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Collaboration works: integrating information competencies into the psychology curricula

Collaboration works: integrating information competencies into the psychology curricula When many upper-level psychology majors struggle to demonstrate competence using discipline-specific library research strategies after participating in introductory bibliographic instruction sessions, a new approach to instruction is necessary. To address this issue, psychology and library faculty collaborated on a pilot study to develop, implement, and assess a "super-size bibliographic instruction" (SSBI). The objectives include identifying and defining a research topic, locating appropriate resources, critically evaluating and synthesizing material, and the reduction of library anxiety. A variety of assessment methods including pretest/posttest surveys and evidence of use of the material illustrated the success of the SSBI. Utilizing the expertise of teaching and library faculty, this SSBI approach addressed the many challenges in assisting students to develop essential research strategies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Collaboration works: integrating information competencies into the psychology curricula

Reference Services Review , Volume 31 (4): 9 – Dec 1, 2003

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References (10)

Publisher
Emerald Publishing
Copyright
Copyright © 2003 MCB UP Ltd. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907320310505618
Publisher site
See Article on Publisher Site

Abstract

When many upper-level psychology majors struggle to demonstrate competence using discipline-specific library research strategies after participating in introductory bibliographic instruction sessions, a new approach to instruction is necessary. To address this issue, psychology and library faculty collaborated on a pilot study to develop, implement, and assess a "super-size bibliographic instruction" (SSBI). The objectives include identifying and defining a research topic, locating appropriate resources, critically evaluating and synthesizing material, and the reduction of library anxiety. A variety of assessment methods including pretest/posttest surveys and evidence of use of the material illustrated the success of the SSBI. Utilizing the expertise of teaching and library faculty, this SSBI approach addressed the many challenges in assisting students to develop essential research strategies.

Journal

Reference Services ReviewEmerald Publishing

Published: Dec 1, 2003

Keywords: Curriculum development; Assessment; Academic libraries

There are no references for this article.