Development of a Curriculum Integrated Library-Use Instructional Model: A Systematic Approach.

Autor/in	Southwick, Neal S.
Titel	Development of a Curriculum Integrated Library-Use Instructional Model: A Systematic Approach.
Quelle	(1985), (215 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Hochschulschrift; Praktikumsbericht; Church Related Colleges; Community Colleges; Course Content; Course Objectives; Educational Needs; Genealogy; Learning Modules; Library Instruction; Library Skills; Needs Assessment; Questionnaires; Research Skills; School Surveys; Student Attitudes; Teacher Attitudes; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Kirchliche Hochschule; Community college; Community College; Kursprogramm; Educational need; Bildungsbedarf; Ahnenforschung; Genealogie; Learning module; Lernmodul; Bibliotheksverzeichnis; Bedarfsermittlung; Fragebogen; Forschungsleistung; Schülerverhalten; Lehrerverhalten
Abstract	A project was undertaken at Ricks College to develop a systematic library-use instructional model to be integrated into the existing genealogy curriculum. In addition to surveying relevant literature and making appropriate contacts with two- and four-year academic libraries, a needs assessment was conducted, instructional objectives were written, library competencies were determined, student reading material and assignments were developed, and several evaluation instruments were designed. As a result of these efforts, a library instruction unit was developed, covering: (1) an overview of library use for geneological research; (2) a self-guided tour of the learning resources center; (3) the use of library catalogs and the arrangement of library materials; (4) the use of reference materials and reference services; and (5) analysis of a pedigree chart or family group sheet and determination of sources to be used to locate the missing information. The instructional model was implemented in five beginning geneology classes during spring 1985. At the conclusion of the unit, student assignments were given. The mean score on the assignments ranged from a low of 79% on the search strategy assignment to a high of 93% on the reference material assignment. Students who completed the course had more positive attitudes toward libraries than they had before taking the unit and had greater library skills than students who did not take the course. Appendices to the project report contain the survey instruments, guidelines for bibliographic instruction, information on other bibliographic instruction programs, course objectives, and course reading material and student assignments. (EJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC