Drop-in sessions as an effective format for teaching information literacy: a case study in the Medical and Dental Libraries at Queen Mary University of London

Paula Funnell

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Drop-in sessions as an effective format for teaching information literacy: a case study in the Medical and Dental Libraries at Queen Mary University of London

机译：参与式会议是一种有效的信息素养教学形式：以伦敦玛丽皇后大学医学和牙科图书馆为例

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Information literacy (IL) skills are increasingly becoming acknowledged as vital lifelong skills, necessary to thrive in education, research and the workplace. IL is taught in a variety of formats in higher education. The purpose of this study is to examine the use of drop-in sessions as an effective format to meet the need for ongoing IL teaching. Although research has previously been carried out on various formats of IL teaching, there is little research specifically investigating the effectiveness of drop-in sessions. This study aims to add to the current body of knowledge by examining the experience of providing drop-in IL sessions at the Medical and Dental Libraries at Queen Mary University of London. These sessions have now been running for five years and data has been gathered from attendance statistics, evaluation forms and follow-up questionnaires in order to evaluate their effectiveness for teaching IL skills. The study shows that drop-in sessions can provide the desired one-to-one, personalised, hands-on teaching, delivered in an informal environment. Good attendance figures, high levels of satisfaction and the perceived positive impact on IL skills demonstrate that drop-in sessions can be used as an effective format for IL teaching. The study provides evidence of good practice for those looking at how best to provide ongoing IL teaching.

机译：信息素养（IL）技能正日益被认为是至关重要的终身技能，是在教育，研究和工作场所蓬勃发展所必需的。在高等教育中，IL以多种形式教授。这项研究的目的是研究使用直接插入式课程作为一种有效的形式来满足进行中的IL教学的需要。尽管以前已经对各种形式的IL教学进行了研究，但很少有专门研究速成课程有效性的研究。这项研究旨在通过检查伦敦玛丽大学的医学和牙科图书馆提供速成IL课程的经验来增加当前的知识体系。这些课程现在已经运行了五年，并且已经从出勤统计，评估表和后续调查表中收集了数据，以评估它们在教授IL技能方面的有效性。研究表明，在非正式的环境中，直接参与式课程可以提供所需的一对一，个性化的动手教学。良好的出勤率，很高的满意度和对IL技能的积极影响表明，直接参加课程可以用作IL教学的有效形式。该研究为那些寻求如何最好地提供正在进行的IL教学的人提供了良好实践的证据。

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《Journal of information literacy》 |2015年第2期|共页
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Paula Funnell;
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中图分类图书馆学、图书馆事业;
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Drop-in sessions as an effective format for teaching information literacy: a case study in the Medical and Dental Libraries at Queen Mary University of London

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