http://hdl.handle.net/1974/1036 2013-06-19T10:59:30Z 2013-06-19T10:59:30Z Durando, Paola Halliday, Sandra Maranda, Suzanne McKeown, Sandra Ross-White, Amanda Scott, Laurie Smithers, Anne Thomas, Matthew Wickett, Sarah http://hdl.handle.net/1974/1275 2008-07-08T04:59:51Z 2008-07-04T18:59:46Z

Title: The librarian is in: a consultation model for information literacy formative assessment Authors: Durando, Paola; Halliday, Sandra; Maranda, Suzanne; McKeown, Sandra; Ross-White, Amanda; Scott, Laurie; Smithers, Anne; Thomas, Matthew; Wickett, Sarah Abstract: Formative assessment was introduced in Rehabilitation Therapy students’ information literacy programs in Fall Term 2006 in the course OT/PT 892: Evidence-Based Practice. It was subsequently employed in the Winter Term 2008 and again in the Spring Term 2008. Formative assessment during student/librarian face-to-face consultations was one of a variety of teaching techniques used in the program. Other techniques included: a required reading; an interactive hands-on searching session; and a summative assessment of the final revised search strategy assignment (these techniques varied somewhat over the 3 classes). With the 2008 entrance class, this course content moved to OT/PT 898: Critical Enquiry, largely in Module 3: Reviewing the Literature. One of the Critical Enquiry’s learning objectives is: “recognize and reflect on the complexity of gathering evidence to inform decision-making.”

2008-07-04T18:59:46Z Durando, Paola Griffith, Gillian Halliday, Sandra Maranda, Suzanne Ross-White, Amanda Smithers, Anne Thomas, Matthew Wickett, Sarah http://hdl.handle.net/1974/423 2010-02-20T06:03:08Z 2007-06-05T15:09:21Z

Title: Librarian and Faculty Partnerships: Teaching, Technology and Triumphs Authors: Durando, Paola; Griffith, Gillian; Halliday, Sandra; Maranda, Suzanne; Ross-White, Amanda; Smithers, Anne; Thomas, Matthew; Wickett, Sarah Abstract: The primary goal of librarian and faculty partnerships in Bracken Health Sciences Library, Queen’s University, is to provide information literacy training to health care practitioners beginning in their student years and continuing into their professional careers. Such partnerships have had a long history and have produced numerous triumphs. Since 1991 information literacy courses have been integrated into the medicine, nursing, rehabilitation therapy and life sciences curricula so that students can learn to embrace life-long, self-directed learning, navigate and access multiple layers of information, and meet discipline-specific competencies. Of course, undergraduate and graduate students are not the only focus of Bracken Library’s information literacy program. Courses are also developed and delivered to faculty (e.g. via “House Calls”, and recognized Continuing Medical Education courses). These courses are invaluable as health care professionals must promote a learning culture and maintain their own information literacy competencies for evidence based practice. Librarians and faculty collaborate on curriculum committees to ensure the seamless integration of knowledge and to produce positive learning outcomes. The Health Sciences Faculty’s “Technology Learning Community” is an innovative, interdisciplinary committee developing three exemplars to demonstrate the effective use of technology in teaching. Lastly, librarians and faculty are embracing the challenge to deliver just in time training to students and health care professionals locally, regionally and nationally, utilizing state of the art information and communication technologies such as course software, and web tutorials.

2007-06-05T15:09:21Z