Library instruction: Difference between revisions

Revision as of 11:34, 20 May 2014

Revision as of 21:05, 23 February 2015

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==Relationship to information literacy==

An information literate person is "able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information".<ref>{{cite web| title= Presidential Committee on Information Literacy: Final Report| publisher= Association of College and Research Libraries (ARCL) | url=http://www.ala.org/acrl/publications/whitepapers/presidential |accessdate=December 18, 2013}}</ref> CurrentlyIn therean areacademic debatessetting, aboutinstruction whetherin instructioninformation onliteracy howcan totake useon librarya systemsvariety isof necessaryforms, such as a long class or ifa effortsproject integrated into a course on related subject matter. Literacy competency standards are betteroutlined spentby makingthe systemsAssociation easierof toCollege useand soResearch thatLibraries.<ref>Kasowitz-Scheer, theyA. require& noPasqualoni, M. (2002) Information literacy instruction in higher education: Trends and issues. ''Eric Digest''. Retrieved from http://surface.syr.edu/cgi/viewcontent.cgi?article=1032&context=sul </ref>

Currently there are debates about whether instruction on how to use library systems is necessary, or if efforts are better spent making systems easier to use so that they require no instruction. A particular study published in the Journal of Academic Librarianship indicates that the most predominant model of teaching information literacy, the one-shot session model, is ineffective and doesn't really make a perceptible difference in the grades of the students. However the same study also indicated that students who attended a longer class with a library instruction session scored significantly higher, indicating that it may not be the idea of the instruction that is flawed, but rather the method.<ref>Rinto, E. (2015) Library instruction and themed composition courses: An investigation of factors that impact student learning. ''The Journal of Academic Librarianship, 41''(1), 14-20.</ref>

==Formats==