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“Easier, Less Stressful, and Better Results”: Sociology and Criminal Justice Majors’ Experience of Library Research before and after Library Instruction
Teaching Sociology ( IF 1.860 ) Pub Date : 2020-12-10 , DOI: 10.1177/0092055x20970264
Nicole Willms 1 , Kelly O’Brien-Jenks 2
Affiliation  

This article argues for the incorporation of library instruction into research methods courses to foster information literacy skills important to disciplinary specialization. The evidence in support emerges from a collaborative teaching and assessment project conducted by a research methods instructor and a faculty instructional librarian. The project evaluated the effectiveness of library instruction in two ways: One, essays in which students described their research process before and after library instruction were evaluated qualitatively for dominant themes. Two, students’ postinstruction literature review projects were assessed using a rubric to determine the degree to which students met learning outcomes. These assessments indicate that library instruction led to several positive outcomes. In the essays, many students described increases in skills and confidence as well as appreciation for the new research tools introduced. In sampled literature review assignments, students demonstrated skills that met or exceeded expectations.



中文翻译:

“更轻松,更少压力,更好结果”:社会学和刑事司法专业在图书馆教学前后对图书馆研究的经验

本文主张将图书馆教学纳入研究方法课程中,以培养对学科专业化很重要的信息素养技能。支持的证据来自研究方法讲师和教职图书馆员的协作教学和评估项目。该项目通过两种方式对图书馆教学的有效性进行评估:一是对学生描述图书馆教学前后研究过程的论文进行定性评估,以评估其主导主题。第二,使用指标评估学生的教学后文献复习项目,以确定学生达到学习成果的程度。这些评估表明,图书馆的指导导致了若干积极成果。在论文中 许多学生描述了技能和自信心的提高以及对引入的新研究工具的赞赏。在抽样的文献复习作业中,学生展示了达到或超过期望的技能。

更新日期:2020-12-23
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