Open Access. Powered by Scholars. Published by Universities.®
Library and Information Science Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 8 of 8
Full-Text Articles in Library and Information Science
“(Mis)Information Creation As A Process”: A Method For Teaching Critical Media Literacy Designed To Work With Students Of All Political Persuasions, Winn W. Wasson
Libraries' and Librarians' Publications
After the advent of widespread coordinated disinformation during the 2016 U.S. presidential election campaign, librarians stepped up to combat misinformation and disinformation in their communities and the larger information ecosystem by applying principles and best practices of information literacy education. However, librarians walk a fine line on how to educate audiences to become critical consumers of information, particularly on politically sensitive topics. It is all too easy to lose audience members’ trust and receptiveness to our message when a component or the entirety of our presentation challenges the beliefs of participants too forcefully. When we teach information literacy sessions to …
(Mis)Information Creation As A Process: A Method For Teaching Media Literacy By Applying An Acrl Framework Frame, Winn W. Wasson
(Mis)Information Creation As A Process: A Method For Teaching Media Literacy By Applying An Acrl Framework Frame, Winn W. Wasson
Libraries' and Librarians' Publications
In January 2019, I taught a condensed credit-bearing media literacy course for undergraduates based on the ACRL Frame, “Information Creation as Process”. My main learning objective was to teach students to recognize accurate information, misinformation, and disinformation in the news and on social media, not by naming them as such, but by: 1) exposing students to the process through which news goes from field observations to a published or broadcast story, and 2) exploring current social and cognitive psychology research on how humans evaluate whether to believe the information they consume. The course ended with a discussion of healthy information …
Supporting Inquiry By Identifying Gaps In Student Confidence: Development Of A Measure Of Perceived Competence, Marilyn P. Arnone, Ruth V. Small, Rebecca Reynolds
Supporting Inquiry By Identifying Gaps In Student Confidence: Development Of A Measure Of Perceived Competence, Marilyn P. Arnone, Ruth V. Small, Rebecca Reynolds
School of Information Studies - Faculty Scholarship
Critical to inquiry-based learning is information literacy. Educators can enhance students’ experiences during the inquiry process if they are aware of the skill areas in which students either have or lack confidence. This article describes the development and psychometric properties of the Perceived Competence in Information Skills (PCIS) measure. Educators can use the measure to support student inquiry by identifying and addressing gaps in student confidence. The measure is freely available through Syracuse University’s Center for Digital Literacy.
Engineering A Collaborative Information Literacy Partnership, Jill Dixon, Angelique Jenks-Brown
Engineering A Collaborative Information Literacy Partnership, Jill Dixon, Angelique Jenks-Brown
Upstate New York Science Librarians Conference
No abstract provided.
The Effect Of Early Adolescents’ Psychological Needs Satisfaction Upon Their Perceived Competence In Information Skills And Intrinsic Motivation For Research, Marilyn P. Arnone, Rebecca Reynolds, Todd Marshall
The Effect Of Early Adolescents’ Psychological Needs Satisfaction Upon Their Perceived Competence In Information Skills And Intrinsic Motivation For Research, Marilyn P. Arnone, Rebecca Reynolds, Todd Marshall
School of Information Studies - Faculty Scholarship
The American Association of School Librarians’ Standards for the 21st Century Learner make clear that information skills alone are not sufficient for student success; students must also value those skills, use them in a productive and responsible manner, and have the motivational “dispositions in action” to support successful research and independent lifelong learning. Self-determination theory highlights perceived competence and autonomy as two basic psychological needs that support intrinsically-motivated behavior. This study investigates the extent to which context factors inherent to the school library influence students’ perceived competence in the domain of information skills (PCIS), and their intrinsic motivation for research …
Pedagogical Design For An Online Information Literacy Course: College Students' Learning Experience With Multi-Modal Objects, Hsin-Liang Chen, James Patrick Williams
Pedagogical Design For An Online Information Literacy Course: College Students' Learning Experience With Multi-Modal Objects, Hsin-Liang Chen, James Patrick Williams
Libraries' and Librarians' Publications
This project is an exploratory study on the use of multi-modal objects in an online information literacy course. This paper reports on the second phase of the project, which focused on students’ learning experience within five course modules employing different multi-modal media objects for instruction. Seven online surveys were conducted at the beginning of the course, immediately after each of the webcast discussion sessions accompanying each course module, and at the end of the course. The findings show significant relationships among computer skills, online teaching materials, use of communication tools, learning experience, and satisfaction with the course
Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf
Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf
School of Information Studies - Faculty Scholarship
Academic librarians throughout higher education add value to the teaching and learning missions of their institutions though information literacy instruction. To demonstrate the full impact of librarians on students in higher education, librarians need comprehensive information literacy assessment plans, composed of instructional program-level and outcome-level components, that summarize the purpose of information literacy assessment, emphasize the theoretical basis of their assessment efforts, articulate specific information literacy goals and outcomes, describe the major assessment methods and tools used to capture evidence of student learning, report assessment results, and highlight improvements made as a consequence of learning assessment.
Use Of Multi-Modal Media And Tools In An Online Information Literacy Course: College Students' Attitudes And Perceptions, Hsin-Liang Chen, James Patrick Williams
Use Of Multi-Modal Media And Tools In An Online Information Literacy Course: College Students' Attitudes And Perceptions, Hsin-Liang Chen, James Patrick Williams
Libraries' and Librarians' Publications
This project studies the use of multi-modal media objects in an online information literacy class. One hundred sixty-two undergraduate students answered seven surveys. Significant relationships are found among computer skills, teaching materials, communication tools and learning experience. Multi-modal media objects and communication tools are needed to strengthen course interactions and student engagement.