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Engaging Graduate Medical And Health Sciences Students In Scholarly Communication: The Des Moines University Library’S Research & Scholarly Communication Peer Associate Program, Gina Schlesselman-Tarango, Jill Edgerton, Elizabeth Pryor, Rainie Valencia
Engaging Graduate Medical And Health Sciences Students In Scholarly Communication: The Des Moines University Library’S Research & Scholarly Communication Peer Associate Program, Gina Schlesselman-Tarango, Jill Edgerton, Elizabeth Pryor, Rainie Valencia
Communications in Information Literacy
This piece introduces the Des Moines University Library’s Research and Scholarly Communication Peer Associate Program, focusing on the curriculum of a five-day summer institute developed for graduate medical and health sciences students and rooted in a critical information literacy framework. The authors outline the institute’s philosophy and approach and provide readers with key content areas, materials, activities, and homework prompts. Initial program assessment is discussed, and the authors share their thoughts on how the program might continue to evolve to meet the changing needs of students. The article concludes with reflections from two peer associates who participated in the program …
Quality Matters: Using A Peer-Review Process To Create A Cohesive Multi-Campus Library Online Instruction Program, Stephanie Jacobs, Maryellen Nash, Theresa Burress, Kaya Van Beynen
Quality Matters: Using A Peer-Review Process To Create A Cohesive Multi-Campus Library Online Instruction Program, Stephanie Jacobs, Maryellen Nash, Theresa Burress, Kaya Van Beynen
Communications in Information Literacy
Librarians within a newly combined, multi-campus research and instruction department undertook a large-scale peer review of their online instruction program and materials. This collaborative assessment project sought to unite three library departments with a cohesive vision for self-guided online library instruction while establishing consistent quality standards and building a shared sense of ownership and accomplishment. These goals were achieved through a collaborative assessment of online instructional modules that included the development of a novel rubric based on the Quality Matters Course Design Standards. This article reports on that ongoing journey, as well as the goals, challenges, and outcomes of the …
Working Conditions Are Learning Conditions: Understanding Information Literacy Instruction Through Neoliberal Capitalism, Romel Espinel, Eamon Tewell
Working Conditions Are Learning Conditions: Understanding Information Literacy Instruction Through Neoliberal Capitalism, Romel Espinel, Eamon Tewell
Communications in Information Literacy
Neoliberal capitalism’s demands for efficiency and innovation have greatly impacted North American academic libraries and the work conducted in them, including information literacy instruction. The divisive forces of neoliberalism must be met with resistance, and libraries hold the potential for generating an information literacy praxis where learners engage information with a critical consciousness instead of a consumerist one. Using library labor conditions and the contradictions between innovation and student learning as focal points, we argue that academic library workers should seek to center attention to inequities and injustices in the information economy and scholarly information systems in their instruction, identify …
Truth Or Consequences: Academic Instruction Librarians As Information Literacy And Critical Thinking Activists, Laureen P. Cantwell-Jurkovic, Heather F. Ball
Truth Or Consequences: Academic Instruction Librarians As Information Literacy And Critical Thinking Activists, Laureen P. Cantwell-Jurkovic, Heather F. Ball
Communications in Information Literacy
The graphic edition of Snyder’s On Tyranny (2021) states "truth dies in four modes," which is a contemporary synthesis connected to Klemperer's Language of the Third Reich (1957). The researchers connected these four modes to information literacy (IL) instruction—but would others? The researchers surveyed academic librarians engaged in IL instruction on whether they felt they addressed any of the modes in their work. The researchers also asked whether they believe the ACRL Framework for Information Literacy for Higher Education works to circumvent any of the four modes. Nearly 150 librarians responded and, while most respondents were unfamiliar with the two …
Expanding On The Frames: Making A Case For Algorithmic Literacy, Susan G. Archambault
Expanding On The Frames: Making A Case For Algorithmic Literacy, Susan G. Archambault
Communications in Information Literacy
Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL Framework for Information Literacy for Higher Education that relate to algorithmic literacy. The “Authority is Constructed and Contextual” frame can be applied to recognizing the need to question algorithmic authority (including algorithmic bias), the Information Has Value” frame can be used to acknowledge online platforms’ use of proprietary algorithms allowing third parties to access personal data, …
Exploring The Role Of Information Literacy Instruction In Student Co-Creation Of Community-Based Research Products, Robyn Hall
Communications in Information Literacy
Supported by institutional commitments to community engagement, undergraduate students at universities across North America are participating in community-based research projects. These experiential learning activities allow students to collaborate with community partners to address issues in their communities, often resulting in co-creating research products that seek to have a real-world impact. This article reports on ways that academic librarians can support students engaged in these activities, informed by interview data gathered from university administrators and faculty members from across Canada with expertise in conducting and overseeing students' participation in research connected to university–community partnerships. This growing area of scholarly activity in …
Instruction Librarians’ Perceptions Of The Faculty–Librarian Relationship, Lisa Becksford
Instruction Librarians’ Perceptions Of The Faculty–Librarian Relationship, Lisa Becksford
Communications in Information Literacy
This study investigates instruction librarians’ perceptions of their relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians’ teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others’ viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of …
Listening To First Generation College Students In Engineering: Implications For Libraries & Information Literacy, Emily Dommermuth, Linds W. Roberts
Listening To First Generation College Students In Engineering: Implications For Libraries & Information Literacy, Emily Dommermuth, Linds W. Roberts
Communications in Information Literacy
First-generation college students (FGCS) in engineering bring a wealth of knowledge to their academic and social experiences in higher education, in contrast to deficit-based narratives that students are underprepared. By listening to FGCS’ own experiences navigating higher education and using information literacy in their project-based work, librarians and educators can better understand students’ funds of knowledge, social capital, and identities, as well as the institutional barriers that must be removed. This paper shares interview findings with (n = 11) FGCS and suggests implications for professional practice that are relevant to information literacy for design, project-based, or practitioner focused disciplines.
Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller
Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller
Communications in Information Literacy
This article describes the development and validation of the Information Literacy Reflection Tool (ILRT), a metacognitive self-assessment for use with undergraduate researchers. It was developed as a teaching and learning tool with the intent to help students recognize and engage the metacognitive domain as a step toward developing personal agency and self-regulation as lifelong, metaliterate learners. Throughout the scale development, three studies were conducted with nine expert reviewers and 44 community college students to consider content and face validity and 542 community college students as part of an item-reduction and construct validation effort. The resulting scale is most appropriately construed …
The Stories We Tell: Engaging With Authority In Critical Health Pedagogy, Rosalinda Hernandez Linares-Gray, Sara Newman Carroll, Emily K. Smith
The Stories We Tell: Engaging With Authority In Critical Health Pedagogy, Rosalinda Hernandez Linares-Gray, Sara Newman Carroll, Emily K. Smith
Communications in Information Literacy
This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in public health. The authors discuss and reflect on the five parts that constitute the project, student learning outcomes, and the benefits of engaging with critical information literacy in an undergraduate public health course. The goal of this article is to provide practical applications of critical information literacy to librarians in the health sciences who work with undergraduate students.
Meet Students Where They Are: Centering Wikipedia In The Classroom, Diana E. Park, Laurie M. Bridges
Meet Students Where They Are: Centering Wikipedia In The Classroom, Diana E. Park, Laurie M. Bridges
Communications in Information Literacy
There is a common classroom refrain, “Don’t use Wikipedia; it’s unreliable.” Unfortunately, this simple dismissal of the world’s largest repository of information fails to engage students in a critical conversation about how knowledge within Wikipedia is constructed and shared. Wikipedia is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of Wikipedia editors are white, …
An Investigation Of Anti-Black Racism Libguides At Arl Member Institutions, Gemmicka Piper, Mahasin Ameen, M. Sara Lowe
An Investigation Of Anti-Black Racism Libguides At Arl Member Institutions, Gemmicka Piper, Mahasin Ameen, M. Sara Lowe
Communications in Information Literacy
This study sought to analyze anti-Black racism LibGuides created by ARL member institutions to determine strengths and weaknesses of the guides based on LibGuides best practices. Institutional and LibGuide author demographic information were also gathered to determine correlations or trends, if any. Rubric evaluation of LibGuides found that guides were strongest in areas related to guide design, materials included on the guides, and links to resources. Guides were weakest in areas related to the framing of social justice and pedagogy. Results from this study have the potential to inform the structure and revision of social justice LibGuides at a time …
Introducing Critical Librarianship To Information Professionals: Using Critical Pedagogy And Critical Information Literacy In An Lis Graduate Course, Marcia Rapchak
Communications in Information Literacy
Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented …
The Library Language Game: Information Literacy Through The Lens Of Wittgenstein's Language Games, Kathleen A. Langan
The Library Language Game: Information Literacy Through The Lens Of Wittgenstein's Language Games, Kathleen A. Langan
Communications in Information Literacy
Labeling information is a precarious and risky enterprise. Catalogers have the task of fitting unique concepts within established and rigid language frameworks while also minimizing personal bias. The way information literacy librarians interact with labeled information also influences how users interact with information. Labeling moves beyond the role of categorizing, it also contributes to meaning making and knowledge building. Wittgenstein's Philosophical Investigations serves as a philosophical footing to illustrate how the labeling of things, in this case information, shapes the way we give things meaning. Critical librarianship and philosophy of information theory add to the discussion by considering how personal …
“This Is Just What We Do”: Phd Students On Becoming Scholars In A Community Of Practice, Linds Roberts
“This Is Just What We Do”: Phd Students On Becoming Scholars In A Community Of Practice, Linds Roberts
Communications in Information Literacy
Increasingly librarians are interested in how the Community of Practice (CoP) framework can provide a more complete picture of how information literacy practices are influenced by situated and social learning. Doctoral students are socialized into the practices of the academy and gradually take on the identity and work of a scholar in their field. As an illustration of the CoP framework among doctoral students, the author shares data from a qualitative study with a small group of early-career education PhD students who are developing their information literacy skills within their disciplinary and social contexts, using the CoP as a source …
Investigation Of The Validity Evidence Of The Information Literacy Self-Efficacy Scale (Ilses) Among Undergraduate Students, Max Sommer, Angela M. Kohnen, Albert D. Ritzhaupt, John Hampton
Investigation Of The Validity Evidence Of The Information Literacy Self-Efficacy Scale (Ilses) Among Undergraduate Students, Max Sommer, Angela M. Kohnen, Albert D. Ritzhaupt, John Hampton
Communications in Information Literacy
The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the Internet. Data were collected from N = 253 undergraduate students participating in a broader information literacy research study. Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different …
Not A Blank Slate: Information Literacy Misconceptions In First-Year Experience Courses, Michelle Keba, Elizabeth Fairall
Not A Blank Slate: Information Literacy Misconceptions In First-Year Experience Courses, Michelle Keba, Elizabeth Fairall
Communications in Information Literacy
Information literacy is the primary instructional focus of many librarians. With the development of a core set of information literacy threshold concepts, librarians often strive to impart these concepts to undergraduate students during their years of study. However, when students come to school, they are not blank slates. They arrive with preconceived ideas or misconceptions which can impede this process. In this article, the authors report on the results of focus groups held with first-year students at a private, liberal arts university. During the focus groups, participants were asked to share their perceptions of the misconceptions identified by Hinchliffe et …
Analyzing Information Sources Through The Lens Of The Acrl Framework: A Case Study Of Wikipedia, Trudi E. Jacobson
Analyzing Information Sources Through The Lens Of The Acrl Framework: A Case Study Of Wikipedia, Trudi E. Jacobson
Communications in Information Literacy
Might the ACRL Framework for Information Literacy for Higher Education be used to analyze information resources? Would a Framework-focused analysis of one commonly used resource, Wikipedia, yield valuable insights for the teaching and learning of key information literacy concepts? Each of the six frames is explored in the light of Wikipedia, and metaliteracy, a founding principle of the Framework, is introduced when it provides additional scaffolding in connection with the goals of a particular frame as a way to enhance student learning opportunities. There are a number of components in Wikipedia that align with the Framework …
That Was Then, This Is Wow: A Case For Critical Information Literacy Across The Curriculum, Margaret Rose Torrell
That Was Then, This Is Wow: A Case For Critical Information Literacy Across The Curriculum, Margaret Rose Torrell
Communications in Information Literacy
This article applies a Writing across the Curriculum approach to Critical Library Instruction. The information landscape has drastically shifted over the past ten years, altering the ways we perform, interact with, access, and understand research. These changes call for critical library instruction programs that are more robust and sustained than the one- or two-shot critical library instruction lesson I had described in 2010. However, college classroom practices, due to a variety of challenges, have been slow to adapt to this need. In this article written from my perspective as an English teacher, I identify the central place of critical information …
Iterable Ciphers For Insurrection, Dolsy Smith
Iterable Ciphers For Insurrection, Dolsy Smith
Communications in Information Literacy
This piece situates the project of critique in relation to the idea of library instruction as labor and the library as an organization. If the laborer can come to reflect on the conditions of their labor, thereby achieving a measure of autonomy even at the grindstone, it's also possible that the critical subject can be induced or coerced to labor on behalf of the organization. In the attenuation of organized forms of solidarity at the workplace, the organizations that employ us demand more and more of their workers' time, energy, and commitment. In this piece, I surface these tensions in …
Teacher As Stranger: Unfinished Pathways With Critical Pedagogy, Caroline Sinkinson
Teacher As Stranger: Unfinished Pathways With Critical Pedagogy, Caroline Sinkinson
Communications in Information Literacy
In 2010, Accardi, Drabinski, and Kumbier published the edited collection Critical Library Instruction, which marked a turn to more broadly integrate critical theory into the practice and literature of librarianship. This article looks back ten years to trace how critical pedagogy continues to provoke librarians' reflective measurement of the coherence between theory and practice, whether in the classroom or in advocacy for open education. With Paulo Freire’s notion of unfinishedness and Maxine Greene’s metaphor of ’teacher as stranger,' the article explores the nature of teaching as a continuously reflective and creative act.
Dreaming Revolutionary Futures: Critical Race’S Centrality To Ending White Supremacy, Sofia Y. Leung, Jorge R. López-Mcknight
Dreaming Revolutionary Futures: Critical Race’S Centrality To Ending White Supremacy, Sofia Y. Leung, Jorge R. López-Mcknight
Communications in Information Literacy
Critical Library Instruction: Theories and Methods dangerously lacked a centering, and critique, of white supremacy, as a structure of domination; we see the continuation of that active avoidance, or a progress approach through liberal or multicultural frameworks that do not precisely identify roots of racialized oppression in critical librarianship currently. In this essay, we reject progress narratives depicting the profession as having arrived, or even moved further, to a critical space, paying particular close attention to the absence of white supremacy, not only in the text Critical Library Instruction: Theories and Methods but in critical library instruction. We then explore …
Critical Library Instruction, Causing Trouble, And Institutionalization, Maura Seale
Critical Library Instruction, Causing Trouble, And Institutionalization, Maura Seale
Communications in Information Literacy
This essay considers the institutionalization of critical library instruction in the decade since the publication of Critical Library Instruction: Theories & Methods. Drawing on the work of Sara Ahmed and Rod Ferguson, I suggest that because library instruction is marginalized within librarianship, critical library instruction can and has become institutionalized within the profession. The institutionalization of critical library instruction represents the management of the wider-ranging and more troublesome critiques of critical librarianship. The marginality of critical library instruction, however, means that it continues to function as a site of troublemaking.
Building A Critical Culture: How Critical Librarianship Falls Short In The Workplace, Jennifer A. Ferretti
Building A Critical Culture: How Critical Librarianship Falls Short In The Workplace, Jennifer A. Ferretti
Communications in Information Literacy
Critical librarianship, or critlib, has made its way into the mainstream of library and information science through conferences, scholarly publications, social media, and other outlets. Over the past 10 years critical library instruction specifically has continued to be a much presented and published topic. Classes and other groups that come through our libraries are opportunities for us to teach, learn, and empower. The care and critical perspectives we bring into the classroom are necessary, but are we also fostering this type of environment in the workplace? Are we doing enough to turn the critical lens on ourselves? As a woman …
Initial Development Of The Perception Of Information Literacy Scale (Pils), Matthew Doyle, Britt Foster, Mariya A. Yukhymenko-Lescroart
Initial Development Of The Perception Of Information Literacy Scale (Pils), Matthew Doyle, Britt Foster, Mariya A. Yukhymenko-Lescroart
Communications in Information Literacy
The ACRL Framework for Information Literacy for Higher Education has provided academic librarians a guiding document to facilitate the development of information literacy skills in students. Despite widespread adoption of the Framework in academic libraries, a lack of valid and reliable Framework-based scales for assessing students’ knowledge practices and dispositions hinders further understanding of student information literacy. The current article describes the development and testing of the Perception of Information Literacy Scale (PILS). The participants in this study were 443 graduate students. The resulting scale is made up of 36 items that measure seven distinct constructs of information literacy. …
Investigating The Effectiveness Of A Credit-Bearing Information Literacy Course In Reducing Library Anxiety For Adult Learners, Roslyn Grandy
Investigating The Effectiveness Of A Credit-Bearing Information Literacy Course In Reducing Library Anxiety For Adult Learners, Roslyn Grandy
Communications in Information Literacy
This study examines levels of library anxiety in 30 adult learners before and after completing a two-credit information literacy course. A modified version of the Multidimensional Library Anxiety Scale was administered at the beginning and end of the course to compare levels of library anxiety. An analysis of the data revealed that the course was moderately effective in reducing library anxiety in adult learners. Awareness of library resources, comfort with the search process, and comfort level with library technology significantly increased after course completion. No significant decreases in library anxiety were reported in the areas of comfort level with staff …
Review Of Transforming Information Literacy Instruction: Threshold Concepts In Theory And Practice, Jane Hammons
Review Of Transforming Information Literacy Instruction: Threshold Concepts In Theory And Practice, Jane Hammons
Communications in Information Literacy
No abstract provided.
Reddit As An Analogy For Scholarly Publishing And The Constructed, Contextual Nature Of Authority, Anna M. White
Reddit As An Analogy For Scholarly Publishing And The Constructed, Contextual Nature Of Authority, Anna M. White
Communications in Information Literacy
This paper provides an overview of how the social news site Reddit can be used as an example of the ACRL Framework for Information Literacy for Higher Education threshold concept “Authority is Constructed and Contextual.” It posits that the construction and context of authority in the sense of Wilson’s concept of cognitive authority is in the inherent structure of Reddit and that students can benefit from an example that easily links their personal and academic lives—a connection not always made when discussing authority in peer-reviewed publications or databases.
Illuminating Social Justice In The Framework: Transformative Methodology, Concept Mapping And Learning Outcomes Development For Critical Information Literacy, Nicole A. Branch
Illuminating Social Justice In The Framework: Transformative Methodology, Concept Mapping And Learning Outcomes Development For Critical Information Literacy, Nicole A. Branch
Communications in Information Literacy
The intentional omission of learning outcomes from the ACRL Framework for Information Literacy in Higher Education has caused concern and criticism from some librarians; however, the call to action within the Framework to locally develop learning outcomes is an opportunity to illuminate the social justice, critical thinking, and higher order thinking elements of information literacy. This study applies the transformative research paradigm using the methodology of concept mapping to test the development of learning outcomes for one of the frames. Concept mapping is a mixed-methods approach and includes focus groups, hierarchical cluster analysis, and multidimensional scaling. The methodology has been …
Analyzing The Laws Of Mil: A Five-Step Scientific Conversation On Critical Information Literacy, Andréa Doyle
Analyzing The Laws Of Mil: A Five-Step Scientific Conversation On Critical Information Literacy, Andréa Doyle
Communications in Information Literacy
This essay mixes epistemological considerations on truth and science, a critical information literacy exercise on the 5 Laws of MIL (Media and Information Literacy), LIS theory and international experience reports. It is constructed in five parts, in line with the 5 Laws of Media and Information Literacy (Grizzle & Singh, 2016) and Ranganathan’s laws (1931). First, a critique of the Laws of MIL is presented; then a specific social context puts the first part into perspective; the feedback from the international community on the first two is followed by new research on library/MIL laws; and finally, matters of space, readers, …