Students not accustomed to library Using work-study to bridge the gaps Student lack of awareness (databases, catalog, ebooks….) Teaching how to access and where to go critical thinking skills – Process Once a week training in Information Literacy Skills Field training going to public and other libraries to see how skills transfer to – new settings and different types of populations served. Enhance leadership skills, by working as mentors for and teachers Outcomes Built confidence and self-worth Shared information with others Students served as support for Teachers Students increased in academic success Taught ethical and social responsibilities Parents were involved through newsletters, PTO Open Library tours, family and student model for using libraries Can relate to workforce literacy Training Older Adults Goals of Training Older Adult Programs Teach information literacy using tools that are pertinent to their lives, i.e., health information via NIH and Medline Internet skills usability of web sites – Challenges Various levels of skills terminology, use of computers, word processing… – Unfamiliar with Jargon IT and library – Physical challenges (breaks and pillows) Low self-esteem (sometimes need to take it slowly) Opportunities Highly motivated and dedicated individuals eager to learn – Not afraid to ask questions Help each other Classes used as learning as well as social opportunities Outcomes Transfer knowledge to other websites, i.e., search box Think critically Ask questions of local librarian Build friendships Thoughts Libraries are portals to information an entry way a door librarians need to have lots – – – of empathy and flexibility Be willing to put in appropriate groundwork and planning for each audience Use partners to build credibility Information Literacy = Workplace Literacy = Identity Literacy Identity Literacy seeing yourself in the information –
Students not accustomed to library Using work-study to bridge the gaps Student lack of awareness (databases, catalog, ebooks….) Teaching how to access and where to go – critical thinking skills Process Once a week training in Information Literacy Skills Field training – going to public and other libraries to see how skills transfer to new settings and different types of populations served. Enhance leadership skills, by working as mentors for and teachers Outcomes Built confidence and self-worth Shared information with others Students served as support for Teachers Students increased in academic success Taught ethical and social responsibilities Parents were involved through newsletters, PTO Open Library tours, family and student model for using libraries Can relate to workforce literacy Training Older Adults Goals of Training Older Adult Programs Teach information literacy using tools that are pertinent to their lives, i.e., health information via NIH and Medline Internet skills – usability of web sites Challenges Various levels of skills – terminology, use of computers, word processing… Unfamiliar with Jargon – IT and library Physical challenges (breaks and pillows) Low self-esteem (sometimes need to take it slowly) Opportunities Highly motivated and dedicated individuals – eager to learn Not afraid to ask questions Help each other Classes used as learning as well as social opportunities Outcomes Transfer knowledge to other websites, i.e., search box Think critically Ask questions of local librarian Build friendships Thoughts Libraries are portals to information – an entry way – a door – librarians need to have lots of empathy and flexibility Be willing to put in appropriate groundwork and planning for each audience Use partners to build credibility Information Literacy = Workplace Literacy = Identity Literacy Identity Literacy – seeing yourself in the information
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