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Articles 1 - 30 of 46
Full-Text Articles in Education
Cil's New Generative Ai Policy, Christopher V. Hollister, April Schweikhard, Allison Hosier, Jacqulyn A. Williams
Cil's New Generative Ai Policy, Christopher V. Hollister, April Schweikhard, Allison Hosier, Jacqulyn A. Williams
Communications in Information Literacy
The Editors-in-Chief of Communications in Information Literacy discuss the development of the journal's new generative artificial intelligence (AI) policy.
Writing Instructors’ Intentional Integration Of The Information Literacy Framework, Catherine F. Riehle, Erica Defrain, Deborah Minter, Janel Simons
Writing Instructors’ Intentional Integration Of The Information Literacy Framework, Catherine F. Riehle, Erica Defrain, Deborah Minter, Janel Simons
Communications in Information Literacy
This article presents an exploratory study that examines how 11 first-year writing instructors’ conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries’ teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors’ use and applications of the ACRL Framework increased after the program, showing greater personal engagement …
Addressing Barriers To Research-Informed Practice: A Library And Social Work Collaboration To Empower Future Practitioners, Amanda Dinscore, Debbie Gonzalez
Addressing Barriers To Research-Informed Practice: A Library And Social Work Collaboration To Empower Future Practitioners, Amanda Dinscore, Debbie Gonzalez
Communications in Information Literacy
Social work education prioritizes the use of research to inform practice. As university students, prospective social workers have a wealth of research available to them as well as librarians to help them find, evaluate, and use that information. However, access to much of this research ends once the student graduates—at a time when it is most needed to inform their professional practice. To address this challenge, a librarian and a social work faculty member worked with one class of students in their final semester of a bachelor’s degree in social work program to promote awareness of information privilege and barriers …
Choose Your Own Research Adventure: An Asynchronous Tutorial To Address “Research As Inquiry”, Stacy Brinkman, Samantha Hilton
Choose Your Own Research Adventure: An Asynchronous Tutorial To Address “Research As Inquiry”, Stacy Brinkman, Samantha Hilton
Communications in Information Literacy
The Framework for Information Literacy for Higher Education posits that the practice of asking questions in order to deepen inquiry and understanding is a key element of information literacy. While the “Research as Inquiry” frame is teachable in library instruction, it can be difficult to scale. Popular instructional design software tends to present information in linear formats that can limit how students understand the iterative nature of research. This article presents an attempt at an asynchronous tutorial that overcomes this limitation of medium and that presents “Research as Inquiry” through an iterative and question-based online game. We discuss the development, …
The Power Of Solidarity: The Effects Of Professor–Librarian Collaboration On Students’ Self-Awareness Of Skill Acquisition, Christina Taylor Gibson, Elizabeth Massey
The Power Of Solidarity: The Effects Of Professor–Librarian Collaboration On Students’ Self-Awareness Of Skill Acquisition, Christina Taylor Gibson, Elizabeth Massey
Communications in Information Literacy
The ACRL Framework for Information Literacy
revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor—librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students’ receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students’ …
Independent Long Covid Journalism As A Lens For Critical Information Literacy: Conversations With The Sick Times Founders Betsy Ladyzhets And Miles W. Griffis, Andrea Baer
Communications in Information Literacy
Both the COVID-19 pandemic and the acceleration of climate change illuminate how difficult it can be to make sense of information about wicked problems—that is, issues that are highly complex and have no simple or complete solutions (Rittel & Webber, 1973). One approach to grappling with wicked problems is to consider the information practices that different people, communities, or professions use to make sense of those issues. In this Perspectives piece, I explore possible ways to practice and teach about critical information literacy by looking to the views, experiences, and professional practices of two independent journalists who report on …
Exploring Professional Identities In Libraries: The Impact Of Credit-Bearing Courses Beyond Student Learning, Jane Hammons, Daniel S. Dotson, Hanna Primeau, Diana Ramey
Exploring Professional Identities In Libraries: The Impact Of Credit-Bearing Courses Beyond Student Learning, Jane Hammons, Daniel S. Dotson, Hanna Primeau, Diana Ramey
Communications in Information Literacy
In this essay, we argue in support of library-led information literacy (IL) credit courses, emphasizing the impact that developing, teaching, and managing these courses can have on the professional identity of library faculty and staff. Existing research has indicated that librarians who teach credit courses may more strongly identify as teachers than those who teach only course-integrated sessions. We expand on this research by sharing the perspective of four individuals who are involved in the design, instruction, and coordination of credit-bearing IL courses, including two faculty librarians and two staff members. By providing these differing voices, we give a unique …
Review Of Information Literacy Through Theory, Vivian F. Bynoe
Review Of Information Literacy Through Theory, Vivian F. Bynoe
Communications in Information Literacy
Review of Hicks, A., Lloyd, A., & Pilerot, O. (Eds.). (2023). Information literacy through theory. Facet Publishing.
Information Literacy In English-Language Higher Education Teaching Journals: A Review, Jennifer Masunaga, Lanyi Peng, Tiffanie Ford-Baxter, Kendall Faulkner
Information Literacy In English-Language Higher Education Teaching Journals: A Review, Jennifer Masunaga, Lanyi Peng, Tiffanie Ford-Baxter, Kendall Faulkner
Communications in Information Literacy
Wider visibility of information literacy (IL) outside of the library and information science (LIS) field is important to the success of IL instruction, learning, and research. The development and major updates of several information literacy documents in the past decade evidence the changing landscape of IL research, but how these changes have impacted other disciplines remains to be seen. To aid in this discussion, this article examines a wide range of higher education teaching journals to expand on Badke's (2011) work, “Why Information Literacy is Invisible.” Specifically, this study examines articles published in 30 general higher education and 32 …
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 …
Review Of Leading Dynamic Information Literacy Programs: Best Practices And Stories From Instruction Coordinators, Edited By Anne C. Behler, Amanda Dinscore
Review Of Leading Dynamic Information Literacy Programs: Best Practices And Stories From Instruction Coordinators, Edited By Anne C. Behler, Amanda Dinscore
Communications in Information Literacy
Review of Behler, A. C. (Ed.). (2023). Leading dynamic information literacy programs: Best practices and stories from instruction coordinators. Routledge.
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 …
Critical Online Library Instruction: Opportunities And Challenges, Tessa Withorn
Critical Online Library Instruction: Opportunities And Challenges, Tessa Withorn
Communications in Information Literacy
Although critical information literacy, critical pedagogy, and online library instruction are commonly discussed in the library and information science literature, they are rarely discussed together. This qualitative interview study with academic librarians conducted in 2022 identifies opportunities and challenges of teaching critical information literacy online. Findings suggest that critical information literacy and critical pedagogy can be integrated into online library instruction through online workshops, digital learning objects, and online credit-bearing courses. However, librarians face challenges implementing critical pedagogy online related to the lack of dialogue and co-creation of knowledge between students and instructors, limitations of the one-shot model of library …
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 …
Investigating Faculty Perceptions Of Information Literacy And Instructional Collaboration, Angie Cox, Amandajean Nolte, Angela L. Pratesi
Investigating Faculty Perceptions Of Information Literacy And Instructional Collaboration, Angie Cox, Amandajean Nolte, Angela L. Pratesi
Communications in Information Literacy
This exploratory mixed-methods study investigates faculty perceptions of information literacy (IL), its instruction, and librarian collaboration teaching IL since the adoption of the ACRL Framework for Information Literacy for Higher Education at the authors’ institution. Many previous studies examining these questions were completed when the ACRL Information Literacy Competency Standards for Higher Education was the guiding document for the profession. Like earlier studies, findings from this study clearly demonstrate that faculty value IL and that collaborations occur in differing and inconsistent forms. However, at the authors’ institution, there is a misalignment between faculty and librarians in what IL is and …
Impact Of Library Instruction Tutorial Format On Student Preference And Performance In First-Year Chemistry, Tara Stieglitz, Lindsey Whitson
Impact Of Library Instruction Tutorial Format On Student Preference And Performance In First-Year Chemistry, Tara Stieglitz, Lindsey Whitson
Communications in Information Literacy
This research study investigates the effects of library instruction tutorial format (written versus video) on student preference and performance in chemistry education. The authors assessed the format of tutorials used to provide library instruction in an introductory chemistry course by observing 27 student participants as they took in instructions in either a video or a written format and then completed two chemistry information tasks. While participants expressed strong preferences for particular formats, neither the video tutorials nor the written instructions significantly improved task completion speed or performance. Rather, the authors determined that student preference alone is enough to justify the …
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 …
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, …
Dwindling Trust In Experts: A Starting Point For Information Literacy, Mark N. Lenker Iii
Dwindling Trust In Experts: A Starting Point For Information Literacy, Mark N. Lenker Iii
Communications in Information Literacy
Librarians and teachers encourage students to include expert perspectives in their research, but recent public discourse includes high-profile examples of experts being inconsistent or wrong, and recent studies suggest that public trust in experts is declining. Waning trust makes it difficult to teach information literacy: I can push students to find high-quality research sources, but what if these sources turn out to be yet another example of experts getting it wrong? After a period of living with this worry, I found a way to move forward by centering class discussion on the public’s dwindling trust in experts. Part of this …
An Exploration Of Two Information Literacy Open Learning Object Repositories: Value, Content, And Engagement, Tiffanie Lynn Ford-Baxter
An Exploration Of Two Information Literacy Open Learning Object Repositories: Value, Content, And Engagement, Tiffanie Lynn Ford-Baxter
Communications in Information Literacy
Information literacy (IL) open learning object repositories (LORs) provide a space for librarians to find and exchange instruction resources and lessons. Given many librarians enter the workforce with little or no formal training or educational opportunities to learn about pedagogy, these repositories are indispensable resources to the Library and Information Science field. This study explored the contents of two popular IL LORs, Project Cora and the Association of College and Research Libraries Framework for Information Literacy Sandbox, to uncover how users engage with the resources and how the repositories differ. This study's findings suggest that while resources within the LORs …
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 …
Aha! Centering Student Voices To Better Understand An Instruction Program, Andrea Wilcox Brooks, Cathy Craig, Meredith Riney
Aha! Centering Student Voices To Better Understand An Instruction Program, Andrea Wilcox Brooks, Cathy Craig, Meredith Riney
Communications in Information Literacy
This article describes using aha moments as an assessment approach to gain a better understanding of student learning in relation to the six frames in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Librarians asked students to share an aha moment following information literacy instruction sessions during the fall 2022 semester. Researchers coded responses to one of the six IL frames and found that student insights most often reflected learning aligned to the “Searching as Strategic Exploration” frame, though “Information Has Value” also had a strong presence. The results provided a holistic picture …
Teaching Internationally, Learning Collaboratively: Intercultural Perspectives On Information Literacy And Metaliteracy (Ipilm), Joachim Griesbaum, Stefan Dreisiebner, Thomas P. Mackey, Trudi E. Jacobson, Tessy Thadathil, Subarna Bhattacharya, Emina Adilović
Teaching Internationally, Learning Collaboratively: Intercultural Perspectives On Information Literacy And Metaliteracy (Ipilm), Joachim Griesbaum, Stefan Dreisiebner, Thomas P. Mackey, Trudi E. Jacobson, Tessy Thadathil, Subarna Bhattacharya, Emina Adilović
Communications in Information Literacy
Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourse- oriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning …
Scaffolding The Open: Transforming An International Studies Course Using Open Pedagogy, Hilary Bussell, Amanda Larson
Scaffolding The Open: Transforming An International Studies Course Using Open Pedagogy, Hilary Bussell, Amanda Larson
Communications in Information Literacy
This case study describes how two librarians transformed an international information literacy course by creating a scaffolded open pedagogy experience for students to build transferable skills while exploring how information is produced, disseminated, and interpreted across the world. The authors discuss how we collaborated on the project to incorporate open pedagogy, tools, and strategies to enhance learning. The result was a scaffolded course using open pedagogy to help students engage with global information issues. Using Pressbooks, students published multimedia content exploring topics including global news media, censorship, misinformation, and digital divides. Then students chose to either openly license their work, …
Review Of Intersections Of Open Educational Resources And Information Literacy, Laura M. Bernhardt
Review Of Intersections Of Open Educational Resources And Information Literacy, Laura M. Bernhardt
Communications in Information Literacy
Review of Cullen, M. A., & Dill, E. (Eds.). (2022). Intersections of open educational resources and information literacy. Association of College and Research Libraries.
Librarians At The Intersection Of Information Literacy And Open Educational Practices In Higher Education, Merinda Mclure
Librarians At The Intersection Of Information Literacy And Open Educational Practices In Higher Education, Merinda Mclure
Communications in Information Literacy
Merinda McLure, Innovative Practices Section Co-Editor, introduces a special theme issue of the journal that explores intersections between information literacy and open educational practices.
Exploring Open Pedagogy In A Librarian-Taught Honors Course, Teresa Schultz, Elena S. Azadbakht
Exploring Open Pedagogy In A Librarian-Taught Honors Course, Teresa Schultz, Elena S. Azadbakht
Communications in Information Literacy
This case study describes how the authors incorporated the principles and practices of open pedagogy into a three-credit Honors College course focused on information literacy and undergraduate research. It included using literature review sources to help edit Wikipedia articles, registering a research project proposal with the Open Science Framework (OSF), and the creation of an openly licensed toolkit crowdsourced with students’ tips and suggested resources for other students new to research. Students demonstrated improved understanding of several information literacy concepts, such as the role of copyright. The use and benefits of open pedagogy were, however, hindered by unrelated classroom issues, …
Exploring Sustainability In Library Support For Open Pedagogy Collaborations, Kate Mcnally Carter, Ariana Santiago
Exploring Sustainability In Library Support For Open Pedagogy Collaborations, Kate Mcnally Carter, Ariana Santiago
Communications in Information Literacy
The literature in open education has thoroughly examined the implications of labor and staffing for initiatives around open educational resources (OER). However, less attention has been paid to the reliance on librarian labor for open pedagogy support. This article describes a collaboration between librarians and faculty to support an open pedagogy assignment in which students co-created an open textbook describing the history, politics, and culture of several East Asian cities. Special attention is paid to the scope and level of the support from the Libraries, which included faculty consultations, several instruction sessions, managing the publishing platform, and developing processes to …
Review Of Using Open Educational Resources To Promote Social Justice, Hali Black
Review Of Using Open Educational Resources To Promote Social Justice, Hali Black
Communications in Information Literacy
Review of Ivory, C.J. & Pashia, A. (Eds.). (2022). Using open educational resources to promote social justice. Association of College and Research Libraries.
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 …