图书馆员在课堂：一种一年级本科生的音乐信息素养培养嵌入式方法（英文）.pdf

LIBRARIAN IN THE CLASSROOM: AN EMBEDDED APPROACH TO MUSIC INFORMATION LITERACY FOR FIRST-YEAR UNDERGRADUATES By Sara J. Beutter Manus How do you foster the development of foundational research skills in first-year undergraduate music students? This was the dilemma facing Vanderbilt University music librarians and faculty. Our solution to this problem was to implement a four-semester integrated music information- literacy program that emphasized library instruction for first-year stu- dents. To promote the integral role of the library in student learning, I embedded myself in all sections of the initial survey course for music stu- dents. I will detail my experiences as an embedded librarian, examining the benefits and challenges of providing instruction to first-year students in this setting. The collaborative process between faculty and librarian in designing the information-literacy components will be emphasized, and the tools used to evaluate student progress towards desired music information-literacy outcomes will be shared. I will also discuss the impor- tance of regular assessment of the information-literacy program, a process that resulted in revisions that improved our program for first- year students. DEVELOPING A “NEW” MODEL FOR INFORMATION LITERACY When I arrived at Vanderbilt in the summer of 2005, there was clearly faculty interest in information literacy, but there was no formal program. Library instruction was largely hit-or-miss. Faculty members usually re- quested the dreaded one-shot session in which I would try to educate their students about borrowing policies, the online catalog, music data- bases, reserves, etcetera, all in fifty minutes. I could