http://hdl.handle.net/2027.42/40243 http://deepblue.lib.umich.edu/retrieve/188066 http://hdl.handle.net/2027.42/40243 Search the Channel search http://deepblue.lib.umich.edu/simple-search http://hdl.handle.net/2027.42/64005 Title: A Content Analysis of Information Literacy Courses in Mater's Degree Programs of Library and Information Studies<br/><br/>Authors: Mbabu, Loyd G.<br/><br/>Abstract: A content analysis of textbooks used for instruction of information literacy courses in Masters in Library and Information Studies programs was conducted. The hypotheses was that these courses identified specific competencies of information literacy at various stages of learning and differentiated between lower-level basic skills from upper-level more sophisticated skills. This paradigm was exemplified by the Middle States Commission on Higher Education (2003). Chi-square (χ2) analyses of the frequencies with which educational levels starting from K-12 through graduate school occurred were conducted. Textbooks that contained any of the following information literacy themes met the selection criteria: (a) determining information needed, (b) accessing the information, (c) critically evaluating and synthesizing retrieved information, (d) integrating and applying knowledge, and (e) understanding the economic, legal, and social implications of information production and dissemination.Contrary to the hypotheses, the results revealed that emphases were on grouped competencies such as K-12 or undergraduate, rather than on graded incremental proficiencies. Educational levels K-12 were found to have significantly more citations than expected. Frequencies of references to college levels decreased as the learning levels advanced. There was no mention of the junior level. Emphases on lower-level basic information literacy skills were revealed by higher frequencies of references to sophomore than those of senior. Moreover, graduate level had only eight mentions out of a total of 361 observations. Taken as a whole, these courses fell short of the scholarly expectations of clearly identifying between lower-level basic skills from upper-level more sophisticated skills.<br/><br/>Description: Dissertation http://hdl.handle.net/2027.42/64003 Title: LIS Curricula Introducing Information Literacy Courses Alongside Instructional Classes<br/><br/>Authors: Mbabu, Loyd G.<br/><br/>Abstract: Library and information studies (LIS) programs have commonly used the terms bibliographic instruction, information literacy, and user education interchangeably for courses on instruction. Some of the shared topics in these courses have been teaching and learning theory, instructional design and techniques, and program management. This study reviews LIS curricula available publicly on the Web for programs accredited by the American Library Association (ALA) and finds that, for the first time, three programs are offering information literacy as distinctive separate courses alongside other instructional courses. Moreover, course descriptions for these courses indicated that instructional theories still featured prominently in them. The article discusses the implications of these developments and reiterates that user instruction alone provides learners only with the lower-level aspects of information literacy. Higher-level competencies are obtained in the process of learning. It concludes that LIS courses on in formation literacy ought to present it within the larger context of student learning. http://hdl.handle.net/2027.42/61255 Title: A Few Things Every Instruction Librarian Should Know About Copyright<br/><br/>Authors: Kleinman, Molly http://hdl.handle.net/2027.42/59513 Title: Current Developments and Future Trends for the OAI Protocol for Metadata Harvesting<br/><br/>Authors: Shreeves, Sarah L.; Habing, Thomas G.; Hagedorn, Kat; Young, Jeffrey A.<br/><br/>Abstract: The Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) has been widely adopted since its initial release in 2001. Initially developed as a means to federate access to diverse e-print archives through metadata harvesting and aggregation, the protocol has demonstrated its potential usefulness to a broad range of communities. Two years out from the release of the stable production version of the protocol (2.0), there are many interesting developments within the OAI community. Communities of interest have begun to use the protocol to aggregate metadata relative to their needs. The development of a registry of OAI data providers with browsing and searching capabilities as well as accessibility to machine processing is helping to provide a scalable solution to the question of who is providing what via the OAI protocol. Work is progressing on the technical infrastructure for extending the OAI protocol beyond the traditional harvesting structure. However, serious challenges, particularly for service providers, still exist. This paper provides an overview of the current OAI environment and speculates on future directions for the protocol and OAI community.