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- ACRL Framework for Information Literacy in Higher Education; information literacy; critical information literacy; critical pedagogy; ideology; hegemony; praxis (1)
- ACRL Framework for Information Literacy; Critical Information Literacy; Library Instruction (1)
- Acrl framework; standards; information literacy; higher education (1)
- Association of College & Research Libraries (1)
- Book review; embedded librarianship; information literacy instruction (1)
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- Book review; information literacy; threshold concepts; critical information literacy; epistemology; (1)
- Evaluation of instruction; assessment of student learning; standalone (one-shot) information literacy sessions; quasi-experimental design; pretest-posttest assessment; control groups; performance assessments; homework assignments (1)
- ICT skills (1)
- Information Literacy; Librarian Perception; Survey; Academic Libraries (1)
- Information literacy instruction; studio art; citation analysis (1)
- Information literacy skills (1)
- Information literacy; ACRL Framework; curriculum; threshold concept; (1)
- Information literacy; Academic libraries; Library instruction; Research; Instruction assessment (1)
- Information literacy; educational theory; learning theory; pedagogy; library instruction (1)
- Information synthesis; assessment; rubrics; library instruction (1)
- Instruction; metacognition; Framework; implementation; reflection (1)
- Librarian (1)
- Motivational design;information literacy;instruction;libraries;instructional design (1)
- Nigeria. (1)
- Pedagogy; teaching; instruction; ACRL Framework; neoliberalism; fabulation; higher education; librarian identity; librarian educators (1)
- Social justice; critical information literacy (1)
Articles 1 - 24 of 24
Full-Text Articles in Library and Information Science
Book Review: Not Just Where To Click: Teaching Students How To Think About Information, Margy Macmillan
Book Review: Not Just Where To Click: Teaching Students How To Think About Information, Margy Macmillan
Communications in Information Literacy
Book Review: Not Just Where to Click: Teaching Students How to Think About Information
First Thoughts On The Framework, Robert Schroeder
First Thoughts On The Framework, Robert Schroeder
Communications in Information Literacy
Introduction to the special section of vol. 9, no. 2 entitled "First Thoughts on the Framework."
Evaluating A Pre-Session Exercise In A Standalone Information Literacy Class, Joseph E. Goetz, Catherine R. Barber
Evaluating A Pre-Session Exercise In A Standalone Information Literacy Class, Joseph E. Goetz, Catherine R. Barber
Communications in Information Literacy
In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for comparison. The treatment group did not demonstrate better thesaurus skills than students who had regular library instruction alone, but results pointed the way to targeted improvements of pre-session learning materials. This approach could inform other information literacy homework applications such as flipping the classroom.
A Survey Of Librarian Perceptions Of Information Literacy Techniques, Simone L. Yearwood, Nancy M. Foasberg, Kenneth D. Rosenberg
A Survey Of Librarian Perceptions Of Information Literacy Techniques, Simone L. Yearwood, Nancy M. Foasberg, Kenneth D. Rosenberg
Communications in Information Literacy
Teaching research competencies and information literacy is an integral part of the academic librarian's role. There has long been debate among librarians over what are the most effective methods of instruction for college students. Library Faculty at a large urban University System were surveyed to determine their perceptions of the effectiveness of common information literacy instruction techniques. The system includes both two-year and four-year programs, as well as degree granting institutions. This research was undertaken for the purpose of better prioritizing institutional teaching activities in the current academic climate. The research shows that librarians within the University System believed that …
Colleges Of Education Librarians In Nigeria: An Investigation Into The Self-Perception Of Ict-Related Information Literacy Skills, Ebikabowei Emmanuel Baro, Monica Eberechukwu Eze
Colleges Of Education Librarians In Nigeria: An Investigation Into The Self-Perception Of Ict-Related Information Literacy Skills, Ebikabowei Emmanuel Baro, Monica Eberechukwu Eze
Communications in Information Literacy
The purpose of the paper is to investigate the level of ICT related IL skills of librarians in COE libraries and to know some challenges librarians face in acquiring IL skills. Descriptive survey method was adopted using questionnaire.The study covered professionals and para-professional librarians in federal, state and private Colleges of Education libraries in the South-South and South-East geo-political zones of Nigeria. The findings revealed that the librarians rated their information literacy skills to be average. A correlation of the overall assessment of the librarians' IL skills with variables such as institution, gender, years of experience and qualifications revealed differences …
First Thoughts On Implementing The Framework For Information Literacy, Trudi E. Jacobson, Craig Gibson
First Thoughts On Implementing The Framework For Information Literacy, Trudi E. Jacobson, Craig Gibson
Communications in Information Literacy
Following the action of the ACRL Board in February 2015 in accepting the Framework for Information Literacy for Higher Education as one of the "constellation of documents" that promote and guide information literacy instruction and program development, discussion in the library community continues about steps in implementing the Framework. The spectrum of possibilities for implementing the Framework encompasses both curricular and co-curricular settings within colleges and universities. At this early stage of implementing the Framework, we suggest five curricular and instructional structures that can be thought of as a continuum of deepened engagement with its core ideas. The second half …
Teaching Information Literacy Through "Un-Research", Allison Hosier
Teaching Information Literacy Through "Un-Research", Allison Hosier
Communications in Information Literacy
Students who write essays on research topics in which no outside sources are cited and accuracy is treated as negotiable generally should not expect to receive good grades, especially in an information literacy course. However, asking students to do just this was the first step in the "un-research project," a twist on the familiar annotated bibliography assignment that was intended to guide students away from "satisficing" with their choice of sources and toward a better understanding of scholarship as a conversation. The project was implemented as part of a credit-bearing course in spring 2014 with promising results, including a more …
This Is Really Happening: Criticality And Discussions Of Context In Acrl's Framework For Information Literacy, Kevin Patrick Seeber
This Is Really Happening: Criticality And Discussions Of Context In Acrl's Framework For Information Literacy, Kevin Patrick Seeber
Communications in Information Literacy
The development of the ACRL Framework for Information Literacy has sparked an immense amount of conversation among academic librarians, though the profession is still far from consensus with regards to if, when, or how the document should be implemented. This essay argues that despite debates over various points within the text, the overall theme of the Framework is a call for librarians and educators to recognize the importance of context when discussing information literacy. As this relates to the curriculum of higher education, instruction and assignments can no longer afford to separate "school" from "real life." Classroom instruction must recognize …
Continuing The Conversation: Questions About The Framework, Megan E. Dempsey, Heather Dalal, Lynee R. Dokus, Leslin H. Charles, Davida Scharf
Continuing The Conversation: Questions About The Framework, Megan E. Dempsey, Heather Dalal, Lynee R. Dokus, Leslin H. Charles, Davida Scharf
Communications in Information Literacy
Given the prevalence of the Information Literacy Competency Standards in the library profession for the past 15 years, and the heated debate that took place regarding whether or not the Framework for Information Literacy and the Standards could harmoniously co-exist, the article raises questions about the future of information literacy in higher education. We do not necessarily have answers to these questions, but offer our own perspectives, some insight into how the Standards have served New Jersey academic librarians in the past, and how we envision using the Framework and the Standards together to further information literacy instruction at our …
Book Review: Curriculum-Based Library Instruction: From Cultivating Faculty Relationships To Assessment, Maureen Knapp
Book Review: Curriculum-Based Library Instruction: From Cultivating Faculty Relationships To Assessment, Maureen Knapp
Communications in Information Literacy
No abstract provided.
Book Review: Using Primary Sources: Hands-On Instructional Exercises, Kevin M. O'Sullivan
Book Review: Using Primary Sources: Hands-On Instructional Exercises, Kevin M. O'Sullivan
Communications in Information Literacy
Book Review: Using Primary Sources: Hands-On Instructional Exercises
Seeking Social Justice In The Acrl Framework, Andrew Battista, Dave Ellenwood, Lua Gregory, Shana Higgins, Jeff Lilburn, Yasmin Sokkar Harker, Christopher Sweet
Seeking Social Justice In The Acrl Framework, Andrew Battista, Dave Ellenwood, Lua Gregory, Shana Higgins, Jeff Lilburn, Yasmin Sokkar Harker, Christopher Sweet
Communications in Information Literacy
The scope of this article is to address the possibilities and challenges librarians concerned with social justice may face when working with the ACRL Framework. While the Framework recognizes that information emerges from varied contexts that reflect uneven distributions of power, privilege, and authority, it is missing a cogent statement that connects information literacy to social justice. In this article, authors concerned with social justice and civic engagement will share their reflections on the Framework from a critical pedagogical and social justice orientation.
A Pedagogy Of Inquiry, Nicole Pagowsky
A Pedagogy Of Inquiry, Nicole Pagowsky
Communications in Information Literacy
Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL Framework for Information Literacy, the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The Framework provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the Framework in contrast to changes in higher education presents a challenge. We should consider ways in which …
Ideology And Critical Self-Reflection In Information Literacy Instruction, Jessica Critten
Ideology And Critical Self-Reflection In Information Literacy Instruction, Jessica Critten
Communications in Information Literacy
Information literacy instruction traditionally focuses on evaluating a source for bias, relevance, and timeliness, and rightfully so; this critical perspective is vital to a well-formed research process. However, this process is incomplete without a similar focus on the potential biases that the student brings to his or her interactions with information. This paper describes a case study of a semester-long information literacy course that utilized neo-Marxist philosopher Louis Althusser's figurations of ideology and ideological state apparatuses as a site of critical self-reflection for students and a method by which students could become empowered to recognize themselves as not just consumers, …
"Mind-Blowing"": Fostering Self-Regulated Learning In Information Literacy Instruction, Eveline Houtman
"Mind-Blowing"": Fostering Self-Regulated Learning In Information Literacy Instruction, Eveline Houtman
Communications in Information Literacy
The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students' self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective …
Book Review: The One-Shot Library Instruction Survival Guide, Beth R. Canzoneri
Book Review: The One-Shot Library Instruction Survival Guide, Beth R. Canzoneri
Communications in Information Literacy
No abstract provided.
Teaching Matters: The Interplay Of Information Literacy Instruction And Professional Statements, Patrick P. Ragains
Teaching Matters: The Interplay Of Information Literacy Instruction And Professional Statements, Patrick P. Ragains
Communications in Information Literacy
This column examines the Association of College & Research Libraries' new Framework for information literacy for higher education and Information literacy competency standards for higher education in the context of professional practice.
A Decade Of Critical Information Literacy: A Review Of The Literature, Eamon Tewell
A Decade Of Critical Information Literacy: A Review Of The Literature, Eamon Tewell
Communications in Information Literacy
As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information's complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging and challenging approach to information literacy.
Motivational Design In Information Literacy Instruction, Amanda Kathryn Nichols Hess
Motivational Design In Information Literacy Instruction, Amanda Kathryn Nichols Hess
Communications in Information Literacy
Motivational design theory complements instructional design theory and, when used together, both principles can impact learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best practices for using motivation in information literacy or library-based instruction. The existing research does indicate that librarians who deliver information literacy instruction attempt to implement motivational design theories such as Keller's ARCS model into their teaching, although often at a low level. Furthermore, studies of face-to-face and online library learning environments illustrate that using the ARCS model – …
Teaching And Learning Information Synthesis: An Intervention And Rubric Based Assessment, Kacy Lundstrom, Anne R. Diekema, Heather Leary, Sheri Haderlie, Wendy Holliday
Teaching And Learning Information Synthesis: An Intervention And Rubric Based Assessment, Kacy Lundstrom, Anne R. Diekema, Heather Leary, Sheri Haderlie, Wendy Holliday
Communications in Information Literacy
The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they used to assess a student's level of information synthesis demonstrated in their final research essays. A form of counting analysis was also created to see if other methods could help in measuring synthesis. Findings from the rubric analysis revealed that students appear to benefit from the synthesis …
Connecting Inspiration With Information: Studio Art Students And Information Literacy Instruction, Katie Greer
Connecting Inspiration With Information: Studio Art Students And Information Literacy Instruction, Katie Greer
Communications in Information Literacy
This article discusses the partnership between the library and the studio art faculty at [Institution name], that led to the integration of information literacy instruction into the studio art curriculum. The author outlines the importance of information literacy to artistic practice and student success, and discusses the program of instruction and learning outcomes. Early assessment of student needs and the program's effectiveness, using both citation analysis and anecdotal feedback, reveals that the program has contributed to the maturation of student research and inquiry skills, and positively affected the relationship between the department and the library, and provides preliminary conclusions about …
Book Review: Designing Information Literacy Instruction: The Teaching Tripod Approach, Dominique Turnbow
Book Review: Designing Information Literacy Instruction: The Teaching Tripod Approach, Dominique Turnbow
Communications in Information Literacy
No abstract provided.
Book Review: The Embedded Librarian's Cookbook, Nicole C. Eva
Book Review: The Embedded Librarian's Cookbook, Nicole C. Eva
Communications in Information Literacy
No abstract provided.
Education Theory And Pedagogy For Practical Library Instruction: How To Learn What We Really Need To Know, Molly Montgomery
Education Theory And Pedagogy For Practical Library Instruction: How To Learn What We Really Need To Know, Molly Montgomery
Communications in Information Literacy
The majority of librarians who have taken on instruction responsibilities have had little to no formal training in educational theories or pedagogical practices. We do the best we can without a foundation for our teaching. This Perspectives column looks at how much theory we really need to know, and how can we gain this knowledge in order to become effective and engaging instructors.