Library and Information Science Commons^™

Teaching Sift For Source Evaluation In Asynchronous One-Credit Information Literacy Courses, Allison Faix, Tristan Daniels

Library Faculty Publications

With an awareness of growing issues in teaching source evaluation, the authors explored new methods to incorporate this skill into one-credit asynchronous information literacy courses. The authors discovered improvements in student performance when using SIFT and identified key strategies for its implementation to achieve best results.

Discovering Crime And Justice Data On Government Websites, Ariana Baker, Allison Faix

Library Faculty Publications

This chapter will outline different federal agencies that collect and distribute data related to crime and justice. It will offer some strategies for finding, navigating, and getting the most out of that data.

Digital Partnerships: Nontraditional Learning Opportunities At The Freedman Center For Digital Scholarship, Amanda Koziura, R. Benjamin Gorham

Library Faculty Publications

This book chapter details instructional partnerships between experts at the Freedman Center for Digital Scholarship and faculty and students at Case Western Reserve University. Applications of digital scholarship methods in the classroom are discussed through case studies, which include assignments and activities incorporating GIS, Scalar, and photogrammetry. A literature review and mapping of digital scholarship concepts and methods to the ACRL Framework for Information Literacy in Higher Education are included.

Designing A Collaborative Learning Experience Around The Framework, Samantha Godbey, Xan Y. Goodman

Library Faculty Publications

In late 2015, we presented a three-hour workshop on the nascent ACRL Framework for Information Literacy for Higher Education at the European Conference on Information Literacy (ECIL) in Tallinn, Estonia,1 after which we were approached about preparing a more in-depth learning experience on the Framework for a group of international librarians. These librarians were part of the AMICAL Consortium, a consortium of twenty-nine liberal arts institutions in Europe, Asia, and Africa. At this point, we had already led several active learning–filled workshops on the Framework, including the one at ECIL. We were also working on a coedited book on the …

Framing Fake News: Misinformation And The Acrl Framework, Allison Faix, Amy F. Fyn

Library Faculty Publications

To address the growing problem of misinformation, librarians often focus on approaches tied to the frame “Authority Is Constructed and Contextual” from the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. The Framework, however, encompasses a much wider range of skills, abilities, knowledge practices, and dispositions that can be used to recognize and avoid misinformation in today’s complex media environment. This article does a close reading of the Framework to examine how librarians can apply it more fully when teaching research strategies, especially source evaluation. The authors propose that librarians take a holistic approach …

Programming As Pedagogy In The Academic Library, Kathleen Kasten-Mutkus

Library Faculty Publications

This paper considers library programming as a means of extending and enhancing the academic library’s pedagogical mission and role in student success. Scholarly programming in the form of faculty speakers, film screenings, or other kinds of research-based events creates opportunities for students to join an academic community and to practice critical thinking skills learned in class. These presentations inscribe the library within the students’ journey from student to scholar, highlighting its importance as a nexus for scholarly exchange. At the same time, this programming strengthens the library’s mission by encouraging engagement with the campus, interdisciplinary research, and efforts to support …

Should We Flip The Script?: A Literature Review Of Deficit-Based Perspectives On First-Year Undergraduate Students’ Information Literacy, Tatiana Pashkova-Balkenhol, Mark Lenker, Emily Cox, Elizabeth Kocevar-Weidinger

Library Faculty Publications

This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With …

Information Has Value Webcast - The Utility Of Social Media For Teaching Information Literacy, Nora Belzowski, Kristi Bugajski

Library Faculty Publications

How to use inquiry-based learning techniques to teach the information literacy threshold concept Information Has Value to students in a science for non-majors biology course. The presenters also discussed the design, implementation, and assessment of a scalable lesson plan that addresses concepts and skills within the Information Has Value frame.

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 …

Finding Empirical Articles For Psychology, Allison Faix

Library Faculty Publications

This article is chapter 31 from volume 4 (Information Creation as a Process) of the six-volume book series Framing Information Literacy, which was published by ACRL in 2018. This article describes a lesson plan that uses constructivist learning theory and the Information Creation as Process Frame. The lesson plan helps students identify and locate empirical journal articles in the field of psychology.

Connecting Information Literacy Instruction With Transfer Student Success, Mark Robison

Library Faculty Publications

No abstract provided.

Introduction, Samantha Godbey, Susan Wainscott, Xan Goodman

Library Faculty Publications

No abstract provided.

Collaborating With Teaching Faculty On Transparent Assignment Design, Melissa Bowles-Terry, John C. Watts, Pat Hawthorne, Patricia Iannuzzi

Library Faculty Publications

In light of a campus-wide curricular change at the University of Nevada, Las Vegas (UNLV), the University Libraries created Faculty Institutes to build capacity for effective teaching and assessment practices campus-wide. The UNLV Libraries Faculty Institutes are multi-day workshops designed and delivered by librarians to help teaching faculty create courses and assignments that are research-rich and closely aligned with the newly launched General Education learning outcomes. This chapter provides the situational factors leading to the overhaul of General Education at UNLV and how librarians leveraged this opportunity to maximize their role as experts in information literacy and instructional design. This …

Mining For The Best Information Value With Geoscience Students, Susan Wainscott, Joshua W. Bonde

Library Faculty Publications

No abstract provided.

Action Research As Inquiry For Education Students, Samantha Godbey

Library Faculty Publications

No abstract provided.

Moving Public Health Learners To The Skeptical Edge With Information Creation As A Process, Xan Goodman

Library Faculty Publications

No abstract provided.

How Do You Like Your Books: Print Or Digital? An Analysis On Print And E-Book Usage At The Graduate School Of Education, Dana Haugh

Library Faculty Publications

The shift from physical materials to digital holdings has slowly infiltrated libraries across the globe, and librarians are struggling to make sense of these intangible, and sometimes fleeting, resources. Materials budgets have shifted to accommodate large journal and database subscriptions, single-title article access, and most recently, e-book holdings. This analysis measures the impact of digital acquisitions in an academic setting during a highly transformative period of library practices. The study finds that both electronic and print books are valuable to the academic research community at GSE.

Motivated Reasoning, Political Information, And Information Literacy Education, Mark N. Lenker

Library Faculty Publications

Research in psychology and political science has identified motivated reasoning as a set of biases that inhibit one’s ability to process political information objectively. This research has important implications for the information literacy movement’s aims of fostering lifelong learning and informed citizenship. This essay argues that information literacy education should broaden its scope to include more than just knowledge of information and its sources; it should also include knowledge of how people interact with information, particularly the ways that motivated reasoning can influence citizens’ interactions with political information.

Librarians And Esl Instructors Unite For Information Literacy!, Rachael Muszkiewicz

Library Faculty Publications

No abstract provided.

Building Bridges For Student Success, Cindy Gruwell

Library Faculty Publications

This book chapter describes the collaborative efforts of an academic librarian and nursing faculty in the development of a robust health sciences-focused information literacy instruction workshop. After several years of “standard” IL sessions, both the librarian and faculty wanted to create a more dynamic, active learning environment for students enrolled in the nursing research and evidence-based practice course. In addition, the author reflects on the challenges and successes of working with faculty when a nursing department is undergoing programmatic and curriculum changes.

Ethnography In Action: Active Learning In Academic Library Outreach To Middle School Students, Samantha Godbey, Nancy Fawley, Xan Goodman, Susan Wainscott

Library Faculty Publications

This article describes an outreach activity developed and coordinated by academic librarians as part of a state program for low-income middle school students. Rather than offering a traditional library tour, the library organizers wanted to provide the middle school students with a meaningful experience that would encourage active participation, critical thinking, and alleviate library anxiety. As a spin on the traditional tour, students applied an ethnographic approach to learning about the library. The authors describe the development and implementation of the activity and provide recommendations for other librarians involved in outreach to K-12 students.

Library Instruction And Themed Composition Courses: An Investigation Of Factors That Impact Student Learning, Erin E. Rinto, Elisa I. Cogbill-Seiders

Library Faculty Publications

Many academic libraries partner with English composition in order to teach first year students skills related to academic research and writing. Due to the partnership between information literacy and first-year writing programs, it is important to evaluate how these programs can best support one another. The purpose of this study was to examine the impact of two factors on student information literacy skill development: library instruction and section theme—defined here as class sections of the English 102 (ENG 102) program developed around a central topic selected by the instructor. A random sample of annotated bibliographies from 95 sections of ENG …

Five-Course Meal Infused With Information Skills And Resources, Kimberly J. Whalen, Suzanne E. Zentz

Library Faculty Publications

No abstract provided.

Serving Those Who Serve: Outreach And Instruction For Student Cadets And Veterans, Nancy E. Fawley, Nikki Kyrsak

Library Faculty Publications

Student cadets and veterans new to college have unique academic needs, and the abrupt switch from civilian to Corps life for new students at a military university can be challenging. Likewise, transitioning from military life to civilian life as a veteran student can be overwhelming. The libraries at Norwich University and The University of Alabama are supporting programs to assist new students in the transition from civilian to Corps life and from military to civilian life, respectively. While these students are at different stages of their military careers, cadets and veterans have common attributes that inform library support and instruction, …

At The Nexus Of Scholarly Communication And Information Literacy, Marianne A. Buehler, Anne E. Zald

Library Faculty Publications

Introduction

Graduate students embarking upon a new phase in their educational careers may not realize the range of expectations, particularly the cocurricular or extracurricular expectation to participate in the scholarly communication process. Unforeseen faculty expectations may include a requirement to publish or copublish an article in order to pass a graduate course or to engage in grant-funded research that will result in conference presentations or publications. Learning about the publication process provides a key transitional experience between the independent intellectual endeavor of conducting research for course assignments and the social dynamics of being a professional researcher or scholar, interacting with …

Collaboration As An Essential Tool In Information Literacy Education 9-16: Context, Qualities And Implications, Samantha Godbey

Library Faculty Publications

The proliferation of electronic content and the development of new technologies are causing fundamental changes to the processes of reading and research, leaving many librarians curious and concerned about the future of the profession. In the midst of this transitional period, contemporary school librarians continue to face the challenges of limited funding and high expectations. Education and library funding continues to be cut, yet school librarians are tasked with coordinating efforts to educate children in information literacy so that they are educated consumers of information. Information literacy, the ability to “recognize when information is needed and have the ability to …

Info Lit 2.0 Or Deja Vu?, Patricia A. Iannuzzi

Library Faculty Publications

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. Thirteen 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 …

Developing And Applying An Information Literacy Rubric To Student Annotated Bibliographies, Erin E. Rinto

Library Faculty Publications

Objective – This study demonstrates one method of developing and applying rubrics to student writing in order to gather evidence of how students utilize information literacy skills in the context of an authentic assessment activity. The process of creating a rubric, training scorers to use the rubric, collecting annotated bibliographies, applying the rubric to student work, and the results of the rubric assessment are described. Implications for information literacy instruction are also discussed.

Methods – The focus of this study was the English 102 (ENG 102) course, a required research-based writing course that partners the instructors with the university librarians …

Information Literacy Opportunities Within The Discovery Tool Environment, Nancy E. Fawley, Nikki Krysak

Library Faculty Publications

Discovery tools such as Primo, EBSCO Discovery Service, Summon, and WorldCat Local aim to make scholarly research more intuitive for students in part because of their single interface for searching across multiple platforms, including the library, fee-based databases, and unique digital collections. Discovery tools are in sync with the way many undergraduates look for information because they offer a more “Google-like” experience in contrast with previous methods of research that required first knowing which database to use, then searching each one differently according to its specifications. However, broad searches across multiple formats with different systems of controlled vocabulary force instructors …

Notes From The Field: 10 Short Lessons On One-Shot Instruction, Megan Oakleaf, Steven Hoover, Beth S. Woodard, Jennifer Corbin, Randy Hensley, Diana K. Wakimoto, Christopher V, Hollister, Debra Gilchrist, Michelle Millet, Patricia A. Iannuzzi

Library Faculty Publications

Librarians teach. It might not be what we planned to do when we entered the profession, or it may have been our secret hope all along. Either way, we teach. We teach users of all types, including students, faculty, and our co-workers. We teach in multiple venues including classrooms, reference desks, face-to-face, and online. While the variety of teaching audiences and environments are endless, one teaching scenario remains quintessential: the one-shot library instruction session. No one knows better than librarians the limitations of this format, yet it remains central to our teaching efforts.