Joanna M. Burkhardt’s research while affiliated with University of Rhode Island and other places

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Publications (16)


Plan for Information Literacy at the University of Rhode Island
  • Article

January 2000

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9 Reads

Joanna Burkhardt

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Andree Rathemacher

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[...]

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Michael Vocino

The past 5 years have seen enormous change in the style of reference work that is done by librarians at the University of Rhode Island (URI) Library. Before the arrival of publicly accessible online databases and catalogs, there were clear lines regarding "doing reference" and teaching how to use the library. Now efforts are more directed toward teaching the URI community how to approach the wide array of resources available to them. With this in mind, the Task Force for Teaching and Research recommends a collective shift from thinking of reference and teaching as separate but related activities to restructuring into a Teaching Library where services are actively promoted as the bridge to information empowerment--to be the link between classroom and information resources. The goal of the Information Literacy Plan described in this document is not to undo the current program in library instruction, but to expand and fortify it. This Plan outlines the following: coordination of information literacy efforts, including what the Library Curriculum Committee will be charged with; ways that the information literacy needs of URI students will be addressed; delivery options for addressing the information literacy needs and awareness of URI faculty; objectives of the Information Literacy Program; a chart outlining information literacy concepts that need to be covered throughout the program/curriculum; delivery options through which these concepts can be taught at URI; and suggested implementation at URI for each year of undergraduate study and for graduate students. (AEF)


The Smallest Academic Libraries in the United States and Electronic Technology

December 1997

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6 Reads

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8 Citations

Reference & User Services Quarterly

In this study, the directors of the smallest academic libraries in the United States (monographic collections of fewer than 30,001 volumes) were surveyed to determine the types and extent of electronic technology available in these small libraries and how that technology was being used. The survey was also designed to gain some insight into the satisfaction of both users and library staff with the electronic technology offered. The results of the study indicate that most of the smallest academic libraries are providing electronic technology in a variety of formats. Both users and staff find the electronic technology useful and, in some cases, time saving. Correlation analysis indicates that instruction is positively linked to both the amount of use given to electronic technology and the satisfaction with the results of that use. Most of: the library directors surveyed indicated that they plan to expand their offerings in this area in the near future.


Selected Bibliography of Recent Monographs in Adult Education

December 1997

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2 Reads

Reference Services Review

The purpose of this selected bibliography is to provide librarians with up-to-date information on monographs in the field of adult education. This bibliography relates to adult learning, with a focus on higher education, work-related training, and professional development. Works dealing with adult learning strategies, adult development, and informal learning are included. Mentoring is also considered, both in higher education and in the workplace. This bibliography does not, however, cover the topics of literacy or English as a second language. The focus is on works that relate to the United States, but a few notable additions consider the global need for adult education and how that need is being met.



Report of the Electronic Information Resources Task Force

17 Reads

Report of the Electronic Information Resources Task Force of the University of Rhode Island Libraries. The report outlined a set of twelve recommendations related to Web-based access to electronic indexes and journals.The charge to the task force was the following:"Evaluate the range of the electronic information and delivery mechanisms relevant to the programs of the University of Rhode Island; Identify means to provide access to relevant electronic journals; Develop a plan for implementing new resources and/or changing the configuration of existing resources; Develop a working strategy and plan for integrating traditional library resources with electronic resources."Work with colleagues in academic computing and the colleges to facilitate student and faculty understanding and utilization of the Internet and the World Wide Web; Develop instructional methods for teaching students about information resources on the Internet and through the World Wide Web."



Citations (10)


... Public service staff routinely instructed users in the use of the technologies, often using technology platforms (e.g. a Web-based learning programme) to do so. Libraries which offered instruction saw both a higher use of technology and greater user satisfaction with it (Burkhardt, 1997, p. 193). Tenopir (1998) gathered data from 68 library members of the Association of Research Libraries (ARL) in Canada and the USA (the third survey in a longitudinal study covering 1991, 1994 and 1997). ...

Reference:

The use of new technologies in reference and information work: A survey of training needs in China and New Zealand
The Smallest Academic Libraries in the United States and Electronic Technology
  • Citing Article
  • December 1997

Reference & User Services Quarterly

...  Variants of pre-tests and post-tests  Studies of students' term papers, portfolios and bibliographies  Interviews with (and observations of) students Different variants of pre-tests and post-tests represent a valuable method in order to improve teaching, and reflect the students' IL skills at the time the tests were taken (Portmann and Roush 2004;Gilstrap and Dupree 2008;Ivanitskaya et al. 2008;Hufford 2010;Larsen 2010;Fain 2011), but do not say much about the students' information-searching behaviour in general. The use of pre-tests makes the students aware of what they do not know in advance and, as a consequence, they are better learners during the library's IL sessions. ...

Aiming for Assessment: Notes from the Start of an Information Literacy Course Assessment
  • Citing Article
  • October 2010

Communications in Information Literacy

... The study revealed that undergraduate students of Adeyemi College of Education are fully aware of the concept Information Literacy Skills. In agreement a Student of LIB 120 Fall (2001) as cited by Burkhardt, MacDonald and Rathemacher, (2002) asserted that "Information literacy is a great class where you learn everything about the library, databases, and the internet. ...

Information Literacy: Challenges for the Future
  • Citing Article

... Other studies indicate that students experiencing conventional instruction outperformed those in online section 10,11 . Still, in other studies, students learning online perform better that those learning conventionally 3,12 . ...

Information Literacy Successes Compared: Online vs. Face to Face
  • Citing Article
  • October 2008

Journal of Library Administration

... Jones & Hafner (2021) identified some additional skills necessary for students to succeed in the digital learning environment, such as the ability to be able to identify really fast the information needed in the immense amount of data available to keep track of the thinking flow while navigating through various hypertexts and hyperlinks, to connect complex various ideas from diverse backgrounds, to create multimodal content, to manage big social networks, to interact and connect with others in virtual settings, to understand the risks of personal data and to protect from misuse of them by others. The vast amount of information might develop certain information anxiety, i.e., a feeling of being overwhelmed that comes when confronting a large information task (Burkhardt et al., 2010). Our focus is to discuss digital literacy in the context of higher education, for a better understanding of digital literacy and how it affects the way we study, we think, we teach, we connect and interact with others, we are conducting research and we are disseminating the results through writing academic and scientific papers. ...

Teaching Information Literacy: 50 Standards-Based Exercises for College Students
  • Citing Book
  • January 2010

... These institutions may address media and information literacy together to get librarians also involved in the field and promote critical thinking skills further. Media literacy should include information literacy to help students gain an inquiry approach while using information resources for personal development (Macdonald and Burkhardt, 1999;cited in Ramnarine-Rieks, 2013:2). ...

New Learners, New Models: Cultivating an Information Literacy Program
  • Citing Chapter
  • January 2001

... Comprehensive information literacy assessment plans that describe assessment results and emphasize improvements made because of learning assessment can demonstrate how the library contributes to student learning. Included in its overall discussion, Creating a Comprehensive Information Literacy Plan (Burkhardt, MacDonald, & Rathemacher, 2005) provides sections where assessment is considered in the context of the planning process. Other externally-focused purposes for assessment plans might include describing synergies with campus-wide assessment efforts and facilitating the reporting of assessment results to stakeholders (Oakleaf & Hinchliffe, 2009). ...

Creating a Comprehensive Information Literacy Plan: A How-To-Do-It Manual and CD-ROM for Librarians
  • Citing Book
  • January 2005

... Even with the recent development of the Framework, it is important to note the lasting impact of the Information Literacy Competency Standard, particularly to the practice and delivery of information literacy content. For example, there are a number of guides and handbooks directed to students and educators to help with self-paced learning of information literacy content (Bernnard et al., 2014;Burkhardt, MacDonald, & Rathemacher, 2003;Neely, 2005). More common in academic libraries are planned information literacy programs, usually through one-credit classes or participation in first year experience programs that are tailored to institutional learning outcomes and the ACRL standards (Dolničar, Podgornik, & Bartol, 2016;Gullikson, 2006;Mayer & Bowles-Terry, 2013). ...

Teaching Information Literacy: 35 Practical, Standards-Based Exercises for College Students
  • Citing Book
  • January 2003

... Bruce (1995) ve Johnston ve Webber (2003) gibi araştırmacılar, bilgi okuryazarlığını yükseköğretim için stratejik bir çerçeve olarak ele alan öncü çalışmalar yürütmüşlerdir. Burkhardt (2007), kütüphane becerilerinin değerlendirilmesini bilgi okuryazarlığının ilk adımı olarak tanımlarken, Corrall (2007) yükseköğretimde bilgi okuryazarlığı ile stratejik etkileşimin kıyaslanmasına yönelik bir model önermiştir. Chen ve Lin (2011), üniversite kütüphanelerindeki kullanıcı eğitiminin rolünü ayrıntılı şekilde inceleyerek, bu alandaki teorik ve pratik yaklaşımları genişletmişlerdir. ...

Assessing Library Skills: A First Step to Information Literacy
  • Citing Article
  • January 2007

portal Libraries and the Academy

... A collaborative partnership between the Faculty of Education and the Library at the University of Tasmania (UTAS) aims to contextualise information literacy and lifelong learning outcomes within units through constructive alignment (Biggs, 1999) to ensure that they are taught, applied, and developed within unit content, then form part of the summative assessment in unit assessment tasks. This paper outlines the development and implementation of the UTAS Teacher Education Information Literacy (TEIL) Conceptual Framework which represents a strategic approach to the development of information literacy and lifelong learning, through a curriculum design which embeds their development within designated core units across all teacher education course structures (MacDonald, Rathemacher & Burkhardt, 2000). The UTAS TEL Conceptual Framework is important as it proposes a more effective and sustainable model for the development of IL in teacher education. ...

Challenges in Building an Incremental, Multi-Year Information Literacy Plan
  • Citing Article
  • September 2000

Reference Services Review