Abstract:

Due to the COVID-19 pandemic, the librarians at the Brooklyn Campus of St. Joseph's College New York developed a new embedded librarianship model of instruction, incorporating scaffolded information literacy modules that could be delivered remotely. To measure the new model's efficacy, the researchers administered the 15-item First Year Experience (FYE) Library Literacy Scale to 118 students at the start of the semester as a pretest and again at the end of the semester as a posttest. Results indicated a significant improvement from pretest to posttest, as supported by a significant paired sample t-test, t(117) = –9.01, p < .001. Additional analysis revealed that this result was not influenced by course modality, gender of the student, or which librarian taught the class. The benefits of an embedded librarianship model compared to the traditional one-shot session are discussed.

摘要：

由于 COVID-19 大流行，纽约圣约瑟夫学院布鲁克林校区的图书馆员开发了一种新的嵌入式图书馆管理教学模式，其中包含可以远程交付的支架式信息素养模块。为了衡量新模型的效果，研究人员在学期开始时对 118 名学生进行了 15 项第一年体验 (FYE) 图书馆素养量表作为前测，并在学期末作为后测再次进行。结果表明从前测到后测有显着改善，这得到显着配对样本t检验的支持，t (117) = –9.01, p<.001。额外的分析表明，这一结果不受课程模式、学生性别或哪个图书馆员教授课程的影响。讨论了与传统的一次性会话相比，嵌入式图书馆管理模式的好处。