Senior Lecturer Annette Lamb published a paper in the Winter 2017 issue of the Journal of Education for Library and Information Science (JELIS).
Lamb’s peer-reviewed article titled “Debunking the librarian ‘gene’: designing online information literacy instruction for incoming library science students” focuses on the development of online, self-paced tutorials to promote information fluency in entering library science graduate students. The abstract reads:
Information workers are not born information fluent. Like other students, incoming library science students enter graduate programs with a broad range of information and technology skills. The aim of this study was to determine if systematically designed online tutorials would be effective in preparing university students with information literacy skills. A needs assessment was conducted to identify what information and technology skills faculty expected of entering library students. A series of 46 online tutorials were used to address the required competencies. Pre-tests were designed to determine whether a particular student needed to complete a given tutorial. Post-tests and proficiency projects were used to determine whether students reached mastery. The results of the study indicated that this type of individualized instruction was effective in preparing library science students with information literacy skills. While the study focused on the library science program, the results may have applications for other types of information literacy instruction. There is a need to expand this individualized, self-paced tutorial approach to other information literacy courses in other disciplines
To read the article, go to http://dpi-journals.com/index.php/JELIS/article/view/2419.