Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [160]-165). Also available on the Internet.

Thesis (M.A.)--University of Alberta, 2010. Thesis (M.LS.)--University of Alberta, 2010. / Title from pdf file main screen (viewed on January 12, 2010). "Spring 2010." A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Library and Information Studies, Master of Arts, School of Library and Information Studies, Humanities Computing, University of Alberta. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [160]-165). Also available on the Internet.

Purpose: This paper reports on the strategies and tactics medical librarians can use to address health literacy disparities in their health care facility and their community. Setting: Medical libraries with a consumer health collection. Brief Description: A patientâ s ability to understand basic medical information is critical to not only their ability to comprehend their diagnosis and follow treatment plans but also in maintaining their overall health. Hospital librarians are in a position to recognize those patients who may have health literacy issues. They can provide these patients with the health information they need as well as educate clinicians on how to ensure their patients understand the information they are providing.

award winner of the best oral presentation, European Association for Health Information & Libraries Workshop 2007, Kraków, Poland, 12-15 September 2007 / Since 2006, the Campus Library of Biomedical Sciences of K.U.Leuven University is reconsidering its role in education and research. Giving access to scientific information is still our libraryâ s most important mission. However, teaching our students and academic staff the skills for efficient retrieval and use of scientific information is increasingly becoming an important task too. In the past, instruction was limited to guided tours and short library instruction sessions, organized on an individual and unsystematic basis. This changed in 2006, when we were asked by the Faculty of Medicine to reconsider part of the medical curriculum in the light of integrating information literacy in it. The following considerations were made: 1. information literacy should be integrated in a systematic way in the curriculum 2. minimal skills of information literacy should be determined for each level 3. instruction in information literacy should be a continuous line starting in the first and ending in the last year (vertical line) 4. information literacy should be acquired in an active way in as many courses as possible (horizontal line) 5. instruction in information literacy is a shared responsibility of library and academic staff As a result, the biomedical library was given the responsibility of information literacy in the beginning of the curriculum of medical students, while academic staff took the responsibility of the rest. At the same time, the library was investing a lot in providing our academic staff with tools, formats and learning objects for integrating information literacy in their lessons. We also started planning systematic trainings for keeping our academic staff up to date with major changes in scientific information. The new curriculum of the Faculty of Medicine was put into practice in October 2006. It was soon followed by similar projects in all other biomedical faculties of our university.

No description available.

Mémoire de Master Sciences de l'Information et des Bibliothèques Option Systèmes Documentaires Numériques. Sous la direction d’Elisabeth Noël Conservateur de bibliothèque, Co-responsable de FORMIST, Ecole Nationale Supérieur des Sciences de l’Information et des Bibliothèques Et de Geneviève Lallich-Boidin Professeur en Science de l’information Université Claude Bernard – Lyon 1 / [EN]: In the higher education, the information literacy knows an unquestionable popularity. However, few quantitative and qualitative elements make it possible to draw up an assessment of it. In view of this report, FORMIST and the ADBU wished the creation of a repertory which would make it possible to count the data of academic libraries on the formation, to update them and to draw some elements for statistical analysis. The purpose of this report is to expose the approach taken by the author to conceive and carry out this program. -------- [FR]: Dans l'enseignement supérieur, la formation à la maîtrise de l'information connaît un engouement certain. Toutefois, peu d'éléments quantitatifs et qualitatifs permettent d'en dresser un bilan. Face à  ce constat, FORMIST et l'ADBU ont souhaité la création d'un répertoire qui permettrait de recenser les données des Services Commun de Documentation sur la formation, de les mettre à  jour et d'en tirer des éléments pour analyse statistique. Ce mémoire a pour but de communiquer la démarche entreprise par l'auteur pour concevoir et réaliser cette application.

This study set out to design and assess the feasibility of an active learning approach to a legal research module. The study was a case study of the second year undergraduate Legal Research Writing and Reasoning (LRWR) module on the Pietermaritzburg campus of the University of KwaZulu-Natal. This module forms part of the basic law degree curriculum. The author, a subject librarian at the University of KwaZulu-Natal, has been involved with this module for several years. The module is situated within the general lecture timetable and the lecture format is unsuitable for a module such as this one that requires practical work. Students of law need to have a sound knowledge of the published legal literature because of the particular nature of the role of legal literature in the study of law, the vast array of literature available and the complex presentation of information within the sources of law. Students of law also need to be able to read, understand and apply the law to given situations. Legal education in South Africa has undergone considerable changes since 1994 alongside those in higher education generally. Since 2001 the LLB degree has become a four year undergraduate degree replacing the old three year undergraduate plus two year post-graduate qualification. New national qualification requirements emphasise a range of skills such as problem-solving, numeracy, computer skills, writing, and finding and using information. This is partly as a means of redressing the differential preparedness of students for university, a legacy of schooling of variant quality that was a feature of Apartheid governance prior to 1994. Thus students are having to complete the law degree in a shortened time period; do not have the benefit of an undergraduate degree before embarking on the law degree, and need to develop competencies in a range of skills and knowledge adjacent to substantive law modules. Information literacy is a process, an active problem-solving process and an amalgam of skills and knowledge concerned with identifying an information need, finding, evaluating and using a range of information to answer that need in appropriate ways. The problem-solving nature of the study of law, the new national requirements for a legal education and the characteristics of information literacy suggest that these three elements could be usefully combined in an active learning and teaching process to enable students of law to develop a holistic approach to learning skills and knowledge of legal research, writing and reasoning in the South African context. The research questions that arose in response to the research problem required an investigation into current research and writing with regard to information literacy, legal education, learning, teaching and assessment and whether an active learning approach was feasible with a large class size of approximately 130 students. The situation in South African law faculties as regards legal research teaching and learning needed to be considered to situate the current study in the broader national context. The literature review enabled the development of a theoretical framework for the LRWR module that took cognisance of a range of national, institutional and classroom climates, aims, objectives, outcomes and content for modules, the study of law, characteristics of learners and factors affecting their performance, teaching strategies, instructional design, assessment and information literacy. The module itself was designed in terms of a problem-solving situation which encompassed a range of integrated skills in order to manage the problem. An active learning approach was adopted in the form of group and class discussion, with a range of scaffolded written, oral and practical exercises and assignments to help students investigate the problem scenario from a number of perspectives. The design of the module required data in the form of demographic characteristics and work habits of the students in the class inclusive of learning styles which were acquired through the application of a questionnaire and learning styles inventory. Knowledge and skills with respect to module content were measured in terms of a pre- and post-test. A reflection exercise and focus groups provided evidence about how the students responded to the overall design of the module and in particular the active learning approach. The data collected and analysed suggested that the integration of information literacy, problem-solving processes with respect to the study of law and active learning was feasible and successful in this large class situation to varying degrees. The students in the module had expanded their repertoire of skills and knowledge, had appreciated the relationship between research, writing, reasoning and discussion and enjoyed the active learning approach. The contribution this research makes is with regard to the character, design and implementation of information literacy programmes in academic libraries in South Africa in particular, given the dearth of published practitioner research in this country. The research has also provided a comprehensive theoretical and practical framework for developing an information literacy programme within the changing South African legal education context. The research in this specific context usefully provides a baseline from which to develop and promote information literacy as a critical approach within the study of law. / Thesis (Ph.D. (Information Studies)) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment. Although this research focused on academic libraries, this session will be relevant to anyone who is interested in providing instruction outside of a classroom. / Slides from a presentation at the Saskatchewan Library Association annual conference in Saskatoon, SK, in May 2013. Notes from the presentation are included on the slides which were not part of the original presentation.

The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions:  Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes?  What are the existing Information Literacy competencies of the incoming students in the Faculty of Business?  How should Information Literacy programmes be delivered?  Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process. / Magister Bibliothecologiae - MBibl