期刊名称：Partnership : the Canadian Journal of Library and Information Practice and Research
印刷版ISSN：1911-9593
出版年度：2008
卷号：3
期号：2
页码：1-7
出版社：The Partnership: The Provincial and Territorial Library Associations of Canada
摘要：The delivery of library instruction to students in those areas of the sciences and thesocial sciences dealing with biology and the environment has a long history (Bowden &Di Benedetto 2001; Kutner 2000; Kutner & Danks 2007; Sapp 2006; Sinn 1998). Oftenthese instruction sessions take the form of a one hour lecture or workshop at the start ofa semester before the students have begun their projects or papers. This "one-shot"approach, though popular, has its limitations. It may not be offered at a time when thestudents will actually start making use of library resources, it may not be tied veryspecifically to a particular assignment, or it may be too general in nature to be of muchuse to students later on when they need to look at particular topics in much more depththan can be addressed in one such session. The following article describes anotherapproach: the strategic use of drop-in clinics as a method of instruction in which thestudents themselves determine how the instruction proceeds.
关键词：Faculty-Librarian Collaboration ; Information Literacy ; Research Skills ; Self-Directed Learning ; Drop-In Clinics
