scholarly journals COVID-19 as an Opportunity to Expand the Instructional Portfolio of STEM Librarians

2021 ◽  
Author(s):  
Joshua Borycz ◽  
Alexander Carroll
Keyword(s):  
Online Teaching ◽  
Literacy Skills ◽  
Early Career ◽  
Responsible Conduct Of Research ◽  
Science And Engineering ◽  
Academic Reading ◽  
Graduate Curricula ◽  
Instructional Environments ◽  
Information Literacy Skills ◽  
Vanderbilt University

The pivot to online teaching caused by the COVID-19 pandemic enabled science and engineering librarians at Vanderbilt University to expand their teaching roles within graduate-level courses in biomedical engineering, chemistry, and physics. In addition to addressing traditional information literacy skills related to information retrieval and resource evaluation, these new lessons addressed important science process skills such as academic reading, responsible conduct of research, and research data management. A facility with cloud-based teaching tools such as Zoom breakout rooms and Excel for Microsoft 365 allowed for engaging instructional experiences, even within synchronous online instructional environments. By integrating these topics into the graduate curricula, these guest lectures supported the professional development of early career graduate students and deepened relationships with the course instructors of record.

scholarly journals Information Literacy in Science and Engineering Undergraduate Education: Faculty Attitudes and Pedagogical Practices

1999 ◽  
Vol 60 (1) ◽  
pp. 9-29 ◽  
Author(s):  
Gloria J. Leckie ◽  
Anne Fullerton
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Attitudes ◽  
Pedagogical Practices ◽  
Library Instruction ◽  
Science And Engineering ◽  
Engineering Faculty ◽  
Information Literacy Skills ◽  
Survey Results

What are science and engineering faculty doing with respect to the development of information literacy in their undergraduate students? To explore this question, science and engineering faculty at two large Canadian universities were surveyed and interviewed regarding their perceptions of their students’ information literacy skills and their own pedagogical practices related to such skills. Faculty awareness of, and support for, a variety of bibliographic instruction methods and the perceived role of science and engineering librarians in information literacy instruction also were investigated. Based on the survey results, suggestions for the design of library instruction for science and engineering undergraduates are made.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals HPLSE editorial tribute to Professor David Neely

2021 ◽  
Vol 9 ◽  
Author(s):  
Colin Danson ◽  
Paul McKenna
Keyword(s):  
High Power ◽  
Board Member ◽  
Editorial Board Member ◽  
Early Career ◽  
High Power Laser ◽  
Power Laser ◽  
Science And Engineering ◽  
The World

Abstract David Neely was an internationally recognised scientist who formed collaborations and friendships across the world. His passion for his work always shone through. He always made time for early-career scientists and became a mentor and supervisor to many. He was an active Editorial Board Member of the international journal High Power Laser Science and Engineering. Sadly, David was taken from us much too early. In this Editorial we pay tribute to his work through his publications in the journal.

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

The Vanderbilt University nanoscale science and engineering fabrication laboratory

2005 ◽  
Author(s):  
Anthony B. Hmelo ◽  
Edward F. Belbusti ◽  
Mark L. Smith ◽  
Sean J. Brice ◽  
Robert F. Wheaton
Keyword(s):  
Science And Engineering ◽  
Nanoscale Science And Engineering ◽  
Nanoscale Science ◽  
Vanderbilt University
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