Browsing by Author "Chisholm K"

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    Enhancing students’ professional information literacy: Collaboratively designing an online learning module and reflective assessments
    (1/06/2021) Feekery AJ; Chisholm K; Jeffrey C; Diesch F
    Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.
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    Evaluating and developing an information literacy programme for MBA students
    (Library and Information Association of New Zealand Aotearoa, 2016) Baxter KG; Johnson B; Chisholm K
    Massey University has the longest continually-running Executive MBA programme in New Zealand which is specifically designed for managers who have substantial professional and managerial work experience (Massey University, 2016). Studying part time over 25 months, students learn how to be successful in senior leadership roles in the public or private sector. Business librarians at Massey University have been involved for more than 15 years in delivering information literacy sessions for this programme during their orientation weekend. This research provides a case study focusing on evaluating the “one-shot” library instruction approach used for 2015 and 2016 cohorts. Survey data supports findings of other studies that as students transition to postgraduate study, embedded and discipline specific library support is needed.