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Articles 1 - 6 of 6
Full-Text Articles in Library and Information Science
Reimagining Info 101: A Tale Of Revisions And New Beginnings, April P. Akins, Casey L. Anthony, Jean Thrift
Reimagining Info 101: A Tale Of Revisions And New Beginnings, April P. Akins, Casey L. Anthony, Jean Thrift
South Carolina Libraries
Realized that video you love showing in class is nearly as old as your students now? We’ve been there. Lander University librarians spent this summer collaborating to redesign INFO 101, our 1-credit information literacy course. The goals were to keep the course fresh, useful, effective, and synchronized across instructors and delivery methods. This initiative included reformatting into an eight-week schedule offered twice per semester, moving to a new textbook, establishing a shared Blackboard sandbox in the university’s recommended online course template, and ditching the final project. Results will be discussed from the Fall 2021 sections taught face-to-face and online.
Source Evaluation Strategies For The Misinformation Age, Allison I. Faix
Source Evaluation Strategies For The Misinformation Age, Allison I. Faix
South Carolina Libraries
This article provides a summary of recent criticisms of checklist approaches to source evaluation to build a fuller picture of the issues involved with relying on checklists and factors that have increased the complexity of evaluating sources in the misinformation age. It then looks at new source evaluation strategies and methods which can be used by teachers and librarians to better prepare students for the internet realities they now face in their academic and personal online research.
Nothin' To It But To Do It! Simple And Effective Outreach To Faculty, Jillian Collier
Nothin' To It But To Do It! Simple And Effective Outreach To Faculty, Jillian Collier
South Carolina Libraries
This paper is a summary of a poster presentation, originally presented at the 2019 Annual Conference of the SCLA, which described a simple and effective method for outreach to faculty, encouraging them to schedule library instruction. Such a method can be used to improve communication with faculty and grow a library instruction program.
The Good, The Badge, And The Ugly: Takeaways From Creating An Information Literacy Badge, Jesika Brooks, Brittany Hickey, Joshua Brunck
The Good, The Badge, And The Ugly: Takeaways From Creating An Information Literacy Badge, Jesika Brooks, Brittany Hickey, Joshua Brunck
South Carolina Libraries
Digital badges are micro-certifications that indicate competence in particular skills. At Columbia College, we combined coursework on information literacy skills with a Wikipedia editing project to create a digital “Research Badge” administered through the campus learning management system. Our poster at SCLA 2019 shared project successes and areas for improvement.
A Knowledge Lens For Information Literacy: Conceptual Framework And Case Study, Darin Freeburg
A Knowledge Lens For Information Literacy: Conceptual Framework And Case Study, Darin Freeburg
Faculty Publications
Purpose The purpose of this paper is to introduce a Knowledge Lens for information literacy. This lens shifts the focus and potential outcomes of information literacy in three ways. First, it promotes self-reflection as a means of integrating information. Second, it promotes creation, emphasizing it as a social process. Third, it promotes the ability and value of working with imprecision and lack of direction. Design/methodology/approach The author designed a Community of Practice (CoP) with a loosely structured guidebook to operationalize the Knowledge Lens. The initial stated purpose of the CoP was to provide innovative solutions to issues of race relations …
Embedded Information Literacy In The Basic Oral Communication Course: From Conception Through Assessment, Kari D. Weaver, Penni M. Pier
Embedded Information Literacy In The Basic Oral Communication Course: From Conception Through Assessment, Kari D. Weaver, Penni M. Pier
Faculty Publications
This paper explores the process of embedding information literacy into a basic oral communication course. Discussion includes student performance as an impetus for change, collaborative course design between the oral communication teaching team and instructional librarians, and assessment initiatives. Suggestions for future collaborative work are articulated.