The Experts below are selected from a list of 243 Experts worldwide ranked by ideXlab platform
Betty J. Tims - One of the best experts on this subject based on the ideXlab platform.
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Integrating Bibliographic Instruction into a marketing curriculum: A hands‐on workshop approach using interactive team‐teaching
Reference Services Review, 1996Co-Authors: Vaughan C. Judd, Betty J. TimsAbstract:Although some institutions of higher learning seem to have difficulty acknowledging it, teaching should be the single most important part of their mission; it is a college or university's reason for being. Accordingly, the primary mission of an academic library should be to support the teaching mission of the university. For example, in three college libraries with successful Bibliographic Instruction (BI) programs, library directors viewed the teaching role of the library as central to the purpose of the library. Teaching support from the library, and interaction between the library staff and the university's teaching faculty and students, can come in a variety of ways, one of which is BI. Bibliographic Instruction is an activity that bridges the gap between academicians and librarians. Although BI can be generic or integrated (subject‐specific), the latter seems to offer greater potential for close interaction between librarians and the teaching faculty. Course‐integrated BI has been described as Bibliographic Instruction designed as a part of course objectives, and viewed as essential to knowledge of the subject and successful completion of the course. This article describes a series of four unique workshops that meet this definition of course‐integrated Bibliographic Instruction.
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integrating Bibliographic Instruction into a marketing curriculum a hands on workshop approach using interactive team teaching
Reference Services Review, 1996Co-Authors: Vaughan C. Judd, Betty J. TimsAbstract:Although some institutions of higher learning seem to have difficulty acknowledging it, teaching should be the single most important part of their mission; it is a college or university's reason for being. Accordingly, the primary mission of an academic library should be to support the teaching mission of the university. For example, in three college libraries with successful Bibliographic Instruction (BI) programs, library directors viewed the teaching role of the library as central to the purpose of the library. Teaching support from the library, and interaction between the library staff and the university's teaching faculty and students, can come in a variety of ways, one of which is BI. Bibliographic Instruction is an activity that bridges the gap between academicians and librarians. Although BI can be generic or integrated (subject‐specific), the latter seems to offer greater potential for close interaction between librarians and the teaching faculty. Course‐integrated BI has been described as Bibliographic Instruction designed as a part of course objectives, and viewed as essential to knowledge of the subject and successful completion of the course. This article describes a series of four unique workshops that meet this definition of course‐integrated Bibliographic Instruction.
Richard Feinberg - One of the best experts on this subject based on the ideXlab platform.
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Bibliographic Instruction in Psychology: A Review of the Literature.
Reference Services Review, 1995Co-Authors: Ellen Sutton, Richard Feinberg, Cynthia R. Levine, Jennie S. Sandberg, Janice M. WilsonAbstract:Academic librarians are frequently called upon to provide Instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing Bibliographic Instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific Bibliographic Instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group Instruction rather than individualized Instruction, although much of the information will be applicable to both types.
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Performance Evaluation in Bibliographic Instruction Workshop Courses: Assessing What Students Do as a Measure of What They Know.
Reference Services Review, 1992Co-Authors: Richard Feinberg, Christine E. KingAbstract:Evaluation of student performance in Bibliographic Instruction (B.I.) has been, and continues to be, an area of interest to B.I. practitioners. The last 15 years have seen a number of excellent analyses and reviews of evaluation techniques. Many recent articles focus on evaluation methods used within specific B.I. programs.
Janice M. Wilson - One of the best experts on this subject based on the ideXlab platform.
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Bibliographic Instruction in Psychology: A Review of the Literature.
Reference Services Review, 1995Co-Authors: Ellen Sutton, Richard Feinberg, Cynthia R. Levine, Jennie S. Sandberg, Janice M. WilsonAbstract:Academic librarians are frequently called upon to provide Instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing Bibliographic Instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific Bibliographic Instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group Instruction rather than individualized Instruction, although much of the information will be applicable to both types.
Vaughan C. Judd - One of the best experts on this subject based on the ideXlab platform.
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Integrating Bibliographic Instruction into a marketing curriculum: A hands‐on workshop approach using interactive team‐teaching
Reference Services Review, 1996Co-Authors: Vaughan C. Judd, Betty J. TimsAbstract:Although some institutions of higher learning seem to have difficulty acknowledging it, teaching should be the single most important part of their mission; it is a college or university's reason for being. Accordingly, the primary mission of an academic library should be to support the teaching mission of the university. For example, in three college libraries with successful Bibliographic Instruction (BI) programs, library directors viewed the teaching role of the library as central to the purpose of the library. Teaching support from the library, and interaction between the library staff and the university's teaching faculty and students, can come in a variety of ways, one of which is BI. Bibliographic Instruction is an activity that bridges the gap between academicians and librarians. Although BI can be generic or integrated (subject‐specific), the latter seems to offer greater potential for close interaction between librarians and the teaching faculty. Course‐integrated BI has been described as Bibliographic Instruction designed as a part of course objectives, and viewed as essential to knowledge of the subject and successful completion of the course. This article describes a series of four unique workshops that meet this definition of course‐integrated Bibliographic Instruction.
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integrating Bibliographic Instruction into a marketing curriculum a hands on workshop approach using interactive team teaching
Reference Services Review, 1996Co-Authors: Vaughan C. Judd, Betty J. TimsAbstract:Although some institutions of higher learning seem to have difficulty acknowledging it, teaching should be the single most important part of their mission; it is a college or university's reason for being. Accordingly, the primary mission of an academic library should be to support the teaching mission of the university. For example, in three college libraries with successful Bibliographic Instruction (BI) programs, library directors viewed the teaching role of the library as central to the purpose of the library. Teaching support from the library, and interaction between the library staff and the university's teaching faculty and students, can come in a variety of ways, one of which is BI. Bibliographic Instruction is an activity that bridges the gap between academicians and librarians. Although BI can be generic or integrated (subject‐specific), the latter seems to offer greater potential for close interaction between librarians and the teaching faculty. Course‐integrated BI has been described as Bibliographic Instruction designed as a part of course objectives, and viewed as essential to knowledge of the subject and successful completion of the course. This article describes a series of four unique workshops that meet this definition of course‐integrated Bibliographic Instruction.
Ellen Sutton - One of the best experts on this subject based on the ideXlab platform.
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Bibliographic Instruction in Psychology: A Review of the Literature.
Reference Services Review, 1995Co-Authors: Ellen Sutton, Richard Feinberg, Cynthia R. Levine, Jennie S. Sandberg, Janice M. WilsonAbstract:Academic librarians are frequently called upon to provide Instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing Bibliographic Instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific Bibliographic Instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group Instruction rather than individualized Instruction, although much of the information will be applicable to both types.