Dialogue Is A Bridge: Mapping Information Literacy, Social Justice, And Catholic Social Teaching, Desirae Zingarelli-Sweet, Elisa Slater Acosta
Oct 2019
Dialogue Is A Bridge: Mapping Information Literacy, Social Justice, And Catholic Social Teaching, Desirae Zingarelli-Sweet, Elisa Slater Acosta
Elisa Slater Acosta
In the spirit of what Pope Francis calls a “culture of encounter” created through dialogue, first we map points of convergence and potential friction between the ALA Core Values of Librarianship, themes of Catholic social teaching, and recent articulations in library literature of what social justice should mean for libraries. Second, we look at ways these differing sets of values can concretely inform how we think about and teach the ACRL Framework for Information Literacy for Higher Education to our students.
- The attendee will leave this session with starting points for reconciling LIS values and social justice ideas with …
Missing Information Has Value: Climate Change The And The Epa Website, Elisa Slater Acosta
Jul 2018
Missing Information Has Value: Climate Change The And The Epa Website, Elisa Slater Acosta
Elisa Slater Acosta
What happens when government web pages are hidden, moved, or deleted? In the age of “alternative facts” and the “politicization of science” one librarian was inspired by real world events to create an opportunity to dialogue about power dynamics and bias in a traditional one-shot instruction session. Environmental Science students critically analyzed the Environmental Protection Agency’s (EPA) website and its treatment of climate change during the Trump, Obama, and Bush presidencies. The library “warm-up” activity was designed to raise awareness of data fragility and the long-term accessibility of government websites. As future science professionals, it’s important to think about how …
Information Literacy Instruction At Loyola Marymount University, Elisa Slater Acosta
Apr 2017
Information Literacy Instruction At Loyola Marymount University, Elisa Slater Acosta
Elisa Slater Acosta
This 2017 guest lecture for the UCLA Information Studies graduate course "Information Literacy Instruction" provided an overview of the types of information literacy instruction offered by the LMU Library. A 20-minute presentation to future librarians on May 1, 2017. The course "IS 448: Information Literacy Instruction: Theory & Technique" was taught by Professor Esther Grassian.
What's Social Justice Got To Do With Information Literacy?, Lisa Burgert, Margaret Brown-Salazar, Elisa Slater Acosta, Joe Garity
Mar 2017
What's Social Justice Got To Do With Information Literacy?, Lisa Burgert, Margaret Brown-Salazar, Elisa Slater Acosta, Joe Garity
Elisa Slater Acosta
Social justice is a critical component of information literacy (IL). As librarians we have an obligation to critique the power structures that control information. Instruction librarians at four medium to large, private, Catholic institutions; collaborated to develop IL instruction grounded in social justice. The project involved applying a social justice construct to IL; creating lesson plans and instructional strategies; assessment; and sharing lessons in an open access database.
Taste Testing For Two: Using Formative And Summative Assessment, Elisa Slater Acosta, Katherine Donaldson
Dec 2016
Taste Testing For Two: Using Formative And Summative Assessment, Elisa Slater Acosta, Katherine Donaldson
Elisa Slater Acosta
This activity was created to introduce first-year students to library resources they can use for their annotated bibliography assignment. In pairs, students are assigned a task card that requires them to find an information source. After finding a source meeting the criteria of their task card, the student teams input their answers into a Google Form. Formative assessment takes place during class, allowing the librarian to modify instruction on-the-spot based on the responses from the form.
Summative assessment takes place at the end of the semester, when a rubric is applied to a sample of student responses from the activity. …
Patience, Persistence, And Process: Embedding A Campus-Wide Information Literacy Program Across The Curriculum, Glenn Johnson-Grau, Susan [Gardner] Archambault, Elisa Acosta, Lindsey Mclean
Dec 2015
Patience, Persistence, And Process: Embedding A Campus-Wide Information Literacy Program Across The Curriculum, Glenn Johnson-Grau, Susan [Gardner] Archambault, Elisa Acosta, Lindsey Mclean
Elisa Slater Acosta
This article discusses strategies for academic libraries to collaborate with faculty to institutionalize important information literacy training. The discussion is framed around a case study of a medium-sized academic institution in the United States that successfully embedded information literacy concepts into course-level learning outcomes for three required courses in a new core curriculum.
The Campaign For Information Literacy: Politics, Personalities, & Perseverance, Elisa Slater Acosta
Apr 2013
The Campaign For Information Literacy: Politics, Personalities, & Perseverance, Elisa Slater Acosta
Elisa Slater Acosta
In early 2010, Loyola Marymount University (LMU) adopted information literacy as an Undergraduate Learning Outcome. How did this transpire? Several strategies were used by librarians to promote information literacy, including the development of effective working relationships with the Office of Assessment and the Center for Teaching Excellence. Librarians also implemented several additional “High-Impact Educational Practices.” As a result, information literacy is now a new core curriculum outcome and faculty can apply for grant money to integrate information literacy into their courses. The second half of this presentation will describe how LMU assesses information literacy for WASC accreditation. The LMU librarians …
The Rubric: An Assessment Odyssey, Elisa Slater Acosta, Susan [Gardner] Archambault
Feb 2013
The Rubric: An Assessment Odyssey, Elisa Slater Acosta, Susan [Gardner] Archambault
Elisa Slater Acosta
No abstract provided.
Using A Rubric To Assess Freshman English Library Instruction, Susan Gardner Archambault, Elisa Acosta
Oct 2010
Using A Rubric To Assess Freshman English Library Instruction, Susan Gardner Archambault, Elisa Acosta
Elisa Slater Acosta
Loyola Marymount University’s (LMU) Reference Department redesigned their freshman English library instruction so that all freshmen get a consistent and measurable experience using the library. In order to move to a more outcomes-based approach that measures what students can do with the information literacy skills we teach them, the Department designed an interactive five-module introduction to the research process that can be evaluated. All teaching materials were inserted onto a “LibGuide” content management system. Students sequentially complete an “English 110 Library Research Worksheet” as they work through the five-module research process and receive library instruction.
The Department also designed a …
Solving The Rubrics Cube: Using Assessment To Sharpen Library Instruction, Elisa Slater Acosta, Susan Gardner
Dec 2009
Solving The Rubrics Cube: Using Assessment To Sharpen Library Instruction, Elisa Slater Acosta, Susan Gardner
Elisa Slater Acosta
Loyola Marymount University's (LMU) Reference Department designed a rubric to measure student learning outcomes for freshman English. Students sequentially completed an "English 110 Library Research Worksheet” during library instruction. The rubric which is set up to analyze learning outcomes from parts of the ACRL Information Literacy Competency Standards for Higher Education is applied to collected student worksheets. The Department undertook a multi-step process to try to calibrate the rubric and achieve consensus estimates of inter-rater reliability. During fall 2009, reference & instruction librarians collected 755 worksheets and graded a random sample of 100 students. This poster session will present the …
