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2010

Information Literacy

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Articles 1 - 27 of 27

Full-Text Articles in Library and Information Science

What Impact Do Academic Libraries Have On Teaching And Learning? A Review Of The Literature And Preliminary Taxonomy Of Standards, Rachel A. Fleming-May, Crystal Sherline Oct 2010

What Impact Do Academic Libraries Have On Teaching And Learning? A Review Of The Literature And Preliminary Taxonomy Of Standards, Rachel A. Fleming-May, Crystal Sherline

Rachel A. Fleming-May

In recent years a darkening financial horizon has intensified the focus on accountability for academic institutions of and their libraries.1-2 Increasingly, funders are seeking evidence of the financial return on these investments, or, in its absence, proof of non-monetary “value.” Identifying these “elusive”3 models for measuring the effectiveness of library resources and service is of concern to practitioners and the organizations that represent them. The Association of Research Libraries’ (ARL) commitment to identifying varied indicators of quality is evident in the New Measures Initiative and the development of instruments like LibQUAL+®,4 and the ACRL’s 2006-75 and 2009-106 presidents identified assessing …


Using A Rubric To Assess Freshman English Library Instruction, Susan Gardner Archambault, Elisa Acosta Oct 2010

Using A Rubric To Assess Freshman English Library Instruction, Susan Gardner Archambault, Elisa Acosta

Elisa Slater Acosta

Loyola Marymount University’s (LMU) Reference Department redesigned their freshman English library instruction so that all freshmen get a consistent and measurable experience using the library. In order to move to a more outcomes-based approach that measures what students can do with the information literacy skills we teach them, the Department designed an interactive five-module introduction to the research process that can be evaluated. All teaching materials were inserted onto a “LibGuide” content management system. Students sequentially complete an “English 110 Library Research Worksheet” as they work through the five-module research process and receive library instruction.
The Department also designed a …


20 Tips On Networking (Or Outreach) And Collaboration, Susan A. Ariew Oct 2010

20 Tips On Networking (Or Outreach) And Collaboration, Susan A. Ariew

Susan A. Ariew

Moving from Outreach to Collaboration: 20 Tips on Networking (or Outreach) and Collaboration.


20 Tips On Networking (Or Outreach) And Collaboration, Susan A. Ariew Oct 2010

20 Tips On Networking (Or Outreach) And Collaboration, Susan A. Ariew

Academic Services Faculty and Staff Publications

Moving from Outreach to Collaboration: 20 Tips on Networking (or Outreach) and Collaboration.


Culturally Relevant Information Literacy, Rob Morrison Jun 2010

Culturally Relevant Information Literacy, Rob Morrison

Rob Morrison

This paper is a qualitative case study of the role of culture in the information-seeking process. This study revealed that culture does impact how we locate, evaluate and value information and thus specific kinds of knowledge. Librarians and educators must deeply engage in discussions on literacy and how information is tied to knowledge that does not limit learners to the Western worldview. Information Literacy will always be an abstract term until integrated into knowledge production.


Culturally Relevant Information Literacy, Rob Morrison Jun 2010

Culturally Relevant Information Literacy, Rob Morrison

Rob Morrison

This paper is a qualitative case study of the role of culture in the information-seeking process. This study revealed that culture does affect how we locate, evaluate and value information and thus specific kinds of knowledge. Librarians and educators must engage in discussions on “Critical Information Literacy” where information is tied to knowledge creation that does not limit learners to a specific cultural worldview. Information and information-seeking processes cannot be separated from knowledge production


Culturally Relevant Information Literacy, Rob Morrison Jun 2010

Culturally Relevant Information Literacy, Rob Morrison

Faculty Publications

This paper is a qualitative case study of the role of culture in the information-seeking process. This study revealed that culture does affect how we locate, evaluate and value information and thus specific kinds of knowledge. Librarians and educators must engage in discussions on “Critical Information Literacy” where information is tied to knowledge creation that does not limit learners to a specific cultural worldview. Information and information-seeking processes cannot be separated from knowledge production


From Active Learning To Activity: Getting Beyond Busy Work And Into Deep Learning, Wendy Holliday May 2010

From Active Learning To Activity: Getting Beyond Busy Work And Into Deep Learning, Wendy Holliday

Library Faculty & Staff Presentations

This session will report on an ethnographic study of an English composition class. The researcher observed the class for an entire semester and conducted focus groups and interviews with students and the instructor. The session will describe key activities from the class, including reflections on motivation and learning by both instructors and students. It will conclude with a discussion of how the research findings can help librarians design instruction that engages learners more deeply.


Show Me The Article!: Helping Students Understand The Library's Role In Accessing Scholarly Information, Todd J. Wiebe May 2010

Show Me The Article!: Helping Students Understand The Library's Role In Accessing Scholarly Information, Todd J. Wiebe

Faculty Presentations

A fundamental concept that students need to understand about performing research at the college/university level is that, contrary to what they may believe or have been accustomed to thinking, the entire sum of human knowledge is not openly accessible to anyone for free via the Internet. Often times, students need to "see it to believe it" –or, more importantly, grasp it–by experiencing first-hand how the library and free web intersect. We should not assume that the divide between what is available freely on the Internet and the content provided by, and only accessible via campus libraries is automatically or commonly …


From Active Learning To Activity: Getting Beyond Busy Work And Into Deep Learning, Wendy Holliday May 2010

From Active Learning To Activity: Getting Beyond Busy Work And Into Deep Learning, Wendy Holliday

Wendy Holliday

This session will report on an ethnographic study of an English composition class. The researcher observed the class for an entire semester and conducted focus groups and interviews with students and the instructor. The session will describe key activities from the class, including reflections on motivation and learning by both instructors and students. It will conclude with a discussion of how the research findings can help librarians design instruction that engages learners more deeply.


Writing And Refining Information Literacy Learning Outcomes, Christopher Sweet Apr 2010

Writing And Refining Information Literacy Learning Outcomes, Christopher Sweet

Scholarly Publications

One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.


Writing And Refining Information Literacy Learning Outcomes, Christopher A. Sweet Apr 2010

Writing And Refining Information Literacy Learning Outcomes, Christopher A. Sweet

Christopher A. Sweet

One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.


Nurturing Failure: Creating A Risk-Tolerant Library Culture That Embraces Change And Innovation, Christopher Sweet Apr 2010

Nurturing Failure: Creating A Risk-Tolerant Library Culture That Embraces Change And Innovation, Christopher Sweet

Scholarly Publications

The culture of success is pervasive in our society. It is unacceptable to get anything other than an “A”. “Win at all costs.” “No room for error.” At the same time, we know that great inventions always come after a long string of failures. In the corporate world, a few very successful companies and entrepreneurs have learned that calculated risk and the freedom to fail are the keys to innovation and progress. This webcast will examine how creating a risk-tolerant culture can aid in keeping academic libraries both vibrant and relevant in the current economy.


Nurturing Failure: Creating A Risk-Tolerant Library Culture That Embraces Change And Innovation, Christopher A. Sweet Apr 2010

Nurturing Failure: Creating A Risk-Tolerant Library Culture That Embraces Change And Innovation, Christopher A. Sweet

Christopher A. Sweet

The culture of success is pervasive in our society. It is unacceptable to get anything other than an “A”. “Win at all costs.” “No room for error.” At the same time, we know that great inventions always come after a long string of failures. In the corporate world, a few very successful companies and entrepreneurs have learned that calculated risk and the freedom to fail are the keys to innovation and progress. This webcast will examine how creating a risk-tolerant culture can aid in keeping academic libraries both vibrant and relevant in the current economy.


Embedding Information Literacy In Service Learning College Course Via Desire2learn Learning Management System, Mei-Yan Lu, Susan Kendall Mar 2010

Embedding Information Literacy In Service Learning College Course Via Desire2learn Learning Management System, Mei-Yan Lu, Susan Kendall

Faculty and Staff Publications

No abstract provided.


The Power Of Information Literacy: Building Student Success And Critical Thinking Skills, Rosemary L. Meszaros Mar 2010

The Power Of Information Literacy: Building Student Success And Critical Thinking Skills, Rosemary L. Meszaros

Rosemary L. Meszaros

What is information literacy? What skills do students need to learn to become successful in life? How can I incorporate these skills into the courses I teach? Take a fresh look at the concept of information literacy and how we can teach our students competencies in research, computer, media, and critical thinking skills. Part of the WKU Priorities Series.


The Power Of Information Literacy: Building Student Success And Critical Thinking Skills, Rosemary L. Meszaros Mar 2010

The Power Of Information Literacy: Building Student Success And Critical Thinking Skills, Rosemary L. Meszaros

DLPS Faculty Publications

What is information literacy? What skills do students need to learn to become successful in life? How can I incorporate these skills into the courses I teach? Take a fresh look at the concept of information literacy and how we can teach our students competencies in research, computer, media, and critical thinking skills. Part of the WKU Priorities Series.


Information Literacy And Social Power, Jonathan Cope Mar 2010

Information Literacy And Social Power, Jonathan Cope

Publications and Research

An examination of information literacy literature using the perspective of social power research.


Zach's News, Georgia Southern University, Zach S. Henderson Library Jan 2010

Zach's News, Georgia Southern University, Zach S. Henderson Library

University Libraries News Online (2008-2023)

  • 2010 Georgia Conference on Information Literacy
  • College Students Seek Information in a Digital Age
  • Henderson Library featured in Georgia Library Spotlight


Clicking With Your Audience: Evaluating The Use Of Personal Response Systems In Library Instruction, Emily K. Chan, Lorrie A. Knight Jan 2010

Clicking With Your Audience: Evaluating The Use Of Personal Response Systems In Library Instruction, Emily K. Chan, Lorrie A. Knight

Emily K. Chan

University of the Pacific librarians used personal response systems (PRS) or clickers in first- year mandatory library instructional sessions to assess their effects on student engagement and retention of learning outcomes. Students who utilized clickers during their library sessions reported greater enjoyment and encouragement to participate (n=291). Students in the sessions not utilizing the clickers achieved better learning outcomes than their counterparts who utilized clickers (n=326). The implications of these results are discussed, specifically within the context of pedagogy and tailoring instruction to the Millennial generation.


Wiki-Ing Your Way Into Collaborative Learning, Kenneth Orenic, Molly Beestrum Jan 2010

Wiki-Ing Your Way Into Collaborative Learning, Kenneth Orenic, Molly Beestrum

Library Scholarship

Practitioners in information literacy and library instruction have outed the benefits of collaborative learning for years. Students learn more when they work together to develop critical research skills. Wikis have added a new dimension to the process of collaborative learning. This presentation demonstrated how quickly and easily librarians can create classroom assignments and engage students, generate immediate results, promote collaboration, and reinforce learning objectives all through the use of a wiki.


Using Teaching Faculty Focus Groups To Assess Information Literacy Core Competencies At University Level, Jodi Tyron, Emily Elizabeth Frigo, Mary Kathleen O'Kelly Jan 2010

Using Teaching Faculty Focus Groups To Assess Information Literacy Core Competencies At University Level, Jodi Tyron, Emily Elizabeth Frigo, Mary Kathleen O'Kelly

Scholarly Papers and Articles

Grand Valley State University librarians designed and conducted teaching faculty1 focus groups to gauge their response to a new information literacy (IL) core student competencies document created to support a developing library IL programme. Although the competencies were inspired by existing, widely known information literacy standards and guidelines the University Libraries’ Information Literacy Competencies document (ILCC) is unique and written specifically to address the university’s culture and curriculum. The authors of this paper formed a research team to assemble two groups of teaching faculty from various disciplines and to analyse focus group transcripts using a content analysis approach. The resulting …


Information Research Practices, Fall 2010 – Pretest Summary Results, Jackie Lauer-Glebov Jan 2010

Information Research Practices, Fall 2010 – Pretest Summary Results, Jackie Lauer-Glebov

Staff and Faculty Work

Jackie Lauer-Glebov presented Information Research Practices Survey Results


Defining Workplace Information Fluency Skills For Technical Communication Students, Yuejiao Zhang Jan 2010

Defining Workplace Information Fluency Skills For Technical Communication Students, Yuejiao Zhang

Electronic Theses and Dissertations

Information fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can inform our teaching practices. Within the framework of qualitative methodology, this study employs two data-collection instruments, including a content analysis of online job recruitment postings …


Using An Interdisciplinary Approach To Teach Undergraduates Communication And Information Literacy Skills, Andrea Dinkelman, Jeanine Aune, Gail Nonnecke Dec 2009

Using An Interdisciplinary Approach To Teach Undergraduates Communication And Information Literacy Skills, Andrea Dinkelman, Jeanine Aune, Gail Nonnecke

Andrea L. Dinkelman

For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and Horticulture and the library at Iowa State University collaborated in a foundation communication course (English 250). The course incorporates five components—finding information sources; evaluating information sources; and preparing an annotated bibliography, a research paper, and a research poster—all within the context of horticulture. The objective of the collaboration was to integrate communication and information …


Information Behaviors Of Cancer Patients In The Information Age, Lisa Zilinski Dec 2009

Information Behaviors Of Cancer Patients In The Information Age, Lisa Zilinski

Lisa Zilinski

Advances in cancer treatments and the increasing availability of information are changing the information behaviors of cancer patients. Many American adults search for health-related information on the Internet and have made decisions based on results from general search engines. Information and health professionals are concerned about the reliability, validity and volume of health information available. Patient usage and preferences are discussed. This article reviews recent literature and research surrounding the information seeking behaviors of cancer patients and provides ideas for future research.


Solving The Rubrics Cube: Using Assessment To Sharpen Library Instruction, Elisa Slater Acosta, Susan Gardner Dec 2009

Solving The Rubrics Cube: Using Assessment To Sharpen Library Instruction, Elisa Slater Acosta, Susan Gardner

Elisa Slater Acosta

Loyola Marymount University's (LMU) Reference Department designed a rubric to measure student learning outcomes for freshman English. Students sequentially completed an "English 110 Library Research Worksheet” during library instruction. The rubric which is set up to analyze learning outcomes from parts of the ACRL Information Literacy Competency Standards for Higher Education is applied to collected student worksheets. The Department undertook a multi-step process to try to calibrate the rubric and achieve consensus estimates of inter-rater reliability. During fall 2009, reference & instruction librarians collected 755 worksheets and graded a random sample of 100 students. This poster session will present the …