Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Information literacy (6)
- Electronic information resources -- Management (3)
- Communication technologies (2)
- Online information services (2)
- Open access publishing (2)
-
- Public services (Libraries) (2)
- ACRL Information Literacy Standards; American Government; Faculty-Librarian Collaboration; Information Literacy; Political Science; Problem-based Learning (1)
- Academic integrity; academic dishonesty; teaching; plagiarism (1)
- Academic librarians (1)
- Academic libraries (1)
- Academic libraries -- Collection development (1)
- Acquisitions (Libraries) (1)
- Affect; emotions; learning outcomes; assessment; library instruction; affective outcomes (1)
- Assessment (1)
- Backwards design; intentional learner; intentional design; intentional teaching; instructional design; information literacy; assessment; educational technology; podcasts; faculty library interaction (1)
- Blogs (1)
- Calif.) (1)
- Communication in learning and scholarship -- Technological innovations (1)
- Computer-assisted instruction (1)
- Credibility; web literacy; health; information seeking (1)
- Credit-bearing classes (1)
- Critical thinking (1)
- Curricula (Courses of study) (1)
- Database searching (1)
- Decision making (1)
- Demand driven acquisitions (1)
- E-readers; e-books; information literacy (1)
- Electronic publications (1)
- Endowments (1)
- Global learning; information literacy standards; global information society (1)
- Publication
- Publication Type
Articles 1 - 30 of 44
Full-Text Articles in Social and Behavioral Sciences
Open Ethos Publishing At Code4lib Journal And In The Library With The Lead Pipe, Emily Ford
Open Ethos Publishing At Code4lib Journal And In The Library With The Lead Pipe, Emily Ford
Library Faculty Publications and Presentations
The library world is deeply entrenched in the open ethos, yet there are few examples of library publications that engage in open editorial and peer review processes. In this article we discuss the challenges and opportunities posed by the open editorial processes used at In the Library with the Lead Pipe and Code4Lib Journal. To end, we discuss the need to grow open review and editorial processes in library and information science publications.
Notes From The Field: 10 Short Lessons On One-Shot Instruction, Megan Oakleaf, Steven Hoover, Beth Woodard, Jennifer Corbin, Randy Hensley, Diana Wakimoto, Christopher V. Hollister, Debra Gilchrist, Michelle Millet, Patty Iannuzzi
Notes From The Field: 10 Short Lessons On One-Shot Instruction, Megan Oakleaf, Steven Hoover, Beth Woodard, Jennifer Corbin, Randy Hensley, Diana Wakimoto, Christopher V. Hollister, Debra Gilchrist, Michelle Millet, Patty Iannuzzi
Communications in Information Literacy
Librarians teach. It might not be what they planned to do when they entered the profession, or it may have been a secret hope all along. Either way, librarians teach, and one teaching scenario remains quintessential: the one-shot library instruction session. In recognition of the centrality of the "one-shot," this article shares several authors' "notes from the field." The notes provide a range of strategies for developing pedagogically sound one-shot library instruction sessions, grouped loosely into three categories: planning, delivery, and integration. The authors offer these insights in their own words in hopes that other teaching librarians may benefit from …
Information Literacy On The Web: How College Students Use Visual And Textual Cues To Assess Credibility On Health Websites, Katrina L. Pariera
Information Literacy On The Web: How College Students Use Visual And Textual Cues To Assess Credibility On Health Websites, Katrina L. Pariera
Communications in Information Literacy
One of the most important literacy skills in today's information society is the ability to determine the credibility of online information. Users sort through a staggering number of websites while discerning which will provide satisfactory information. In this study, 70 college students assessed the credibility of health websites with a low and high design quality, in either low or high credibility groups. The study's purpose was to understand if students relied more on textual or visual cues in determining credibility, and to understand if this affected their recall of those cues later. The results indicate that when viewing a high …
Teaching Matters: The Necessity And Challenge Of Teaching Information Ethics, Patrick P. Ragains
Teaching Matters: The Necessity And Challenge Of Teaching Information Ethics, Patrick P. Ragains
Communications in Information Literacy
This issue's column provides an overview of issues related to academic integrity in higher eduction.
Engineering Integration: Building A Quick And Effective Faculty Seminar, Kate Peterson, Jon Jeffryes
Engineering Integration: Building A Quick And Effective Faculty Seminar, Kate Peterson, Jon Jeffryes
Communications in Information Literacy
In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science and Engineering. The seminar's goals included 1.) refreshing and expanding faculty's knowledge of information and 21st century literacies and 2.) creating a community of faculty committed to developing student skills in finding, evaluating and synthesizing information in their academic coursework and into their professional careers. Overall, the seminar increased faculty understanding of services and expertise of the libraries, and 21st century literacies. It also developed and strengthened ties …
Rethinking Information Literacy In A Globalized World, Laurie Kutner, Alison Armstrong
Rethinking Information Literacy In A Globalized World, Laurie Kutner, Alison Armstrong
Communications in Information Literacy
As a profession, librarians have an important and unique role to play in higher education in producing information literate students equipped to be successful in a complex, twenty-first century global society. It is our contention that our guiding professional information literacy definitions and standards need to be reconsidered in order to remain relevant within the global learning context. Our preliminary conclusion is that the predominantly skills-based approach facilitated by the current ACRL Information Literacy Competency Standards for Higher Education, is not sufficient to facilitate teaching of twenty-first century "deep information literacy," which we feel encompasses additional content-based engagement with the …
Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis, Jason M. Vance, Rachel Kirk, Justin G. Gardner
Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis, Jason M. Vance, Rachel Kirk, Justin G. Gardner
Communications in Information Literacy
This study examines the relationship between formal library instruction and undergraduate student performance and persistence in higher education. Researchers analyzed two years of academic and demographic data collected from first-time freshmen at Middle Tennessee State University in an attempt to quantify the effect of librarian-led one-shot classroom instruction on students' grade point averages and their likelihood of returning to school for the sophomore year.
Collaboration And Problem-Based Learning: Integrating Information Literacy Into A Political Science Course, Peg Cook, Mary Barbara Walsh
Collaboration And Problem-Based Learning: Integrating Information Literacy Into A Political Science Course, Peg Cook, Mary Barbara Walsh
Communications in Information Literacy
This paper details the collaborative efforts of a reference librarian and a political science professor to seamlessly meld the study of politics with the acquisition of information literacy skills using a problem-based learning approach. Students in an introductory American Government class were engaged in a group project in which they acted as media consultants for the political candidate of their choice. Two information literacy sessions were embedded into the project. ACRL Information Literacy Standards were used to generate and assess performance outcomes. Student feedback, as well as pre-test and post-test results, indicate that a problem-based approach to enhancing information literacy …
Embedding Affective Learning Outcomes In Library Instruction, Ellysa Stern Cahoy, Robert Schroeder
Embedding Affective Learning Outcomes In Library Instruction, Ellysa Stern Cahoy, Robert Schroeder
Communications in Information Literacy
While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students' affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students' self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a recent survey of instruction librarians' familiarity and inclusion …
Considering Information Literacy Skills And Needs: Designing Library Instruction For The Online Learner, Swapna Kumar, Marilyn Ochoa, Mary Edwards
Considering Information Literacy Skills And Needs: Designing Library Instruction For The Online Learner, Swapna Kumar, Marilyn Ochoa, Mary Edwards
Communications in Information Literacy
This paper reports on a library instruction needs assessment conducted with incoming doctoral students (n=34) in two online programs in education. The differences in the prior skills and experiences of the two groups highlighted the importance of both needs assessments and learner analysis as well as course- or program-specific instructional design in information literacy instruction for online students. Based on students' reported skills, education librarians structured both the content and format of instruction to help students succeed in online activities in the doctoral program.
Predictors Of Student's Attitudes Toward Science Literacy, Irina I. Holden
Predictors Of Student's Attitudes Toward Science Literacy, Irina I. Holden
Communications in Information Literacy
Being information and science literate are crucial in an age when scientific developments influence the political arena and vice versa. In order to become active and responsible citizens, students must understand such issues as global warming and stem cell research. Furthermore, they must be lifelong learners, capable of researching and educating themselves about new scientific developments. These are some of the complex issues that information literacy educators must address. This article reports on the results of a survey of student's attitudes towards science literacy and lifelong learning, and on variables associated with their attitudes. Most of the students' attitudes were …
Troublesome Concepts And Information Literacy: Investigating Threshold Concepts For Il Instruction, Amy R. Hofer, Lori Townsend, Korey Brunetti
Troublesome Concepts And Information Literacy: Investigating Threshold Concepts For Il Instruction, Amy R. Hofer, Lori Townsend, Korey Brunetti
Library Faculty Publications and Presentations
Librarians regularly encounter students who struggle to understand and apply information literacy concepts. A qualitative survey administered to information literacy practitioners asked about troublesome content and analyzed results using the threshold concepts pedagogical framework first described by Jan Meyer and Ray Land. A threshold concept transforms the learner’s view of content and helps integrate previously learned material; threshold concepts are portals that, once traversed, bring insight into how to think and act like a practitioner within a discipline. This project uses the data collected to propose seven threshold concepts for information literacy.
Technology In Practice. The Diy Patron: Rethinking How We Help Those Who Don't Ask, Meredith G. Farkas
Technology In Practice. The Diy Patron: Rethinking How We Help Those Who Don't Ask, Meredith G. Farkas
Library Faculty Publications and Presentations
The article presents information on services provided by library reference desks for do-it-yourself (DYI) patrons. The author looks at online instructional content, how-to tutorials, and in-person reference services. The article also discusses the importance of understanding library users' information-seeking behaviors.
The Ase Research Model: A Lightning Talk, Kimberly Willson-St. Clair
The Ase Research Model: A Lightning Talk, Kimberly Willson-St. Clair
Library Faculty Publications and Presentations
This PowerPoint describes the Analyze, Search, Evaluate (ASE) model for building a research strategy. This pedagogical model was field tested by Dr. Melissa Gross and Dr. Don Latham in a large, IMLS funded study of Florida college students who were targeted for remedial instruction regarding research skills and information literacy. Using this method at the Portland State University Library in research classes for freshman and international students, I have found the ASE research model to be an engaging way to organize an hour library class so that students learn an efficient and easy way to construct their research strategies.
Technology In Practice. Let's #Makeithappen: What Is Stopping You From Creating Change?, Meredith G. Farkas
Technology In Practice. Let's #Makeithappen: What Is Stopping You From Creating Change?, Meredith G. Farkas
Library Faculty Publications and Presentations
The article presents information on how librarians can get involved and create change. The author looks at the Twitter social networking service hashtag #makeithappen from librarian J.P. Porcaro, online professional development opportunities, and the future of libraries. She also discusses her experience creating the "Five Weeks to a Social Library" free online learning program.
What Do We Do And Why Do We Do It?, Emily Ford
What Do We Do And Why Do We Do It?, Emily Ford
Library Faculty Publications and Presentations
The library community should develop a philosophy of librarianship. In order to do so the community should engage in a dialogue about what we do and why we do it. Our history with the idea of a philosophy of librarianship is long, yet the library community hasn’t resolved the problem of what that philosophy (or philosophies) should be. Engaging in a reflective and philosophically-based practice of librarianship (a praxis of librarianship), one that frames decision-making and library work with the question: “what we do and why we do it?” will enable the library community to have successful conversations with those …
Technology In Practice. Tools For Optimal Flow: Technology-Enabled Research Workflows, Meredith G. Farkas
Technology In Practice. Tools For Optimal Flow: Technology-Enabled Research Workflows, Meredith G. Farkas
Library Faculty Publications and Presentations
The article presents information on technological tools for collecting and using research. The author looks at reference management software Zotero, computer program Mendeley for managing and sharing data, and Evernote software for notetaking and archiving. The article also discusses the social bookmarking websites Diigo and Instapaper.
Heard On The Net: You Can’T Always Get What You Want: Peering Into Open Access And Watching It All Come Unglued, Jill Emery
Library Faculty Publications and Presentations
This column discusses the usage findings of the PEER (Publishing and the Ecology of European Research) Project and argues that librarians should start assembling tools to not only track author publishing but to also measure the impact of research.
Usability Study Of A Library’S Mobile Website: An Example From Portland State University, Kimberly D. Pendell, Michael S. Bowman
Usability Study Of A Library’S Mobile Website: An Example From Portland State University, Kimberly D. Pendell, Michael S. Bowman
Library Faculty Publications and Presentations
To discover how a newly developed library mobile website performed across a variety of devices, the authors used a hybrid field and laboratory methodology to conduct a usability test of the website. Twelve student participants were recruited and selected according to phone type. Results revealed a wide array of errors attributed to site design, wireless network connections, as well as phone hardware and software. This study provides an example methodology for testing library mobile websites, identifies issues associated with mobile websites, and provides recommendations for improving the user experience.
The Demand Driven Acquisitions Pilot Project By The Orbis Cascade Alliance: An Interview With Members Of The Demand Driven Acquisitions Implementation Team, Jill Emery
Library Faculty Publications and Presentations
Portland State University collection development librarian Jill Emery talks with members of the Orbis Cascade Alliance demand driven acquisitions implementation team, EBL, and YBP Library Services about their participation in a pilot project to acquire e-books that are accessible to and jointly owned by the thirty-seven member libraries of the Orbis Cascade Alliance.
Technology In Practice. The Guide On The Side, Meredith G. Farkas
Technology In Practice. The Guide On The Side, Meredith G. Farkas
Library Faculty Publications and Presentations
The article discusses the use of active learning in library online instruction through the Guide on the Side software, allowing librarians to develop tutorials for users. Developed by Leslie Sult, Mike Hagedon, and Justin Spargur, members of the scholarly publishing and data management team at the University of Arizona's library, the software enabled librarians to create a tutorial for using JSTOR, an academic journals archive system, which allows users to actively use the database.
What's In Your Filter Bubble? Or, How Has The Internet Censored You Today?, Emily Ford
What's In Your Filter Bubble? Or, How Has The Internet Censored You Today?, Emily Ford
Library Faculty Publications and Presentations
The presentation focuses on the algorithmic filtering of patrons' online experience
Teaching Matters: Is There A Text In This Class? E-Readers, E-Books, And Information Literacy, Janelle M. Zauha
Teaching Matters: Is There A Text In This Class? E-Readers, E-Books, And Information Literacy, Janelle M. Zauha
Communications in Information Literacy
This column explores current issues with e-books and e-readers in academic classrooms. It suggests ways the academic library can explore and meet the information literacy needs of students, faculty, and staff who are using these new devices or seeing them in use in their classrooms.
Design To Learn, Learn To Design: Using Backward Design For Information Literacy Instruction, Bruce E. Fox, John J. Doherty
Design To Learn, Learn To Design: Using Backward Design For Information Literacy Instruction, Bruce E. Fox, John J. Doherty
Communications in Information Literacy
Using backward design coupled with a focus on intentional learning, a series of platform-independent podcasts were created to address the need to increase student information literacy competency. The design team used a collaborative process where all members of the team worked in an iterative fashion, from the specification of student learning outcomes to the creation of the final assessments. The project brought to light the importance of clearly specifying student learning outcomes, creating meaningful assessments, strong project management, and the composition and dynamics of the design team.
Guiding Students From Consuming Information To Creating Knowledge: A Freshman English Library Instruction Collaboration, Carolyn B. Gamtso, Susanne F. Paterson
Guiding Students From Consuming Information To Creating Knowledge: A Freshman English Library Instruction Collaboration, Carolyn B. Gamtso, Susanne F. Paterson
Communications in Information Literacy
In this paper we examine how faculty and librarians' own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students' ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we …
Share And Share Alike: Barriers And Solutions To Tutorial Creation And Management, Anne-Marie Deitering, Hannah Gascho Rempel
Share And Share Alike: Barriers And Solutions To Tutorial Creation And Management, Anne-Marie Deitering, Hannah Gascho Rempel
Communications in Information Literacy
Using data gathered in a nationwide survey, we found the most important barriers to tutorial creation for instruction librarians are time and technological expertise. Drawing on our experience extending the content management system used to build class pages and subject guides, we suggest using a content management system, like Library à la Carte, or LibGuides to build tutorials suggests a path around these common barriers.
Team-Based Learning In An Information Literacy Course, Trudi E. Jacobson
Team-Based Learning In An Information Literacy Course, Trudi E. Jacobson
Communications in Information Literacy
The author implemented team-based learning (TBL) in a credit-bearing information literacy course that meets a general education requirement at the University at Albany. TBL is a highly structured teaching method that includes a number of components not found in more traditional use of teams in the classroom. It required substantive changes in the course, which were notably repaid by the impact on student preparedness and engagement. The main elements of team-based learning are explained in the setting of this course.
Re-Conceptualizing Access: The New Role Of Information Literacy In Post-Secondary Education, Jennifer Andreae, Erin Anderson
Re-Conceptualizing Access: The New Role Of Information Literacy In Post-Secondary Education, Jennifer Andreae, Erin Anderson
Communications in Information Literacy
In this paper, we propose a new conceptual model of access in which information literacy plays a vital role in understanding and utilizing information to its fullest potential. The traditional approach, where access is equated to a static item (such as a computer lab or a list of links on a website), limits post-secondary students in their capacity to effectively navigate through the ever expanding plethora of information. Our new model, in which technological and information literacies are equally combined to form a true access outcome, offers a simple framework for post-secondary institutions to re-conceptualize access.
Designing And Implementing An Information Literacy Course In The Humanities, Ellen Daugman, Leslie Mccall, Kaeley Mcmahan
Designing And Implementing An Information Literacy Course In The Humanities, Ellen Daugman, Leslie Mccall, Kaeley Mcmahan
Communications in Information Literacy
As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities …
Academic Libraries And The Credit-Bearing Class: A Practical Approach, Margaret G. Burke
Academic Libraries And The Credit-Bearing Class: A Practical Approach, Margaret G. Burke
Communications in Information Literacy
Academic librarians are expanding their teaching roles and increasing numbers are involved in teaching information literacy by means of the credit-bearing class. Librarians at the Axinn Library at Hofstra University have been teaching credit-bearing classes since 2001. While doing research on the subject, the author found that the literature contained very little practical information concerning this important responsibility for academic librarians. In order to answer some questions that arose from Axinn librarians' experiences with credit-bearing classes, a survey was conducted using the Association of College and Research Libraries' Information Literacy Instruction's Discussion List as the study group. Among the topics …