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- Keyword
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- Information literacy (4)
- Standards (4)
- ACRL (1)
- ACRL Standards; critical information literacy; information literacy (1)
- Affective; personal information management (1)
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- Credit-bearing information literacy instruction (1)
- Critical thinking (1)
- Digital Literacy (1)
- Digital Literacy Task Force (1)
- Higher education (1)
- Information Literacy (1)
- Information literacy instruction; embedded instruction; instructional design (1)
- Information literacy; AASL; ACRL; standards; articulation; collaboration (1)
- Information literacy; competency standards; information communities; values; higher education; (1)
- Information literacy; critical theory; neoliberalism; inequality; politics (1)
- Information literacy; evaluation skills; first year experience (1)
- Information literacy; foreign languages; critical information literacy; global learning (1)
- Information literacy; library instruction; pedagogy; program development; MLS graduate education; professional development; career readiness (1)
- Information literacy; paradigm shift; ACRL (1)
- Information search process; feelings; reflection;learning (1)
- Instruction (1)
- Instruction proficencies; teaching competencies; reflection; goal-setting; professional development (1)
- Instruction; information literacy; strategic positioning (1)
- Metaliteracy; metacognitive; open and online learning; Open Educational Resources (OER); social media; participatory learning (1)
- Mobile; instruction; information literacy; cell phones; inquiry based learning; pedagogy; first year college students; libraries; instructional technology (1)
- Motivation; fun; instruction (1)
- Open access; leadership; information literacy (1)
- Partnerships; library instruction; Honors Programs; sustainability (1)
- Research guides; LibGuides; library instruction; usage; focus group (1)
- Special collections; primary resources; instruction (1)
Articles 1 - 30 of 30
Full-Text Articles in Social and Behavioral Sciences
Reflecting On This Issue, Robert Schroeder
Reflecting On This Issue, Robert Schroeder
Communications in Information Literacy
Introduction to this special issue, Reflecting on the Standards.
Info Lit 2.0 Or Deja Vu?, Patricia Anne Iannuzzi
Info Lit 2.0 Or Deja Vu?, Patricia Anne Iannuzzi
Communications in Information Literacy
In 1999, ACRL convened a national task force to draft Information Literacy Competency Standards for Higher Education. ACRL has recently launched a revision to those standards. The original standards were influential because they helped advance a national need in higher education at the time: a shift to outcomes based learning. Fourteen years later, information literacy stands alongside oral and written communication, critical thinking and ethical reasoning as learning outcomes broadly acknowledged as needing to be integrated, with disciplinary content, into the curriculum. This author believes that, in contrast to the first process, the current recommendations for revision are focused on …
Minding The Gaps: Exploring The Space Between Vision And Assessment In Information Literacy Work, Heidi L.M. Jacobs
Minding The Gaps: Exploring The Space Between Vision And Assessment In Information Literacy Work, Heidi L.M. Jacobs
Communications in Information Literacy
The current "ACRL Information Literacy Competency Standard Review Task Force" presents information literacy practitioners with an engaging intellectual endeavor: how might these standards be revised, rethought, re-envisioned? Regardless of what the review yields, the process is an excellent opportunity for us to think broadly and creatively about the Standards and to remember that they are not a fixed set of rules but a malleable and evolving document. Asking questions about the practical, pedagogical, and theoretical implications of the Standards and considering alternative approaches will yield engaging, fruitful, and necessary conversations not only about the teaching of information literacy but about …
The New Acrl Information Literacy Competency Standards: Revising Reception, Benjamin R. Harris
The New Acrl Information Literacy Competency Standards: Revising Reception, Benjamin R. Harris
Communications in Information Literacy
The publication of educational standards inspires a variety of responses---from wholesale acceptance and deployment to criticism and blame. The author of this paper contends that the revision of the ACRL's Information Literacy Competency Standards for Higher Education must be accompanied by a critical, conscious, and conscientious reception by librarians and information literacy advocates.
A Reconsideration Of Information Literacy, Stanley J. Wilder
A Reconsideration Of Information Literacy, Stanley J. Wilder
Communications in Information Literacy
This article is a reflection on the author's 2005 Chronicle of Higher Education article "Information Literacy Makes All the Wrong Assumptions." In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's "vertical" disciplinary agendas, while information literacy serves its "horizontal" institution-wide agenda.
Proposing A Metaliteracy Model To Redefine Information Literacy, Trudi E. Jacobson, Thomas P. Mackey
Proposing A Metaliteracy Model To Redefine Information Literacy, Trudi E. Jacobson, Thomas P. Mackey
Communications in Information Literacy
Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to …
Rethinking The 2000 Acrl Standards: Some Things To Consider, Carol C. Kuhlthau
Rethinking The 2000 Acrl Standards: Some Things To Consider, Carol C. Kuhlthau
Communications in Information Literacy
I propose three "rethinks" to consider in recasting the ACRL Standards for information literacy for the coming decades. First, rethink the concept of information need. Second, rethink the notion that information literacy is composed of a set of abilities for "extracting information." Third, rethink the holistic process of learning from a variety of sources of information that is central to information literacy. The necessity for these "rethinks" are grounded in my extensive studies of students' experience in the information search process that reveal an evolving, dynamic, holistic process incorporating a series of feelings (affective), thoughts (cognitive) and actions (physical) as …
Refreshing Information Literacy: Learning From Recent British Information Literacy Models, Justine Martin
Refreshing Information Literacy: Learning From Recent British Information Literacy Models, Justine Martin
Communications in Information Literacy
Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy development. This study analyzes four recently published models from the United Kingdom. The initial findings were presented in a report for an ACRL taskforce reviewing the Information Literacy Competency Standards for Higher Education. This article presents complementary, yet distinct findings from the same dataset that focus on reoccurring themes for information literacy …
Affective Learning And Personal Information Management: Essential Components Of Information Literacy, Ellysa Stern Cahoy
Affective Learning And Personal Information Management: Essential Components Of Information Literacy, Ellysa Stern Cahoy
Communications in Information Literacy
No abstract provided.
Marketing Information Literacy, Maura Seale
Marketing Information Literacy, Maura Seale
Communications in Information Literacy
No abstract provided.
Transforming Information Literacy In The Sciences Through The Lens Of E-Science, Elizabeth Berman
Transforming Information Literacy In The Sciences Through The Lens Of E-Science, Elizabeth Berman
Communications in Information Literacy
In 2011, the ACRL Science & Technology Section (STS) completed its five-year review of the Information Literacy Standards for Science and Engineering/Technology. Predicated by the evolving nature of scholarship and research in the sciences, the reviewing task force strongly recommended that the standards be revised. This paper considers the broad recommendations of the task force, using the framework of e-Science – team-based, data-driven science – to address areas of necessary transformation in information literacy: an advanced team-based model that crosses disciplinary boundaries; a recognition that individuals and groups not only consume information, but also produce it; and stronger interplay between …
How Aasl Learning Standards Inform Acrl Information Literacy Standards, Lesley S. J. Farmer
How Aasl Learning Standards Inform Acrl Information Literacy Standards, Lesley S. J. Farmer
Communications in Information Literacy
ACRL and other academic librarians are currently re-examining the tough questions of learning, literacy, and education -- and the librarians' role in addressing these issues. They can use AASL's learning standards as one springboard for thought, particularly in terms of articulating learning. The result is a developmentally appropriate set of standards that reflects lifelong engagement with, and creation of, recorded information.
Information Literacy And Digital Literacy: Competing Or Complementary?, Rosanne Marie Cordell
Information Literacy And Digital Literacy: Competing Or Complementary?, Rosanne Marie Cordell
Communications in Information Literacy
Digital Literacy is a more recent term than Information Literacy and is used for multiple categories of library users in multiple types of libraries. Determining the relationship between Information Literacy and Digital Literacy is essential before revision of the Information Literacy Standards can proceed.
Time For A Paradigm Shift: The New Acrl Information Literacy Competency Standards For Higher Education, Marcus Banks
Time For A Paradigm Shift: The New Acrl Information Literacy Competency Standards For Higher Education, Marcus Banks
Communications in Information Literacy
Academic librarians should expand our understanding of what counts as an authoritative resource, and be unafraid to challenge long-established wisdom in this domain. Wikipedia is far from perfect, but neither is the Encyclopedia Britannica. Wikipedia is updated daily, while the Britannica is no longer printed. If we cling to the Britannica as a symbol of authoritativeness, we will become obsolete ourselves. One way to prevent this fate is to reframe our collective thinking. In 2014 the Association of College and Research Libraries (ACRL) will issue a revised version of the Information Literacy Competency Standards for Higher Education. The task force …
Moving Forward: A Discussion On The Revision Of The Acrl Information Literacy Standards For Higher Education, Ellysa Stern Cahoy, Craig Gibson, Trudi E. Jacobson
Moving Forward: A Discussion On The Revision Of The Acrl Information Literacy Standards For Higher Education, Ellysa Stern Cahoy, Craig Gibson, Trudi E. Jacobson
Communications in Information Literacy
Abstract: The first PA Forward Information Literacy Summit was held in State College at the Pennsylvania State University, University Park campus, on Wednesday, July 24, 2013. This summit brought together K-12 and academic librarians from Pennsylvania to discuss current issues in information literacy. This text is a transcript of a discussion between Ellysa Cahoy, past chair of the of the ACRL Information Literacy Competency Standards Committee, and the ACRL Information Literacy Competency Standards Review Task Force, and Craig Gibson and Trudi Jacobson who are currently co-chairs of the ACRL Information Literacy Standards Revision Task Force. This Task Force is charged …
A Threshold Concepts Approach To The Standards Revision, Amy R. Hofer, Korey Brunetti, Lori Townsend
A Threshold Concepts Approach To The Standards Revision, Amy R. Hofer, Korey Brunetti, Lori Townsend
Communications in Information Literacy
This article describes how threshold concepts can inform the revision of ACRL's Information Literacy Competency Standards for Higher Education.
Teaching Matters: An Integrative Lesson On Searching, Tracking Citations, And Evaluating A Scholarly Article, Patrick P. Ragains
Teaching Matters: An Integrative Lesson On Searching, Tracking Citations, And Evaluating A Scholarly Article, Patrick P. Ragains
Communications in Information Literacy
This column describes a lesson in a credit-bearing information literacy course, focusing on evaluation of a scholarly article and finding citing references.
Demonstrating Leadership In Open Access, Robert Schroeder, Stewart Brower, Christopher V. Hollister
Demonstrating Leadership In Open Access, Robert Schroeder, Stewart Brower, Christopher V. Hollister
Communications in Information Literacy
The editors of CIL comment on the recent news that the editor and the editorial board of another library science journal have resigned in protest over their publisher's policies on authors' rights. The CIL editors put forth this event as an important demonstration of leadership in the open access movement, and they challenge the CIL readership to follow suit by adopting additional professional practices in support of open access.
Keeping Pace With Information Literacy Instruction For The Real World: When Will Mls Programs Wake Up And Smell The Lilacs?, Kimberly Davies-Hoffman, Barbara Alvarez, Michelle Costello, Debby Emerson
Keeping Pace With Information Literacy Instruction For The Real World: When Will Mls Programs Wake Up And Smell The Lilacs?, Kimberly Davies-Hoffman, Barbara Alvarez, Michelle Costello, Debby Emerson
Communications in Information Literacy
For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy …
Special Collections, Primary Resources, And Information Literacy Pedagogy, Melissa A. Hubbard, Megan C. Lotts
Special Collections, Primary Resources, And Information Literacy Pedagogy, Melissa A. Hubbard, Megan C. Lotts
Communications in Information Literacy
Literature suggests that teaching Information Literacy (IL) as an intellectual framework, rather than a set of computer-based tools, can be challenging for numerous reasons. At the same time, other articles describe the unique value of using hands-on investigations of special collections materials to facilitate the development of critical thinking skills and IL in discipline-specific contexts for upper-level students. This article reports on a collaboration between an IL instructor and a special collections librarian to create a hands-on special collections experience for entry-level IL students. We found that exposing these students to these materials can improve their IL and research skills. …
Teaching Web Evaluation: A Cognitive Development Approach, Candice Benjes-Small, Alyssa Archer, Katelyn Tucker, Lisa Vassady, Jennifer Resor Whicker
Teaching Web Evaluation: A Cognitive Development Approach, Candice Benjes-Small, Alyssa Archer, Katelyn Tucker, Lisa Vassady, Jennifer Resor Whicker
Communications in Information Literacy
Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the …
Promising Practices In Instruction Of Discovery Tools, Stefanie Buck, Christina Steffy
Promising Practices In Instruction Of Discovery Tools, Stefanie Buck, Christina Steffy
Communications in Information Literacy
Libraries are continually changing to meet the needs of users; this includes implementing discovery tools, also referred to as web-scale discovery tools, to make searching library resources easier. Because these tools are so new, it is difficult to establish definitive best practices for teaching these tools; however, promising practices are emerging. A promising practice is "a program, activity, or strategy" that shows early promise for being effective in the long term and generalizable across institutions (Dare Mighty Things, n.d.). The researchers used three methods to develop a list of promising practices for teaching discovery tools— a review of the current …
Cultural Shifts: Putting Critical Information Literacy Into Practice, Alison Hicks
Cultural Shifts: Putting Critical Information Literacy Into Practice, Alison Hicks
Communications in Information Literacy
This paper uses the example of foreign languages to explore the integration of critical information literacy into the curriculum of various disciplines. By closely examining the practices and values inherent in the foreign language information environment, the paper suggests that a critical vision of information literacy provides the most appropriate approach to help meet campus goals of educating students for transcultural competence. As such, the paper provides an example of the process and role of the librarian in integrating critical information literacy into disciplinary fields and proposes that this approach could be effective in global learning initiatives.
Adapting And Using Instruction Proficiencies To Encourage Reflection, Goal Setting And Professional Development, Uta Hussong-Christian
Adapting And Using Instruction Proficiencies To Encourage Reflection, Goal Setting And Professional Development, Uta Hussong-Christian
Communications in Information Literacy
Librarians at Oregon State University undertook a teaching competency project to lay the foundation for practices that improve teaching by adapting the core teaching proficiencies in the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. This article describes one model for locally adapting those proficiencies, the Oregon State University Libraries (OSUL) Framework for Teaching Excellence. This framework promotes reflection on, goal setting for, and professional development around teaching. The project team utilized a survey to determine the proficiency categories most valued by OSUL instruction librarians. The development and inclusion of context material for each proficiency category included in the …
Using Fun To Teach Rigorous Content, Mary Francis
Using Fun To Teach Rigorous Content, Mary Francis
Communications in Information Literacy
This paper will offer a position on the place of fun within education and learning. It will place fun as an important component of learning. The intent is not to espouse the belief that it is the duty of teachers and instructors to entertain students. Unlike a movie or TV show that provides passive entertainment, fun in this context relates to actions and techniques that aid students in learning new material. So rather than fun being associated with ease, fun is associated with rigor. In drawing together research on the successful impact of fun in education, this paper hopes to …
"Turn Your Cell Phones On": Mobile Phone Polling As A Tool For Teaching Information Literacy, Andy Burkhardt, Sarah Faye Cohen
"Turn Your Cell Phones On": Mobile Phone Polling As A Tool For Teaching Information Literacy, Andy Burkhardt, Sarah Faye Cohen
Communications in Information Literacy
While mobile technologies are ubiquitous among students and increasingly used in many aspects of libraries, they have yet to gain traction in information literacy instruction. Librarians at Champlain College piloted mobile phone polling in a first-year classroom as a less expensive and more versatile alternative to clickers. By utilizing a technology that virtually all students have in their pockets librarians found that it increased engagement from previous iterations of the session. In addition, by asking poll questions about students' experiences, librarians were able to facilitate in-depth inquiry into information literacy topics. Ultimately, from direct experience in over 30 different classes, …
Teaching Matters: Reshaping The Role Of Information Literacy Instructional Services, Patrick P. Ragains
Teaching Matters: Reshaping The Role Of Information Literacy Instructional Services, Patrick P. Ragains
Communications in Information Literacy
This column provides an overview of emerging trends in information literacy instruction.
Information Literacy Instruction For An Honors Program First-Year Orientation: Lessons Learned Over 15 Years Of A Sustainable Partnership, Anna Marie Johnson
Information Literacy Instruction For An Honors Program First-Year Orientation: Lessons Learned Over 15 Years Of A Sustainable Partnership, Anna Marie Johnson
Communications in Information Literacy
The information literacy literature contains many articles highlighting new instruction initiatives but few articles documenting sustainable ones. This article examines the literature on library partnerships in general and Honors Programs specifically and reports on the evolution of an ongoing fifteen year partnership between the University of Louisville Honors Program and the Ekstrom Library. It then discusses the development of this partnership and the changes in the information literacy program engendered by this partnership. It ends by defining some of the elements that made the partnership sustainable, ones that could potentially be transferred to other such partnerships.
Information Evaluation Instruction: A Three Term Project With A First Year Experience Course, Steve Borrelli, Corey M. Johnson
Information Evaluation Instruction: A Three Term Project With A First Year Experience Course, Steve Borrelli, Corey M. Johnson
Communications in Information Literacy
In response to the recognition that work world success is dependent on locating and effectively utilizing information, the academy has acknowledged the need to produce information literate graduates. There needs to be more focus on how to develop the most effective collaborative programs with teaching faculty and benchmark the progress toward research skill mastery. This paper outlines a multiple term collaborative effort targeting student evaluation skill development. Librarians taught hybrid (mostly online with some in-person interaction) lessons to groups of lower undergraduates enrolled in a first year experience seminar. A pre-test/post-test assessment package revealed that students' strongest area of proficiency …
Student Use Of Library Research Guides Following Library Instruction, Mardi Mahaffy
Student Use Of Library Research Guides Following Library Instruction, Mardi Mahaffy
Communications in Information Literacy
Librarians often provide students who attend one-shot library instruction sessions with research guides they can refer to once class is over. These guides, whether in paper or electronic form, serve to remind the students of key points and resources addressed during the session. It is unclear, though, if and how students refer to these guides once leaving the classroom. This article reports on the results of two focus groups made up of students who attended a basic library instruction session as part of a survey art course. The students shared how they used a paper and electronic research guide, delivered …