-Terry for the Librarian Recognition Award and the Brooklyn Public Library for the Innovation in Instruction Award. We might not be holding a 2020 conference program, but the Conference Program Planning Committee has one amazing program lined up for Annual 2021, to discuss how librarians collaborate contents across library types to support patrons in moments of transition. Our standing committees might not be 1 ... From the President meeting in person this month, but members’ interest in 2 … From the Editor joining committees remains strong as ever. And although traveling to Chicago isn’t a possibility, the LIRT 3... Librarian Recognition Steering Committee will still be holding a virtual edition Award of its five-year planning retreat, to take stock of LIRT’s 4 .. -
INLS 551: History of Libraries and Other Information-Related Cultural Institutions Fall 2014 – MW, 9:30-10:45 AM. Manning, 214
INLS 551: History of Libraries and Other Information-Related Cultural Institutions Fall 2014 – MW, 9:30-10:45 AM. Manning, 214 INSTRUCTOR Ericka Patillo, Lecturer. [email protected]. Office hours: Tuesdays, 11 AM-12 PM, and by appointment, in Manning, rm 306 Course Description: The history of cultural institutions related to information from earliest times to the present day. Includes specific institutions, trends in service and facilities, and individuals important in the development of these institutions. This semester we will focus on the historical development of American librarianship, with special reference to the relationship of library institutions to their contemporary social, economic, cultural and political environments. Key topics and themes: • Intertwined development of different types of American library organizations, such as public libraries, school libraries or media centers, academic libraries, archives, and special or corporate libraries. • Differing attention of libraries and librarians to various American social groups over time, as defined by age/maturity, gender/sexuality, race/ethnicity, occupation/employment, class/wealth, or education/training. • Development of librarianship as a profession, including social, functional, technological, and gender divisions of labor. • Evolution of technologies and techniques for information management within libraries and outside of libraries, from cataloging systems and publishing processes to desktop computers and internet-worked telecommunications. • Relationship of librarianship to other social, cultural, and political-economic processes, especially in the areas of intellectual freedom, social control and censorship, cultural pluralism, democratic principles, lifelong education, and the "free marketplace of ideas." Each class will be structured through a mix of lecture and discussion, with some components led by the professor and some portions the responsibility of students. -
Subject Classification Scheme
Supplemental electronic content to J Med Libr Assoc. Apr;104(2):DOI: http://dx.doi.org/10.3163/1536-5050.104.2.015 www.mlanet.org © Lessick, Perryman, Billman, Alpi, De Groote, Babin Jr. 2016 Research engagement of health sciences librarians: a survey of research-related activities and attitudes Susan Lessick, MA, MLS, AHIP, FMLA; Carol Perryman, PhD; Brooke L. Billman, MA, AHIP; Kristine M. Alpi, MLS, MPH, AHIP; Sandra L. De Groote, MLIS, AHIP; Ted D. Babin Jr. Table 1 Subject classification scheme Broad subject categories per Dimitroff & Gore Subject areas Definitions Examples Applied Studies of information science or librarianship in practical situations. Collection management & Acquiring, maintaining and building library resources Transitions to e-resources, e- development that meet users’ needs. Includes print & online. books, web resources, mobile resources, and specialized collections Public services Providing assistance to users seeking and using Virtual reference, liaison, (information/reference/outreach) information. Includes information & reference embedded librarians, clinical services (onsite & web-based), expert searching; medical librarianship (CML), and outreach (primary users), liaison, current informationist in context awareness, and relevant technologies. Education (end users) Providing education and training to library users. Information literacy, evidence- Includes teaching methods and strategies; relevant based medicine (EBM) training, technologies. personal digital assistant (PDA) device training, online tutorials, -
Articles on Library Instruction in Colleges and Universities, 1876-1932
I LLJNOI S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. ~p· University of Illinois p ' GraduateSchool of Library Science ,P'E R 5-' F--- --- q o ISSN 0073 5310 Number 143 February 1980 Articles on Library Instruction in Colleges and Universities, 1876 - 1932 by John Mark Tucker THE UamSR oa IMB %.4 2 41990 UNIVERSITY OF ILLINOIS URBANA-CHAMPAIGN I , Xlqo Contents A bstract ..................................... ........ .. 3....3 Introduction .................................................. .3 Bibliography ................................................... 7 Author Index ................................................ 38 Institution Index ............................................... 39 Vita ............................................................. 45 o q ABSTRACT Emphasizing journal literature from 1976 to 1932, this compilation anno- tates articles about library instruction in colleges, universities, and schools of teacher education in the United States. It provides access to secondary materials for historians and librarians interested in academic library devel- opment and, more specifically, the origins and growth of library instruc- tion. Entries were chosen using the five specifications for bibliographic instruments identified by Patrick Wilson in Two Kinds of Power;An Essay on BibliographicalControl. The years selected for inclusion complement the various published bibliographies devoted to current practice. INTRODUCTION -
Medical Library Association MLA '18 Poster Abstracts
Medical Library Association MLA ’18 Poster Abstracts Abstracts for the poster sessions are reviewed by members of the Medical Library Association National Program Committee (NPC), and designated NPC members make the final selection of posters to be presented at the annual meeting. 1 Poster Number: 1 Time: Tuesday, May 22, 1:00 PM – 1:55 PM Bringing Each Other into the FOLD: Shared Experiences in Start-up Osteopathic Medical School Libraries Darell Schmick, AHIP, Director of Library Services, University of the Incarnate Word, School of Osteopathic Medicine Library, San Antonio, TX; Elizabeth Wright, Director of Library Services, Arkansas College of Osteopathic Medicine, Arkansas Colleges of Health Education, Library, Fort Smith, AR; Erin Palazzolo, Library Director and Professor of Medical Informatics, Burrell College of Osteopathic Medicine at New Mexico State University, BCOM Library, Las Cruces, NM; Norice Lee, Assoc. Library Director & Assoc. Prof. / Medical Informatics, Burrell College of Osteopathic Medicine, Burrell College of Osteopathic Medicine Health Sciences Library, Las Cruces, NM; Molly Montgomery, Director of Library Services, Proposed Idaho College of Osteopathic Medicine, Library, Meridian, ID; Anna Yang, AHIP, Health Sciences Librarian, California Health Sciences University, Library, Clovis, CA Objectives: To establish a communication channel for founding library administrators of new medical schools. Methods: Library directors in founding osteopathic medical schools are faced with a unique set of challenges in this role. Depending on the establishing medical school’s structure, these can be librarians in a solo capacity. Librarians in this role share experiences and best practices over a monthly meeting for their inaugural and second academic school years, respectively. Results: Meetings enjoyed robust discussion and comparison of resources. -
The Library and My Learning Community First Year Students’ Impressions of Library Services
Feature The library and My learning community First Year Students’ Impressions of Library Services Tammy J. Eschedor Voelker During the 2002–03 academic year a new ways to market the library’s ser- team of reference librarians at the Kent vices and information resources. Most Tammy J. Eschedor Voelker is State University main library began traditional marketing plans begin with Humanities Liaison Librarian at Kent working with two freshman learning “an investigation of needs in a given State University, Kent, Ohio. Submit- communities as part of an initiative to market, together with an analysis of or- ted for publication August 13, 2004; learn more about the needs of first-year ganizational talent and resources to de- revised and accepted for publication students. This article reports on the out- termine which needs the organization is July 26, 2005. reach to one of those, the Science Learn- best fitted to satisfy.”1 The selection of a ing Community, and on the results of a target market, or a subgroup of custom- focus group undertaken with members ers, upon which to concentrate ones’ of that group. The study found that the efforts is the next step.2 Early in the students valued the library instruction process, several key patron groups were offered and were even inclined to request identified, of which the team hoped to that more library-related instruction be gain a better understanding. First-year incorporated in the future. Students re- students were one of the identified vealed apprehensions about using the groups. The quickly changing infor- library and also offered suggestions for mation environment was making it new services, including the idea that all increasingly difficult to make assump- freshmen should have the same learn- tions about their experiences, skills, ing opportunity. -
Library Instruction Services Assessment Plan
Library Instruction Services Assessment Plan Purpose: The purpose of this plan is to pilot a student learning-centered method of proving our value that showcases how the Libraries supports critical inquiry to advance teaching and learning. This method of framing assessment will help facilitate ongoing discussion of teaching methods, and will help librarians frame their teaching as an activity that directly contributes to the university’s mission to achieve excellence through comprehensive educational opportunities. The Southern Association of Colleges and Schools (UT’s accrediting organization) requires that educational programs for which academic credit is awarded complete the following: identify expected student learning outcomes, assess the extent to which they achieve these outcomes, and provide evidence of improvement based on analysis of the results. Although the Libraries do not constitute an educational program by this definition, we take responsibility for making sure UT graduates are information literate. By participating in the same student learning assessments that the programs we work with complete, we can position ourselves as an educational partner invested in student success. More concretely, this comprehensive plan will help Library Instruction Services ensure that we are providing effective instruction programs for first-year students. This document serves as a contract and will hold us accountable for using our assessment results to drive decision making within our unit. Theory: What do we believe about assessment? Assessment is an integral part of the processes of teaching and learning. Taking the time to assess student learning ensures us that the time we spend preparing and teaching is time well spent. It prompts us to step back and reflect on our teaching, and to think deeply about how we design our instruction and what our goals are for our students. -
Learning Information Literacy Skills Through Library Instruction: an Irish Higher Education Case Study of First Year Students
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CUAL Repository (Connacht Ulster Alliance Libraries) Learning Information Literacy Skills Through Library Instruction: An Irish Higher Education Case Study of First Year Students Kathryn Briggs ABSTRACT First year students in the Galway-Mayo Institute of Technology (GMIT) participate in a mandatory Learning & Innovation Skills (LIS) module to ease the transition from second to third level education. To complement this module the library offers four standalone library instruction sessions which aim to provide students with the key competencies to learn information literacy (IL) skills. There is significant existing research on information literacy and evaluating library instruction internationally, however, a lesser amount is published on the Irish perspective. Using a mixed method case study, the objective of this research is to examine GMIT’s experience of learning information literacy skills through library instruction. The research is GMIT specific but is valuable to the wider audience; it proposes to expand on prior higher education information literacy studies. The research does not endeavour to analyse library instruction beyond the four sessions delivered to compliment the LIS module. Furthermore the study is not attempting a retrospective analysis of the sessions, or a generalisation of all library instruction within the institute. The research will be the first in-depth analysis of the library’s elements of GMIT’s LIS module. The research gives significant insight into learning information literacy skills through library instruction and will help with future developments of the library instruction sessions. The findings indicate that students benefit from library instruction sessions; however a more progressional approach to teaching information literacy may be more beneficial than the method currently employed. -
The Library, the Academy, and Student Learning
1 Navigating Information, Facilitating Knowledge: The Library, the Academy, and Student Learning. By Dr. Edward K. Owusu-Ansah Assistant Professor & Coordinator of Information Literacy and Library Instruction College of Staten Island City University of New York 2800 Victory Blvd., Staten Island, New York 10314 E-mail: [email protected] Abstract: Understanding the nature and complementarity of the phenomena of information and knowledge lends not only epistemological clarity to their relationship, but also reaffirms the place of the library in the academic mission of knowledge transfer, acquisition, interpretation, and creation. These in turn reassert the legitimacy of the academic library as necessary participant in the teaching enterprise of colleges and universities. Such legitimacy induces an obligation to teach, and that obligation needs to be explored and implemented with adequate vigor and reach. Academic libraries should assume a full teaching function, even as they continue their exploration and design of collaborative activities and programs aimed at reinforcing information literacy in the various disciplines on campus. All must concede that need for collaboration cannot provide grounds for questioning the desirability of autonomous teaching status for the academic library in information literacy education. Introduction Thank you to Dr. Werner for the invitation, and to Dr. Dugall and the Frankfurt University Library for the efforts that made this conference possible, and of course to Ms. Linda Fairhurst, whose tirelessness with logistics was indeed a delight. I will be making three arguments. First, I will insist that contrary to what many in the literature continue to suggest, for the purposes of the academic library and what it can do, the concept of information literacy has been defined adequately enough to provide an understanding upon which concrete actions can be taken on the part of the library (both collaboratively and independently). -
Bibliographical Essay on the History of Scholarly Libraries in the United States, 1800 to the Present by Harry Bach
ILLINOI S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. University of Illinois Library School IZn2Jo5Iz2J y OCCASIONAL PAPERS no. 54 January 1959 cVW r . -I-•2 Number 54 Bibliographical Essay on the History of Scholarly Libraries in the United States, 1800 to the Present by Harry Bach Head, Acquisition Department San Jose State College, San Jose, California It has been stated that modern American library history has received only sporadic attention as a subject for investigation, that although there is an adequate supply of source materials to draw upon, no one has yet fashioned out of these materials a critical history of American librarianship. 98 An examination of the literature will show that neither a comprehensive study of the history'of public libraries nor of university libraries is available at the present time. "The lack, " as Rothstein points out, "has cost the profession dearly. Even a casual survey of the literature of librarianship, , he continues, "reveals the shocking degree of duplication and naivetd that stem from an in- sufficient awareness of previous efforts. t98 "Only through a series of histories of individual libraries, " say Wilson and Tauber, "will it be possible to write a comprehensive chronicle of university libraries and their role in higher edu- cation. Careful historical studies, based upon sound scholarship and keen in- sight, should go a long way in producing a body of data needed to prepare a definitive study of the American university library. ,131 This paper proposes to make a discriminative inventory and assessment of the literature dealing with the history of scholarly libraries. -
Annual Report of the University Libraries for 1960-1961
Illinois State University ISU ReD: Research and eData Milner Library Publications Milner Library 1961 Annual Report of the University Libraries for 1960-1961 Milner Library Illinois State University Follow this and additional works at: https://ir.library.illinoisstate.edu/mlp Recommended Citation Milner Library, "Annual Report of the University Libraries for 1960-1961" (1961). Milner Library Publications. 26. https://ir.library.illinoisstate.edu/mlp/26 This Book is brought to you for free and open access by the Milner Library at ISU ReD: Research and eData. It has been accepted for inclusion in Milner Library Publications by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. Illinois State University Library z Normal. Illinois Illinois State Normal University 7 33 Normal, Illinois · I 305 ANNUAL ,REPORT OF THE UNIVERSITY LIBRARIES FOR ·1960-1961 I ,7 6 ci - 4>/ President. Bone: . ' Submitted herewith is the Annual Report of the University Libraries for the fiscal year July 1, 1960-June 30, 1961. The report reflec\s an increased use of the libraries' facilities in all their many operations. ~ ~~- £!,. Uni"'{crsit;y · ~ibJ;:,'}rio~ Materials Loaned fr~m Milner Library The circulation statistics in Table l show that some 485 volumes less were borrowed during the current year t~an in the ~evious year. Act~ally, two important changes in library operations account for this' ·slight decre·ase in statistics. •· During second· semester, the Reserve room was turned into · ~ an o pen-shelf, sel.'f_-service ope ratTun with the result that· 34, 766 less · volumes were charged . -
KEYNOTE PRESENTATIONS: Foster Auditorium
PA FORWARD INFORMATION LITERACY SUMMIT LIBRARY SERVICES BY DESIGN: SUPPORTING FUTURE FORWARD WORKPLACE COMPETENCIES KEYNOTE PRESENTATIONS: Foster Auditorium 9:00 - 11:00 a.m. Sowing the Seeds: High School Libraries Set the Stage for Agile Learning Dr. Brenda Boyer School Librarian and Instructional Designer, Kutztown School District Critical thinking, problem-solving, and evaluating information are critical skills needed in an agile workforce. School librarians partner with classroom teachers to sharpen these learning skills while promoting related issues such as understanding intellectual property, wise use of social media, designing alternative products (i.e. evidence of learning), and information workflow through personalized learning and community- and project-based research. Dr. Brenda Boyer is a school librarian and instructional designer. She has designed library and information fluency instruction for secondary learners in the Kutztown (PA) School District, as well as online graduate and professional development courses for Eduspire, Colorado eCollaborative, and Rutgers University. Dr. Boyer frequently presents at iNACOL, AASL, & ISTE, and is an instructional design consultant for the eLearn Institute. She received the 2014 AASL Collaborative School Library Award and is a co-author of the Library Technology Report: Social Media Curation (ALA, 2014). Recently, she has had articles published in Knowledge Quest, School Library Journal, and Internet@Schools. Workplace Information Literacy: A Crucial Component of Lifelong Learning Russ Hall Associate Librarian, Reference and Instruction, Penn State Behrend, Erie Information literacy is a well-established topic in librarianship. However, far too often we treat it as if it exists only in an academic setting. Information literacy is a fluid concept that changes based on the information environment in which a person finds herself.