Journal articles on the topic 'Teaching Library'

with the development of information technology, multimedia teaching appears in college education and brings great convenience for college teaching. The teaching resource library is the core part of multimedia teaching. This paper started from the establishment of 3D interactive model in teaching resource library, then discussed the construction of a new multimedia teaching platform and constructed the multimedia teaching platform from the aspects of picture library establishment, animation library and video library establishment, interactive 3D animation library establishment, overall structure of the platform and interface display. Then, the teaching platform was applied in teaching practice to test its effect. The contrastive analysis shows the application of teaching resource library in multimedia teaching of Community Nursing can effectively improve students’ learning interest and optimize the teaching effect.

This paper explores the transferable knowledge, experience or skills second-career librarians with a teaching background bring to bear or utilize in the discharge of their library work. It also explores how the transferable knowledge helps librarians and teaching librarians to discharge the roles delineated by ACRL’s (2017) document. Snowball sampling method was used to locate 17 participants for this study in Ghana. Mixed methods were used for data collection; questionnaire (open-ended questions) and interview. The data were analyzed using the thematic analysis technique. The study found the following transferable knowledge, skills and experiences to library work: methodology of teaching, questioning and listening skills, knowledge of courses content, presentation, communication and good public speaking skills and human relational skills. The study found that transferable knowledge from the teaching profession help second-career (teaching) librarian to discharge to their library role effectively.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

This paper discusses the concept of visual literacy and its implications for librarians teaching information literacy components. The author concludes that, while visual teaching methods should be incorporated in library instruction, teaching visual literacy competencies is most effectively done in connection with discipline-specific content and thus falls outside librarians' role.

Purpose This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources. Design/methodology/approach The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion. Findings The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions. Originality/value With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.

This paper describes the Ajax technology as well as asynchronous communication model and the traditional model’s difference, discusses the Ajax technology’s application in network teaching resources library system, implements asynchronous data transmission in the case of no page refreshing, enhances interactive of network teaching resources library system, and improves the efficiency of the network teaching resources server. At the same time, this paper also analyzes the adverse factors; this has certain guide significance for the use of Ajax technology to develop network teaching resources library.

With the rapid development of computer network technology, traditional teaching has been unable to meet the needs of modern teaching, especially for multi-disciplinary, interdisciplinary some elective courses - such as library information literacy courses. We need to use the Internet to reform teaching methods. It is also a lot of schools and units are doing. In this paper, the library information literacy courses, for example, free architecture of a network of research and teaching management services platform, designed to serve teachers and students, so teaching, learning and feedback with each other, sharing feature is now fully raise public library programs, sharing of teaching resources.

PBL (Problem-Based Learning) method is to problem for based of a method, teaching process in the teachers boot students based on specific problem read information, and organization discussion, eventually boot students to analysis problem and settlement problem; in human anatomy teaching in the application PBL method, change has traditional teaching means, enhanced has students of learning consciousness and sense, improve has students multi cognitive and overall thinking capacity, in students of active participation in the training they of team spirit At the same time flexible application of modern information technology, improving organizational communication skills; The proper application of PBL teaching theory to teaching human anatomy to improve student interest in learning, improve teaching effectiveness, and lay a solid foundation for the future of PBL teaching other courses.

The planning and design of library spaces is changing radically in the light of increased expectations, developments in teaching and learning, and the growth of electronic resources. The need for physical space in the age of the virtual library has been questioned, but in recent years there has been a plethora of bigger and better library buildings. This paper considers the drivers for change in library building design, the importance of good communication between librarians and architects, and the underpinning criteria for good design both of the building as a whole and of the fixtures and fittings within. Modern libraries must respond to social, pedagogical and technological changes, and librarians, in collaboration with architects and institutional administrators, must design inspirational and practical buildings fit for 21st-century use.

With the continuous improvement of society and science technology, information technique and network technology obtains great development and widely applied in various fields. The teaching resource library has been one of the most important parts of education networking and informationization development. This article will under the B/S mode architecture to design the teaching resources library of engineering chemistry through resource library and other advanced information technologies. Moreover, this article will operate the digital processing and classification for the current mass and excellent teaching resources. The above details can help us to realize the maximum sharing and usage of the teaching resources library then achieves service functions such as communication between teachers and students.

Purpose – The purpose of the article is to review possible new technologies which might enhance a Center for Digital Learning, Teaching and Scholarship at the library. Design/methodology/approach – Opinion piece. Findings – There are several cutting edge but increasingly affordable technologies which could attract students to the library and raise the library’s profile. Research limitations/implications – It would be interesting to design a study of library use and determine if the addition of unusual technologies had any effects. Practical implications – Given the affordability of some devices, there is little risk involved in proceeding with establishment and furnishing of a Center for Digital Learning, Teaching and Scholarship at the library. Originality/value – A literature search for drones and libraries retrieved no scholarly articles, but did bring back one or two news pieces about circulating drones at the University of South Florida.