出版社：Chartered Institute of Library and Information Professionals
摘要：From the view of an academic teaching in a research-driven department, the
opportunity to see the change in librarians’ work with students has been most
rewarding. Originally librarians seemed to function only as an essential service
provider but now they have added the role of essential teaching provider. But on
being asked to quantify the difference that the librarians are making to the education
of my civil engineering students and, in particular, how they are reducing plagiarism
with their teaching initiative (OLIVIA – Online Virtual Information Assistant), I was
baffled. This ‘widget measurement’ approach to education seems alien and
misguided. My response is that the justification for teaching information literacy to
students cannot depend on dubious statistics quantifying an impact on rates of
student plagiarism. The justification comes from a ‘first principles’ approach where
one arrives at the conclusion that ‘it must be right’. My reasoning in arriving at that
conclusion is as follows:
