Journal•ISSN: 0276-3915
Community & Junior College Libraries
Taylor & Francis
About: Community & Junior College Libraries is an academic journal. The journal publishes majorly in the area(s): Library instruction & Information literacy. It has an ISSN identifier of 0276-3915. Over the lifetime, 368 publications have been published receiving 3759 citations. The journal is also known as: communities & Community.
Topics: Library instruction, Information literacy, Higher education, Educational technology, The Internet
Papers published on a yearly basis
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TL;DR: Abstract In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education and seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education.
Abstract: In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education. ACRL seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education. An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. “Information Literacy Competency Standards for Higher Education” was approved by the Board of Directors of the Association of College and Research Libraries (ARCL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas.
2,182 citations
TL;DR: The Political Handbook of the World as discussed by the authors provides an alphabetically arranged ready reference to national governments of the world from A (Afghanistan) to Z (Zimbabwe). Each entry contains the official t...
Abstract: The Political Handbook of the World provides an alphabetically arranged ready reference to national governments of the world from A (Afghanistan) to Z (Zimbabwe). Each entry contains the official t...
75 citations
TL;DR: Assessment of the learning outcomes for a five-session model of library instruction that was applied to three English Composition II classes taught at Valencia Community College East Campus in Spring 2003 indicates that students learn much more in the five- session model than they do in the traditional “one-shot” instruction session.
Abstract: This study focused on assessing the learning outcomes for a five-session model of library instruction that was applied to three English Composition II classes taught at Valencia Community College East Campus in Spring 2003. ACRL's Information Literacy Competency Standards for Higher Educationwere used to develop learning outcomes. Pre-and post-test results indicate that students learn much more in the five-session model than they do in the traditional “one-shot” instruction session. Review sessions further reinforce learning. Results of the teaching evaluation surveys further indicate that the five-session model increases student comfort with using electronic databases and asking a librarian for help.
57 citations
TL;DR: The Learning with Technology course as mentioned in this paper was a required course in an online master in education degree program and students were either practicing teachers or certified education professionals, and the majority of participants had positive feelings about and were integrating technology into instruction.
Abstract: To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding attitude toward technology are shared. The course, Learning with Technology, was a required course in an online master in education degree program. Students were practicing teachers or certified education professionals. Results indicated the majority, 52%, had positive feelings about and were integrating technology into instruction, 28% had positive feelings but cited obstacles to integration, 13% were fully integrating technology, and 7% were not integrating technology at all. Common obstacles to technology integration included knowledge/skills, confidence, access, and time. Based on the findings, implications of and suggestions for the design of TPCK related instruc...
49 citations
TL;DR: The need for information literacy in the curriculum has been recognized in several educational and workforce standards as mentioned in this paper, but these standards present a prescribed view of information literacy that emphasizes the economic need but undervalues the social nature of information and the experience students possess as information users.
Abstract: The need for information literacy in the curriculum has been recognized in several educational and workforce standards. These standards present a prescribed view of information literacy that emphasizes the economic need but undervalues the social nature of information and the experience students possess as information users. Theorists and educators within the higher education literature have developed a critical pedagogical approach to education that draws on theorist Paulo Freire and a social reconstructionist view of the curriculum. A critical pedagogical approach to information literacy seeks to counter the mechanistic view of information literacy offered by the standards. This approach seeks to understand information as a social construct and engage students in the educational process, ultimately, making information literacy more vital to the curriculum.
40 citations