Library and Information Science Commons^™

Uniting The Field: Using The Acrl Visual Literacy Competency Standards To Move Beyond The Definition Problem Of Visual Literacy, Dana Thompson, Stephanie Beene

Faculty & Staff Research and Creative Activity

Visual literacy has evolved alongside information literacy and media literacy, reflecting social, technological, and cultural changes. Rapidly advancing technology, multimodal access to information and disinformation, and political rhetoric increasingly impact the perception, trust, and use of visual media. These broader technological and cultural shifts also change what it means to be a visually literate individual in the twenty-first century. Although much has been written about visual literacy, there is very little that reviews scholarship that uses the 2011 ACRL Visual Literacy Competency Standards for Higher Education. Through an analysis of 196 articles published from 2011 to 2019, this study …

News Literacy And Fake News Curriculum: School Librarians’ Perceptions Of Pedagogical Practices, Lesley Farmer

Journal of Media Literacy Education

The high profile of fake news reveals underlying trends in the production and consumption of news. While news literacy is a lifelong skill, the logical time to start teaching such literacy is in K-12 educational settings, so that all people have the opportunity to learn and practice news literacy. School librarians can play a critical role in helping students gain news literacy competence. This study investigated the needs for K-12 students to be news literate and their current level of skills as perceived by in-service teachers and school librarians in California. Respondents thought that their students were most competent at …

Integrating Information Literacy And Evidence-Based Medicine Content Within A New School Of Medicine Curriculum: Process And Outcome, Joanne M. Muellenbach, Kathryn M. Houk, Dana E. Thimons, Bredny Rodriguez

Library Faculty Publications

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery …

Integrating Information Literacy And Evidence-Based Medicine Content Within A New School Of Medicine Curriculum: Process And Outcome, Joanne M. Muellenbach, Kathryn M. Houk, Dana E. Thimons, Bredny Rodriguez

Jay Sexter Library Publications and Research

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery …

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 …

Beyond The One-Shot: Creating A Scaleable Online Information Literacy Curriculum, Kate Fuller, Donovan Reinwald

ACRL New England Chapter Annual Conference

Students and faculty continue to seek support for traditional library research services, while the library seeks to support and sustain services to a constantly growing university population. By moving our information literacy instruction to an unmediated online curriculum, the library has been able to take advantage of an incredible opportunity to expand our services and maximize our impact on students.

This approach allows us to move our information literacy instruction past the much-lamented “one shot” instructional session. Designed to stand alone or be integrated by faculty into courses, students and faculty will be able to access modules at the point …

Final Report For Chesnutt Library Fellows Information Literacy Program (Final Report), Dong Wang

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Historical Questions And Informational Literacy, Robert D. Taber

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Information Literacy In Class Room, Asitha Kodippili

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Chesnutt Library Literacy Fellows Pathway: Ninth Cohort, Jennifer J. Marson

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Fsu Chesnutt Library Fellows Information Literacy Program Presentation, Dong Wang

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Chestnutt Library Fellows: What Worked (And What Didn’T), Heather Griffiths

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Information Literacy And Precalculus Mathematics I, Wu Jing

Chesnutt Fellows Information Literacy Projects

No abstract provided.

My Experience Of Being A Chesnutt Fellow On Information Literacy (Final Report), Asitha Kodippili

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Literacy Fellow Ninth Cohort, 2016-2017--Paper Assignment (Final Report), Jennifer J. Marson

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Historical Questions And Informational Literacy (Final Report), Robert D. Taber

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Using Information Literacy To Cultivate Scientific Literacy In Communication Research (Final Report), Alanna Miller

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Information Literacy- Math 129 Precalculus Mathematics I Redesign (Final Report), Wu Jing

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Incorporating Information Literacy Into Anthropology 210 (Final Report), Erin Eldridge

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Using Information Literacy To Cultivate Scientific Literacy In Communication Research, Alanna Miller

Chesnutt Fellows Information Literacy Projects

No abstract provided.

Instructional Design: Skills To Benefit The Library Profession, Jennifer M. Turner

Library Services Publications

Librarians in many types of libraries frequently find themselves positioned as instructors in formal and informal educational settings. Librarians can help ensure that learner needs are better defined and addressed by gaining basic competency in instructional design (ID), an intentional process used to create effective, efficient educational and training programs. Additionally, instructional design skills have the potential to benefit librarians in nonteaching roles. This paper examines existing library literature to determine how librarians can benefit from ID skills and to identify core ID competencies for the profession, and suggests opportunities to investigate how librarians might best acquire these skills.

Supplemental Materials For Building Data And Information Literacy In The Undergraduate Chemistry Curriculum, Yasmeen Shorish, Barbara A. Reisner

Yasmeen Shorish

Course syllabus from Chem 481, Fall 2015, to supplement the chapter "Building Data and Information Literacy in the Undergraduate Chemistry Curriculum" in the monograph Integrating Library and Information Literacy Into Chemistry Curricula - ACS Symposium Series, ACS Publications.

Supplemental Materials For Building Data And Information Literacy In The Undergraduate Chemistry Curriculum, Yasmeen Shorish, Barbara A. Reisner

Department of Chemistry and Biochemistry - Faculty Scholarship

Course syllabus from Chem 481, Fall 2015, to supplement the chapter "Building Data and Information Literacy in the Undergraduate Chemistry Curriculum" in the monograph Integrating Library and Information Literacy Into Chemistry Curricula - ACS Symposium Series, ACS Publications.

Digital Literacy: Why It Matters, Allison Kavanagh, K.C. O'Rourke

Articles

In the past two decades the internet, email, apps, mobile devices and all associated hardware and software have become firmly embedded in everyday life, to the extent that it often feels that we have had no control over this phenomenon. What are the implications for education?

Primary and secondary students today have grown up with the always-connected life which the internet has enabled. However, the credence given to the idea that this makes them fully comfortable and aware as "digital natives" is misguided. The social implications of the internet society – surveillance and the decline of privacy, cyberbullying and so …

“It’S In The Syllabus”: Identifying Information Literacy And Data Information Literacy Opportunities Using A Grounded Theory Approach, Clarence Maybee, Jake Carlson, Maribeth Slebodnik, Bert Chapman

Libraries Faculty and Staff Scholarship and Research

Developing innovative library services requires a real world understanding of faculty members' desired curricular goals. This study aimed to develop a comprehensive and deeper understanding of Purdue's nutrition science and political science faculties' expectations for student learning related to information and data information literacies. Course syllabi were examined using grounded theory techniques that allowed us to identify how faculty were addressing information and data information literacies in their courses, but it also enabled us to understand the interconnectedness of these literacies to other departmental intentions for student learning, such as developing a professional identity or learning to conduct original research. …

Developing A Credit-Bearing Information Literacy Course, Andrew Kearns, Lola Bradley

Georgia International Conference on Information Literacy

Are you considering creating a credit-bearing information literacy course on your campus? Come join us and learn from our experience in creating LIBR 201, Strategies for Information Discovery, the University of South Carolina Upstate Library's first credit course. This interactive workshop will give you the chance to explore how you might create a course that is right for your campus while learning from our experiences. For each topic, we will briefly share how we developed as aspect of LIBR 201 before engaging in an activity that will help you to explore how this aspect of course development might be applied …

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: …

Using Cases To Teach Research Data Management, Donna Kafel

Donna Kafel

Presentation on using the research cases in the New England Collaborative Data Management Curriculum to teach data management best practices. Demonstration of how a biomedical research engineering case could be presented to students to teach research data management concepts in a disciplinary context.

Creating A Campus-Wide Information Literacy Agenda, Patricia A. Iannuzzi, Chris Heavey

Library Faculty Presentations

Information literacy stands beside critical thinking and oral and written communication as fundamental proficiencies required for academic, professional, and personal success. These lifelong learning abilities overlap and intersect in many ways and far beyond library communities. Higher education associations, regional and disciplinary accreditation bodies, and even employers are demanding evidence that students graduate with these skills. Yet colleges and universities struggle with articulating the desired learning outcome in specific ways that align with assessment practices and the collection of evidence of student achievement. Engaging faculty in rethinking curriculum beyond their courses, and even beyond their major, to create a coherent …

First Steps In Planning A College Department Curriculum To Incorporate Information Fluency, Claudia J. Dold

Claudia J. Dold

Creating an information fluency curriculum for a specific discipline requires preliminary work: assessing what students already know in their discipline; what they need to learn to be successful in their current course; and then what they will need to be functional in the field when they complete the remaining classes in their discipline, when they start working in their field, and/or when they move on to graduate school. This session addresses how one librarian approached faculty in a particular discipline, assessed the current teaching agenda, and planned to determine the information fluency demands of the courses.