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Training College Students In Information Literacy: Profiles Of How Colleges Teach Their Students To Use Academic LibrariesPublished by: Primary Research Group Published: Jan. 1, 2003 - 66 Pages Table of ContentsIntroduction Seton Hall Prince George's Community College Bowling Green State University Polytechnic University William H Welch Medical Library Of The Johns Hopkins University Temple University University At Albany, State University Of New York University Of Illinois At Urbana-Champaign The University Of Toronto AbstractAs the internet and electronic publishing have become more integral parts of higher education one of the main missions of the academic library has become the education of students in the stunning new array of databases and other information vehicles now available through the library and on the web . This special report profiles how more than a dozen academic libraries are coping with the surge of web/database education requests. The report covers the development of online tutorials, distribution of teaching loads and levels of specialization among library staff, the perils of teaching library science to English 101 and Psychology 101 students, as well as advanced personalized tutorials for PHD candidates and professors. Among the specialized topics covered: how libraries are reaching out and teaching distance learners, how are they negotiating help from other college departments such as academic computing and education and from in-house instructional technology programmers. Other issues explored include the library education efforts of consortiums and partnerships, use of knowledge management and reference software for library training, the development of training savvy library web pages, and the thorny issue of negotiating training support from vendors.In addition to profiles of community and four-year colleges and major research universities, the report presents interviews with leading library education experts from the most prestigious library science and education departments in the country, exploring debates over when, how much and how library instruction should proceed.
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