Advertisement

Action Plan for Improving the Learning Practices and Motivation of LIS Students

  • Tania TodorovaEmail author
  • Elena Ignatova
  • Irena Peteva
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 676)

Abstract

In 2013, University of Library Studies and Information Technologies (ULSIT) participated in an international survey ‘Information Behaviours and Information Literacy Skills of LIS Students’. In this paper we will use only selected results from two questions, aimed at obtaining information on student learning skills and study practices when completing course-related assignments as well as about their motivation of learning and expression in an academic environment. The findings showed positive and negative tendencies. In response, we prepared an Action plan for improving the learning practices and motivation of LIS students. The core of the Action plan is the new design continuing training program based on the integration between academic education, the university library, and the LibLab (Laboratory of Library Technologies, Communications and Informing). We suggest setting up a Virtual Information System for users, divided into two main modules - Electronic Register of Academic Assignments and Virtual Personal Workplace.

Keywords

LIS higher education ULSIT Learning practices Student motivation Virtual information system 

References

  1. 1.
    Saunders, L., et al.: Information behaviors and information literacy skills of LIS students: an international perspective. J Educ. Libr. Inf. Sci. (JELIS) 56(1), 80–99 (2015)Google Scholar
  2. 2.
    Todorova, T., Peteva, I.: Information literacy competency of LIS students in SULSIT with a special focus on intellectual property. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds.) ECIL 2013. CCIS, vol. 397, pp. 610–616. Springer, Heidelberg (2013). doi: 10.1007/978-3-319-03919-0_82 CrossRefGoogle Scholar
  3. 3.
    Panisoara, G., Duta, N., Panisoara, I.-O.: The influence of reasons approving on student motivation for learning. Procedia Soc. Behav. Sci. 197, 1215–1222 (2015)CrossRefGoogle Scholar
  4. 4.
    Stavros, A.N., Economides, A.A.: The impact of paper-based, computer-based and mobile-based self-assesment on student’s science motivation and achievement. J. Comput. Hum. Behav. 55(Part B), 1241–1248 (2016)Google Scholar
  5. 5.
    Harandi, S.R.: Effects of e-learning on student’s motivation. Procedia Soc. Behav. Sci. 181, 423–430 (2015)CrossRefGoogle Scholar
  6. 6.
    Owen, P.M.: Maximizing student motivation: a course redesign. Procedia Soc. Behav. Sci. 186, 656–659 (2015)CrossRefGoogle Scholar
  7. 7.
    Schiefele, U., Schaffner, E.: Teacher interests, mastery goals, and self-efficacy as predictors of institutional practices and student motivation. J. Cont. Educ. Psychol. 42, 159–171 (2015)CrossRefGoogle Scholar
  8. 8.
    Stadler, B.: The AVATAR project brings virtual worlds into the classroom. https://www.fh-joanneum.at/ca/i/bytc/?output=printerfriendly&lan=en
  9. 9.
    Peteva, I., Denchev, S., Aleksandrova, K.: The role of library laboratory (LibLab) as an ınnovative project for science education in university information environment. In: Conference Proceedings of the International Conference on the New Perspectives in Science Education, vol. 5, pp. 510–514. Liberiauniversitaria (2016)Google Scholar
  10. 10.
    Ignatova, E.: University Library Transformations. Za Bukvite-O pismeneh, Sofia (2015). (in Bulgarian)Google Scholar
  11. 11.
    Monova-Zheleva, M., Zhelev, Y.: Added value of teaching in a virtual world in the context of the AVATAR project. http://research.bfu.bg:8080/jspui/handle/123456789/106
  12. 12.

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.University of Library Studies and Information TechnologiesSofiaBulgaria

Personalised recommendations