Library and Information Science Commons^™

Smu Libraries – An Enabling Partner In Ai Information Literacy, Samantha Seah, Zhe Benedict Yeo, Lukas Tschopp

Research Collection Library

SMU Libraries plays a pivotal role in advancing AI information literacy within the larger need for digital literacy skills in the SMU community. In this presentation, participants will get an overview of SMU Libraries' engagement and partnerships with the academic community and will showcase initiatives and resources supporting AI literacy. This includes a discussion of insights from the scholarly literature, research findings and critical perspectives to inform teaching and learning practices related to AI. Speakers will share SMU Libraries’ contributions towards awareness and adoption of AI through a portfolio of successful collaborations and initiatives with partners and stakeholders within and …

Information Literacy In The Age Of Ai: A Conversation, Karen Kaufmann, Clarence Maybee

Libraries Faculty and Staff Scholarship and Research

Presented at the Georgia International Conference on Information Literacy April 19, 2024, this presentation discusses information literacy as a discipline in the age of AI, as well as teaching and research considerations for this new lens on information literacy.

The Discipline Of Information Literacy: A Conversation, Clarence Maybee, Karen Kaufmann

Libraries Faculty and Staff Scholarship and Research

Presented at LEAF, 2024. Introduces information literacy as a discipline and implications for teaching information literacy.

Learning About Ai: Level Up Your Skills Without Overwhelming Your Mind, Jennifer Freer, Lara Nicosia

Presentations and other scholarship

OpenAI and deep learning and neural networks, oh my!  The swiftly developing landscape of artificial intelligence, combined with its rapid integration into our work and personal lives, can feel confusing and overwhelming.  This session will help you think about AI in your own work and plan your own personal AI learning journey, while also providing thoughtful recommendations on how both you and your users can get started.  The presenters will discuss common terminology, user-friendly resources for understanding AI, questions to ask when exploring AI tools, and ideas on how to start building your own knowledge on this topic.  The information …

Strategies For Reading Scholarly Articles, Hannah Krauss

All Musselman Library Staff Works

This handout reviews suggested strategies for reading scholarly articles in the sciences, social sciences, and humanities, recommending reading out of order based upon the discipline. The second page contains tips for taking notes on articles for research and classes.

Trust Me: Film + Q&A; (February 22, 2024, 5:30 Pm, Sheldon Museum Of Art) [Poster], Sheldon Museum Of Art, University Of Nebraska-Lincoln

Sheldon Museum of Art: Catalogs and Publications

Poster for Trust Me: Film + Q&A held February 22, 2024 at 5:30 PM at the Sheldon Museum of Art (University of Nebraska-Lincoln, Lincoln, Nebraska, United States).

Poster blurb:

In today's information landscape, how do you know whom--and what--you can trust? Watch the award-winning, feature-length documentary Trust Me, which explores how media technology is influencing society and what we can do about it.

A Q&A with Rosemary Smith, filmmaker and managing director of the non-partisan Getting Better Foundation, follows.

More information about the screening is available at https://news.unl.edu/newsrooms/today/article/trust-me-documentary-to-screen-at-sheldon/.

More information about the film is available at https://www.trustmedocumentary.com/ …

Legal Research And The Declining Usefulness Of Google Search, Olivia Smith Schlinck

Library Staff Online Writings

A new year-long study on internet search engine results has rocked the librarian and information worlds: yes, Google really is getting worse.

Innovation And Responsibility: Librarians In An Era Of Generative Ai, Inequality, And Information Overload, Odin H. Halvorson

School of Information Student Research Journal

In an era marked by generative AI, widening inequality, and information overload, librarians with LIS training find themselves at the forefront of a changing landscape. The traditional paradigm in academia is challenged by new technologies and social shifts, prompting a reassessment the librarian's role as a public leader. This article discusses three perspectives on these issues, placing them within the larger conversation of the LIS field. Dr. Norman Mooradian lays the groundwork for a paradigm shift by exploring the intersection of knowledge and ethics in a knowledge economy. Boheme Morris delves into the complexities of inequality within the high-tech knowledge …

Text And Data Mining For Pianists? Bringing Digital Humanities To A Graduate Music Research Methods Course Through Topic Modeling, Taylor J. Greene

Library Articles and Research

This article provides an example of the successful integration of text and data mining (TDM) into the Research Methods for Performers course, a required course for students in the Keyboard Collaborative Arts (KCA) Master of Music (MM) program at Chapman University. This course is similar in scope and content to the course frequently titled Music Bibliography at other institutions, and the methods described also apply to such courses. Incorporating TDM into this course effectively introduced data-focused research methods to performing arts students and expanded the students’ understanding of the scope and possibilities of research in music through the application of …

A Conceptual Analysis Of Collaboration In Information Literacy Librarianship, Amy J. Andres, Tatiana Usova

VCUarts Qatar Faculty Research

Collaboration is a widely used term in academic libraries to describe different types of interaction with campus partners. The library literature presents an extensive history of publications that feature academic library collaboration with discipline faculty in the context of teaching. While the outcomes of teaching librarians' collaborative practices are well documented, the lack of clarity in distinguishing collaboration from other forms of workplace interaction has impeded a comprehensive understanding of teaching librarians' experiences. To improve the understanding of librarians' collaborative practices, and to build a foundation on which further research can be generated, a Pragmatic Utility concept analysis is conducted …

The Inclusion Of Metacognition In Source Evaluation Instruction, Anthony Tardiff

Foley Library Scholarship

Though the ACRL Framework holds metacognition as crucial to exercising information literacy, its emphasis was reduced from prominence in early drafts to a single mention in the final document. At the same time, few of the frequently-taught sets of source evaluation criteria include a step for self-awareness. This raises the question: do librarians explicitly teach metacognitive concepts when they teach source evaluation? Online library guides about source evaluation from various colleges and universities in Washington state were analyzed, and librarians who taught source evaluation were surveyed to determine whether and to what extent metacognitive concepts were included as part of …

Unraveling A Broken Model: Exploring Librarians Experimentation And Early Use Of Chatgpt, Hope Y. Kelly Phd

VCU Libraries Faculty and Staff Presentations

A recent study about ChatGPT use amongst librarians broke a reliable and widely replicated model. This presentation digs through the incongruous results to provide a snapshot of the excitement, concerns, and conflict that arise in engaging with such tools, particularly in our capacity as information literacy instructors.

Generative AI, like Chat GPT, is changing the landscape of information literacy as well as how we develop and deliver instructional content. This presentation speaks to how early adopters and detractors began to experiment with the technology and how they viewed its influence on their instructional design, applying information literacy principles to GenAI …

Assessing Information Literacy Programs For First-Year Writing Courses At A Public University, Kathleen A. Langan, Lumarie Guth, Dylan Mcglothlin

University Libraries Faculty & Staff Publications

This chapter discusses the findings of a study that used Project Outcome (PO) to assess the effectiveness of library programming for first-year writing courses in different colleges at a mid-sized public university. The purpose of this study was twofold. First, PO data was used to compare student feedback on library support across multiple college writing programs to measure the success of library programming for all incoming first-year students. Second, the PO data was used to set a benchmark for future assessment with the expansion of the library programming for a first-year gateway course. We are not concerned with benchmarking across …

Critical Race Digital Literacy Rubric For Assessing Mis/Disinformation Literacy Instruction Lesson Plans, Melissa Chomintra

Libraries Faculty and Staff Scholarship and Research

While librarians have been at the forefront of the fight against fake news, misinformation, and disinformation, offering invaluable guidance and tools through information literacy instruction, there is a noteworthy gap in the adoption of pedagogical approaches rooted in critical theory within mis/disinformation literacy lesson plans. This suggests there may not be well-defined or standardized frameworks for incorporating these theories into library instruction. The enclosed article explores Critical Race Digital Literacy (CRDL) as a pedagogical approach to mis/disinformation literacy education by proposing a rubric for assessing mis/disinformation lesson plans. The rubric is grounded in the principles of critical race theory, emphasizing …

Writing Instructors’ Intentional Integration Of The Information Literacy Framework, Catherine Fraser Riehle, Erica Defrain, Deborah Minter, Janel Simons

University of Nebraska-Lincoln Libraries: Faculty Publications

This article presents an exploratory study that examines how 11 first-year writing instructors’ conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries’ teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors’ use and applications of the ACRL Framework increased after the program, showing greater personal engagement …

Sample Instruction Class: Germ 525--Fall 2024, Kathrine C. Aydelott

Faculty Publications

A sample slide deck of a library instruction class given in GERM 525 (a sophomore-level German class) using Mentimeter as a presentation platform.

Using Early Responses To Wikipedia And Google To Consider Chatgpt, David A. Hurley

University Libraries & Learning Sciences Faculty and Staff Publications

ChatGPT and other generative AIs are raising important issues in information literacy that are unique, but not without precedent. The rise of Google and Wikipedia were accompanied by similar paradigm shifts. Exploring librarians’ early responses to these tools allows us to use that history to inform our approach to generative AIs. This exploratory study looks at social media posts, including email listservs, as well as sampling the professional literature to see librarians’ reactions in terms of impacts on the profession and the resulting pedagogical approaches to teaching information literacy in the early days of Google and Wikipedia.

Information Literacy In English-Language Higher Education Teaching Journals: A Review, Jennifer Masunaga, Lanyi Peng, Tiffanie Ford-Baxter, Kendall Faulkner

Communications in Information Literacy

Wider visibility of information literacy (IL) outside of the library and information science (LIS) field is important to the success of IL instruction, learning, and research. The development and major updates of several information literacy documents in the past decade evidence the changing landscape of IL research, but how these changes have impacted other disciplines remains to be seen. To aid in this discussion, this article examines a wide range of higher education teaching journals to expand on Badke's (2011) work, “Why Information Literacy is Invisible.” Specifically, this study examines articles published in 30 general higher education and 32 …

Investigating Faculty Perceptions Of Information Literacy And Instructional Collaboration, Angie Cox, Amandajean Nolte, Angela L. Pratesi

Communications in Information Literacy

This exploratory mixed-methods study investigates faculty perceptions of information literacy (IL), its instruction, and librarian collaboration teaching IL since the adoption of the ACRL Framework for Information Literacy for Higher Education at the authors’ institution. Many previous studies examining these questions were completed when the ACRL Information Literacy Competency Standards for Higher Education was the guiding document for the profession. Like earlier studies, findings from this study clearly demonstrate that faculty value IL and that collaborations occur in differing and inconsistent forms. However, at the authors’ institution, there is a misalignment between faculty and librarians in what IL is and …

Review Of Leading Dynamic Information Literacy Programs: Best Practices And Stories From Instruction Coordinators, Edited By Anne C. Behler, Amanda Dinscore

Communications in Information Literacy

Review of Behler, A. C. (Ed.). (2023). Leading dynamic information literacy programs: Best practices and stories from instruction coordinators. Routledge.

Dwindling Trust In Experts: A Starting Point For Information Literacy, Mark N. Lenker Iii

Communications in Information Literacy

Librarians and teachers encourage students to include expert perspectives in their research, but recent public discourse includes high-profile examples of experts being inconsistent or wrong, and recent studies suggest that public trust in experts is declining. Waning trust makes it difficult to teach information literacy: I can push students to find high-quality research sources, but what if these sources turn out to be yet another example of experts getting it wrong? After a period of living with this worry, I found a way to move forward by centering class discussion on the public’s dwindling trust in experts. Part of this …

Truth Or Consequences: Academic Instruction Librarians As Information Literacy And Critical Thinking Activists, Laureen P. Cantwell-Jurkovic, Heather F. Ball

Communications in Information Literacy

The graphic edition of Snyder’s On Tyranny (2021) states "truth dies in four modes," which is a contemporary synthesis connected to Klemperer's Language of the Third Reich (1957). The researchers connected these four modes to information literacy (IL) instruction—but would others? The researchers surveyed academic librarians engaged in IL instruction on whether they felt they addressed any of the modes in their work. The researchers also asked whether they believe the ACRL Framework for Information Literacy for Higher Education works to circumvent any of the four modes. Nearly 150 librarians responded and, while most respondents were unfamiliar with the two …

Working Conditions Are Learning Conditions: Understanding Information Literacy Instruction Through Neoliberal Capitalism, Romel Espinel, Eamon Tewell

Communications in Information Literacy

Neoliberal capitalism’s demands for efficiency and innovation have greatly impacted North American academic libraries and the work conducted in them, including information literacy instruction. The divisive forces of neoliberalism must be met with resistance, and libraries hold the potential for generating an information literacy praxis where learners engage information with a critical consciousness instead of a consumerist one. Using library labor conditions and the contradictions between innovation and student learning as focal points, we argue that academic library workers should seek to center attention to inequities and injustices in the information economy and scholarly information systems in their instruction, identify …

A Two-Phase Study Examining Graduate Library Student Knowledge Gains And Perceptions Of Information Literacy Modules, Holly S. Hebert, Karen V. Nourse, Kevin S. Krahenbuhl

Journal of Graduate Librarianship

This paper reports the results of a two-phase study examining the effectiveness of a set of five online learning modules in increasing student understanding of information literacy topics. The modules were deployed within the foundational class of an online Master of Library Science program. Using Qualtrics-based surveys, Phase 1 assessed 15 students for their possible knowledge gains as well as their perceptions of their experiences with the instructional content. Through a combination of statistical and qualitative analysis, the researchers found modest knowledge gains as well as positive student perceptions of their instruction. Based upon the moderate success of Phase 1, …

Insights: Qualitative Study To Reevaluate And Redesign Online Learning Self-Guided Tools For English First Year Writers, Nandi Prince

The Christian Librarian

Abstract

The library faculty teaches approximately three hundred one-time instructional classes per year. This study explored the role of the library instructor in the support of serving the needs of first year writers(FYW) in a discourse community (DC). The English faculty teach English Composition I, the FYW develop their writing skills in a community with shared goals and an established means of communicating. This qualitative study explored: (1) in-depth experiences of the English faculty during library one-time instructional classes; (2) their perceptions of what students need most, in the new curriculum; (3) new findings that would guide the design of …

Fostering Udl-Informed Library Instruction Practices Developed From The Covid-19 Pandemic, Niki Fullmer, Katie Strand

Library Faculty Research

Purpose: This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

Design/methodology/approach: This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped …

An Exploration Of Two Information Literacy Open Learning Object Repositories: Value, Content, And Engagement, Tiffanie Lynn Ford-Baxter

Communications in Information Literacy

Information literacy (IL) open learning object repositories (LORs) provide a space for librarians to find and exchange instruction resources and lessons. Given many librarians enter the workforce with little or no formal training or educational opportunities to learn about pedagogy, these repositories are indispensable resources to the Library and Information Science field. This study explored the contents of two popular IL LORs, Project Cora and the Association of College and Research Libraries Framework for Information Literacy Sandbox, to uncover how users engage with the resources and how the repositories differ. This study's findings suggest that while resources within the LORs …

Expanding On The Frames: Making A Case For Algorithmic Literacy, Susan G. Archambault

Librarian Publications & Presentations

Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL Framework for Information Literacy for Higher Education that relate to algorithmic literacy. The “Authority is Constructed and Contextual” frame can be applied to recognizing the need to question algorithmic authority (including algorithmic bias), the "Information Has Value” frame can be used to acknowledge online platforms’ use of proprietary algorithms allowing third parties to access personal data, …

Expanding On The Frames: Making A Case For Algorithmic Literacy, Susan G. Archambault

Communications in Information Literacy

Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL Framework for Information Literacy for Higher Education that relate to algorithmic literacy. The “Authority Is Constructed and Contextual” frame can be applied to recognizing the need to question algorithmic authority (including algorithmic bias), the "Information Has Value” frame can be used to acknowledge online platforms’ use of proprietary algorithms allowing third parties to access personal data, …

Recognizing The Discipline Of Information Literacy, Clarence Maybee, Karen Kaufmann

Libraries Faculty and Staff Scholarship and Research

This presentation introduces a new lens for understanding information literacy as a discipline, along with implications for teaching and research.