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首页> 外文期刊>Library trends >A Faculty-Librarian Collaboration Success Story: Implementing a Teach-the-Teacher Library and Information Literacy Instruction Model in a First-Year Agricultural Science Course
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A Faculty-Librarian Collaboration Success Story: Implementing a Teach-the-Teacher Library and Information Literacy Instruction Model in a First-Year Agricultural Science Course

机译：教职工与图书馆合作的成功案例：在第一年的农业科学课程中实施教师图书馆和信息素养教学模型

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摘要

Teaching information literacy requires a constant and evolving paradigm shift in today's fast-changing technology era. Add to this the intricacy of agricultural science education, and it becomes clear that instructors face challenges teaching the necessary research skills to prepare the next generation of scientists. Two faculty members in Colorado State University's College of Agricultural Sciences identified a need to redesign a core agricultural science course after observing their students struggle with research and writing. These professors improved their course through a redesign program that connected them with librarians. This collaboration led to the creation of a scaffold to help students build information literacy skills through a first-year agricultural science course. In this paper the authors discuss this collaboration, including four key factors to the program's success: a) a faculty-librarian partnership through a learning and teaching institute; b) early exposure to information literacy skills in a first-year agricultural science course; c) the integration of a research guide in a Learning Management System (LMS), and a step-by-step library and information literacy instruction session with a library assignment; and d) a teach-the-teacher model using graduate students from the respective discipline. The authors also analyze student evaluation outcomes and reflect on future improvements.
机译：在当今瞬息万变的技术时代，教学信息素养需要不断发展的范式转变。加上农业科学教育的复杂性，很显然，讲师将面临传授必要的研究技能以培养下一代科学家的挑战。科罗拉多州立大学农业科学学院的两名教职人员在观察到学生们在研究和写作方面的努力后，发现有必要重新设计农业科学核心课程。这些教授通过重新设计计划将他们与图书馆员联系起来，从而改善了他们的课程。通过这种合作，创建了一个支架，以帮助学生通过一年级农业科学课程来培养信息素养技能。在本文中，作者讨论了这种合作，包括该计划成功的四个关键因素：a）通过学习和教学机构的师生关系； b）在第一年的农业科学课程中及早接触信息素养技能； c）将研究指南集成在学习管理系统（LMS）中，以及分步进行的图书馆和信息素养指导课程以及图书馆的分配； d）使用来自各个学科的研究生的教师教学模式。作者还分析了学生的评估结果，并思考未来的改进。

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