NIK – Netzwerk Informationkompetenz Berlin-Brandenburg

28. Februar 2014

A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

Filed under: Literatur/Veröffentlichungen — Schlagwörter: , , — M. Jobb @ 15:02

Nancy E. Adams: A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice. In: College & Research Libraries. 2014, 75 (2), S. 232-248 (Volltext)

Abstract: „Evidence-based practice (EBP), like information literacy, is concerned with an individual’s knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied  health fields, and public policy. A comparison of the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education with the commonly accepted EBP model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information.“ [Attribution-NonCommercial (http://creativecommons.org/licenses/by-nc/3.0/) CC BY-NC]

13. Juli 2012

Literaturtipp: Why One-shot Information Literacy Sessions Are Not the Future of Instruction

Filed under: Methoden, Teaching Library — Schlagwörter: , , — M. Jobb @ 11:50

Yvonne Mery, Jill Newby, Ke Peng: Why one-shot information literacy sessions are not the future of instruction: a case for online credit. In: College & Research Libraries, 2012.  vol. 73  no. 4, S. 366-377

This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre- and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students’ needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online.http://crl.acrl.org/cgi/content/abstract/73/4/366

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