Electronic information resource use: implications for teaching and library staff

dc.creator	Roger Ottewill
dc.creator	Alison Hudson
dc.date	1997-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:28:07Z
dc.date.available	2015-07-20T22:28:07Z
dc.identifier	10.3402/rlt.v5i2.10560
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/b045808156c2473a9c5552a5a134dd76
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21917
dc.description	Within institutions of higher education, teaching staff and library-based information specialists have tended to occupy separate worlds. Although there has been some contact, in the main this has been partial and intermittent. For first-year students, one consequence of this state of affairs has been the absence of a systematic and co-ordinated strategy for enabling them to acquire, practise and develop information-gathering skills. Teaching staff have seen their role in this respect mainly in terms of issuing students with reading lists containing a mix of books and journal articles, and underlying this approach is the expectation that information specialists will be on hand to provide whatever additional help is needed to access these resources, for example through the provision of introductory talks and one-to-one support sessions. Relatively few teaching staff have incorporated library exercises into their teaching and assessment, or adopted a more creative approach to information gathering by students, such as helping them use bibliographic and other aids to prepare personalized reading lists. Consequently, when students have been required to do this at later stages of their studies, especially in the context of preparing a dissertation, they have not been adequately prepared, and often find it extremely difficult to access and evaluate information resources effectively.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10560
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 5, Iss 2 (1997)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Electronic information resource use: implications for teaching and library staff
dc.type	article