Keynote address: Information literacy has, for the most part, remained isolated in the domain of the library. Faculty have limited understanding of it and limited time to implement it in the classroom. The time has come to reconsider moving information literacy to the foundation of education alongside of content. Librarians have a vital role in working with faculty to implement integral information literacy within disciplinary instruction.
This research examines students in a first-year engineering course who receive library instruction by using a newly developed online module and attending optional in-person tutorials. It aims to evaluate the outcomes of library information literacy instruction using this module combined with in-person help. Results show a significant improvement in information literacy skills from a pre-test to a post-test. Focus group and survey data indicate that most students preferred the self-paced learning style of the online module and that the content of the module helped them to conduct library research for the course. This study also considers best practices for online library instruction. A blended instruction approach provides students with the flexibility to learn from a variety of formats at their own pace and also reduces library staff workload, especially for a large course.
Significant intra-annual variability in flow rates of tidewater-terminating Arctic glaciers has been observed in recent years. These changes may result from oceanic and/or atmospheric forcing through (1) perturbations at the terminus, such as enhanced submarine melt and changes in sea-ice buttressing, or (2) increased surface melt, in response to atmospheric warming, reaching the bed and promoting glacier slip. We examine the influence of these processes on Belcher Glacier, a large fast-flowing tidewater outlet of the Devon Island ice cap in the Canadian Arctic. A hydrologically-coupled higher-order ice flow model is used to estimate changes in glacier flow speed as a result of changes in sea-ice buttressing and hydrologically-driven melt-season dynamics. Daily run-off from five sub-catchments over the 2008 and 2009 melt seasons provides meltwater forcing for the model simulations. Model results are compared with remotely-sensed and in situ ice-surface velocity measurements. Sea-ice effects are found to have a minor influence on glacier flow speed relative to that of meltwater drainage, which is clearly implicated in short-term velocity variations during the melt season. We find that threshold drainage is essential in determining the timing of these short-lived accelerations.
Purpose – The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing. Design/methodology/approach – The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward. Findings – Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice. Practical implications – Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty. Originality/value – The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.