Practical Academic Librarianship: The International Journal of the SLA Academic Division (Texas Digital Library - TDL E-Journals)
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Visual Imagery Styles of Architecture Students in the Context of Library Instruction
No full textWithin the context of library instruction, this study examined visual imagery styles of first year architecture students at the point of standard library instruction sessions. There are two types of mental imagery used by individuals, object and spatial. Object imaging involves forming colorful, pictorial representations of objects. Spatial imaging forms schematics of parts in relation to one another. The Object Spatial Imagery Questionnaire was administered to the students and the scores on the imagery scales were assessed. Elements of spatial and object imagery in the library instruction session were identified. The goal of the study was to determine if there were distinctive visualization characteristics among the architecture students; and if those characteristics might have future implications for designing effective library instruction
Reading Between the Lines: Extending the Reach of a University Common Reading Program via the Academic Library
No full textoai:pal-ojs-tamu.tdl.org:article/893In 2000, Northern Kentucky University began their successful Book Connection program, a common reading program targeting the freshmen population at the university. Throughout the past decade, the faculty and staff at the W.Frank Steely Library have discovered a number of ways to work collaboratively with the Office of First-Year Programs and other freshmen instructors to enhance and enrich the Book Connnection program. Through the creation of customized research guides for the selected book, themed library orientation sessions, creative displays, faculty workshop collaborations, acquisition of supplemental library materials and financial sponsorships, the academic library has become a partner in this thriving venture
‘Where to start?’: Considerations for faculty and librarians in delivering information literacy instruction for graduate students.
No full textIt is often assumed that incoming graduate students are information literate, yet many of them lack the skills needed to effectively organize and critically evaluate research. Supporting students in acquiring information literacy skills is a critical role for universities, as it improves the quality of student research and enhances their opportunities for lifelong learning. The literature in this area has focused on the partnership between librarians and course instructors, which has been shown to produce the most effective library instruction: however, additional research is needed concerning the collaborative approach to teaching information literacy to graduate students. The current study used action research to gather information on students’ perceptions of a blend of two methods of library instruction, a web-based tutorial and an in-class library instruction session. While few students indicated engagement with the online tutorial, most students appreciated the in-class session. Recommendations for information literacy instruction and further research are included