[Download] "LIS Curricula Introducing Information Literacy Courses Alongside Instructional Classes (Report)" by Journal of Education for Library and Information Science # eBook PDF Kindle ePub Free

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eBook details

• Title: LIS Curricula Introducing Information Literacy Courses Alongside Instructional Classes (Report)
• Author : Journal of Education for Library and Information Science
• Release Date : January 22, 2009
• Genre: Language Arts & Disciplines,Books,Professional & Technical,Education,
• Pages : * pages
• Size : 217 KB

Description

The growth of user-education courses in LIS programs was well reviewed by Westbrook (1999). She noted that LIS programs were resiliently responding to the increasing demand on librarians to provide user training in a variety of ways. The demand has seen remarkably high growth in the last three decades. Reference librarian job-postings whose duties included instruction in the College and Research Libraries News, for example, rose from 0% in 1973 to 100% in 1990 (Lynch & Smith, 2001). Westbrook observed an enduring rise in the number of user-education courses offered in LIS programs during this period. The rise was in the areas of bibliographic instruction, information literacy, and user education. These courses have traditionally offered training on learning theory, instructional design, teaching techniques, and program management among other topics. A 2007 content analysis of textbooks used for information literacy instruction in LIS programs showed that most of the texts were dedicated to instructional subjects such as: instructional models, techniques, design, and methods; learning theory and curriculum; motivation; testing; measurement; grant writing; and student assessment (Mbabu, 2007). The study found that out of the considerably high number of textbooks used by the thirteen programs that offered information literacy courses, only two textbooks addressed at least one of the learning procedures recommended for developing competency in information literacy: determining the information needed, retrieving the information, critically evaluating and synthesizing retrieved information, integrating and applying knowledge, and understanding the economic, legal, and social implications of the information needed (ALA, 1989).

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