Corinne Laverty

Preservice Teachers’ Knowledge of Information Literacy and Their Perceptions of the School Library Program

Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a narrow view of the role of the school library. In response to these findings, the education librarians revised their instruction to the preservice teachers by moving the focus from information literacy skills for teachers to strategies for teaching information literacy skills to K–12 students.

Building a Learning Culture for the Common Good

SUMMARY Librarians are well positioned to embrace the journey towards a learning culture; we have resources and we have incentive! Teetering on the edge of information technology, libraries are committed to continuous change for the benefit of our customers. To fulfill this promise, staff must keep pace with new technologies, products, and an increasing demand for new services in an environment with shrinking human resources. There is more to learn and less time in which to learn it. This paper describes a proactive, team-based approach used to create a learning culture in one library. Staff act as peer learners and teachers to educate themselves and each other about all aspects of their reference work such as approaches to service, orientation for new members, learning and evaluating new tools, and discussing the development of new services. The whole is greater than the sum–this dynamic, shared learning environment embraces diverse learning styles including discovery, discussion, demonstration, presentation, homework, questioning, and hands-on practice. Analysis of feedback from students and challenging questions at the reference desk grounded the experience and made it immediately relevant and useful. This strategy furthers the goal of the learning organization where members share the responsibility of learning. The outcomes are an enriched collective knowledge and understanding, a sustainable model for continuous learning, social connectivity, and team experience.

How librarians shape online courses : New models and partnerships

Abstract Online course delivery can be a dynamic learning experience where information is used to shape and extend thinking. The challenge is creating a virtual classroom that combines evocative resources with tasks that enhance and stimulate student learning. New models are needed to reflect the changing learning environment that began with the advent of the Web. Librarians are experts in locating learning materials across the electronic landscape. They construct resource-based assignments that promote understanding of content and develop independent thinking skills. They bring a context for resource-rich learning environments and the necessary support mechanisms to ensure learners gain information literacy skills. This paper outlines how librarians can contribute to new course design models that maximize the effective use of online resources in support of student learning.

Unravelling the Literature Review: Helping Graduate Students in Education Re-conceptualize the Research Process

A mixed methods study examined how visualization and dialogue extended and deepened students’ understanding of the research process, especially the purpose of the literature review. Five graduate students in a Faculty of Education independently produced a visual map of their thesis topic before engaging in a collaborative dialogue with a librarian-faculty team. Transcripts were coded, identifying the types of prompts that elicited changes to the map. Initial maps were compared to maps resulting from dialogue. Changes to the collaborative map were categorized using stages of the research process. Study design and methods accounted for 50 percent of changes, 36 percent related to the literature review and identification of information, and 14 percent pertained to research purpose and study questions. Student comments were categorized for instances of sequential knowledge-building stages. Collaborative dialogue and visual mapping broadened students’ understanding of information literacy and highlighted the literature review as a ‘genre’.