Education Commons^™

Faculty-Librarian Information Literacy Collaboration, Kimmarie W. Lewis

Georgia International Conference on Information Literacy

Faculty and librarian collaboration is key in the quest for information literacy. As part of the reaccreditation effort at Lord Fairfax Community College -- a two-year institution in northwestern Virginia -- the QEP Leadership Team sought LFCC Librarians’ assistance in a multifaceted, 5-year, information literacy initiative. This effort included the addition of a librarian to the all-faculty QEP Leadership Team, the redesign of composition courses, and professional development through a new LFCC program: “Seeking the Truth: Faculty-Librarian Collaboration Mini-Grants.”

Data obtained from the mini-grant program show that LFCC faculty engaged in this multifaceted initiative gained an appreciation for collaboration with …

Librarians In Dissertation Deposit: Infusing An Institutional Ritual With Scholarly Communication Instruction, Roxanne Shirazi, Jill Cirasella

Publications and Research

Most doctoral students are required to produce a dissertation that makes an original contribution to their field of study in order to fulfill their degree requirements. The scholarly nature of this requirement informs how students and faculty approach doctoral research, but universities often treat the dissertations themselves merely as student records, not scholarly contributions. Librarians, however, are uniquely situated to work with graduate students as emerging participants in the scholarly communication ecosystem and help them prepare their dissertations for an outside audience. Librarians have the expertise to advise students with questions regarding copyright, licensing, fair use, and authors’ rights, as …

Introduction To The Ignatian Pedagogical Paradigm: An Online Course For Librarians, Eric Kowalik, Leatha Miles-Edmonson, Vicki Rosen

Jesuit Higher Education: A Journal

This article discusses the development and delivery of a three-week asynchronous online course on Jesuit history, education, and the Ignatian Pedagogical Paradigm (IPP) for librarians working in Association of Jesuit Colleges and University (AJCU) institutions. Created by two instruction librarians and one instructional designer from a pair of AJCU institutions, the course explores incorporating the IPP -- a contemplative learning model -- into a one-shot, single class library instruction session. Included is a practical description of the development, revision, marketing, and success of the online course, along with a list of the class contents. Over three course offerings in 2017 …

Aligning Information Literacy Assessment With Metacognitive Strategies, Kirsten Hostetler, Tian Luo, Jill E. Stefaniak

STEMPS Faculty Publications

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review found (1) metacognitive assessments can act as a learning aide in encouraging higher-order thinking; (2) metacognitive assessments can be effective measurements under proper conditions with experienced learners; and (3) librarians have limited options when selecting assessment tools even as the demand for demonstrating the library’s value to stakeholders is increasing. The paper concludes with gaps in the literature and areas for future directions.

The Impact Of Information Literacy Instruction On Student Success: A Multi-Institutional Investigation And Analysis, Joni Blake, Melissa Bowles-Terry, N. Shirlene Pearson, Zoltan Szentkiralyi

Fondren Library Research

The GWLA Student Learning Outcomes task force analyzed the data from over 42,000 first-time, first-year freshmen and over 1700 distinct courses from 12 research institutions to determine the impact(s) of information literacy instruction integrated into course curriculum on several student success measures.

Key findings include:

• Student retention rates are higher for those students whose courses include an information literacy instruction component.
• On average, First-Year GPA for students whose courses included information literacy instruction was higher than the GPA of students whose courses did not.
• Students exposed to library instruction interactions successfully completed 1.8 more credit hours per year than their …

Preparing Librarians To Be Campus Leaders Through Mapping And Integrating Information Literacy Into Curriculum, Sharon A. Weiner, Li Wang

Libraries Faculty and Staff Presentations

Curriculum mapping is a process by which curricula are methodically examined to determine where information literacy (IL) capabilities are, or should be taught during formal coursework. Curriculum integration is the process of intentionally integrating IL capability at the points in coursework when students need to master those capabilities and competencies. During this session, librarians will develop an understanding of curriculum mapping and how to integrate IL in curricula. This knowledge prepares librarians for campus leadership, since the curriculum is the primary focus of teaching and learning and affects the entire campus.

The curriculum in higher education can be viewed as: …

Good Research (Literally) Pays: The Library Prize For First-Year Research, Amanda Y. Makula

Library and Information Science: Faculty Scholarship & Creative Works

The Tredway Library Prize for First-Year Research recognizes an outstanding research paper written by a first-year Augustana College student for a class in the Liberal Studies or Honors sequence. The award promotes students’ active engagement in the processes of library research and encourages them to synthesize library research skills with the reading, writing, and critical thinking skills developed in the Liberal Studies First Year (LSFY) sequence.

Cultivating The Librarian Within: Effectively Lntegrating Library Lnstruction Into Freshman Composition, Jesse Ulmer, Nancy E. Fawley

Nancy Fawley

It has become common practice for library instruction to be included in lower-level college composition courses. Students are typically required to visit the library once or twice a semester to receive instruction on how to find books and journal articles for an upcoming writing assignment that incorporates formal research. But does this current model of instruction truly address course outcomes that seek to produce students who are information literate, critical thinkers and life-long learners? Faculty who teach such courses are often reluctant to surrender precious class time to a librarian, but this paper argues that the merging of bibliographic instruction …

Transforming Students Through Two Literacies: The Integration Of Sustainability Literacy Into Information Literacy Classes, Toni M. Carter, Gregory J. Schmidt

Georgia International Conference on Information Literacy

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Avoiding Plagiarism For First Year Student Students, Cate Calhoun

Georgia International Conference on Information Literacy

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Creating Online Tutorials For Freshmen, Anne Grant

Georgia International Conference on Information Literacy

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The Power Of Observation: How Librarians Can Benefit From The Peer Review Of Teaching Even Without A Formal Prot Program, Jaena Alabi, William H. Weare Jr.

Georgia International Conference on Information Literacy

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Librarians & Information Literacy: Two Out Of Three Ain't Bad, Trenia Napier, Kevin Jones

Georgia International Conference on Information Literacy

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Lost In Translation: How Non-Library Faculty Members' Perceptions Of Information Literacy Shapes Information Literacy Collaboration & Practice, Jonathan Cope

Georgia International Conference on Information Literacy

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Creating Online Tutorials For Freshmen, Anne Grant

Anne Grant

In the Fall of 2012, the teaching librarians at Clemson decided to move the freshman library experience online. Previously, over 200 workshops were provided each Fall semester for all incoming students and for the first time in 4 years, those workshops were replaced with online instruction. Join Anne Grant, instruction coordinator, as she talks about the way this change happened and hear about preliminary assessment data.

Concept/Context: Information Literacy And Assessment In The First Year, Stefanie R. Bluemle, Amanda Y. Makula, Margaret W. Rogal

Library and Information Science: Faculty Scholarship & Creative Works

At Augustana College in Rock Island, Illinois, where the academic calendar consists of trimesters, all first-year students enroll in a year-long sequence of three "Liberal Studies First Year" (LSFY) courses, which are taught by faculty from a variety of disciplines. LSFY emphasizes core competencies in reading, writing, oral communication, and information literacy.

Since 2011, the Augustana librarians have been using performance-based assessment to evaluate their work with LSFY classes. This qualitative approach, which encourages real-life application of skills, has proven well-suited to an information literacy program in which concepts carry more weight than the mechanics of searching. Each term, the …

Developing And Applying An Information Literacy Rubric To Student Annotated Bibliographies, Erin E. Rinto

Library Faculty Publications

Objective – This study demonstrates one method of developing and applying rubrics to student writing in order to gather evidence of how students utilize information literacy skills in the context of an authentic assessment activity. The process of creating a rubric, training scorers to use the rubric, collecting annotated bibliographies, applying the rubric to student work, and the results of the rubric assessment are described. Implications for information literacy instruction are also discussed.

Methods – The focus of this study was the English 102 (ENG 102) course, a required research-based writing course that partners the instructors with the university librarians …

Tracing Boundaries, Effacing Boundaries: Information Literacy As Seen By Multiple Disciplines, Grace Veach, Amy Harris

Georgia International Conference on Information Literacy

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Collaborating Towards Cognition By Using 21st Century Learning Techniques To Create Effective Learning, Donna Jo Baker, Kristina Durocher, Misty Hanks

Georgia International Conference on Information Literacy

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Cultivating The Librarian Within: Effectively Lntegrating Library Lnstruction Into Freshman Composition, Jesse Ulmer, Nancy E. Fawley

Library Faculty Publications

It has become common practice for library instruction to be included in lower-level college composition courses. Students are typically required to visit the library once or twice a semester to receive instruction on how to find books and journal articles for an upcoming writing assignment that incorporates formal research. But does this current model of instruction truly address course outcomes that seek to produce students who are information literate, critical thinkers and life-long learners? Faculty who teach such courses are often reluctant to surrender precious class time to a librarian, but this paper argues that the merging of bibliographic instruction …