Library and Information Science Commons^™

Rhetoric And The Research Guide, Reba Leiding

Georgia International Conference on Information Literacy

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Why Digital Does Not Equal Daunting: The Role Of Information Management Tools In Supporting Faculty Research Through Topic-Specific Library Workshops, Stan Trembach, Liya Deng

Georgia International Conference on Information Literacy

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Incorporating Information Literacy Into Introductory Courses, Melissa Chesanko, Arnita Sitasari, Laura Trent, Jayne Chapple

Georgia International Conference on Information Literacy

This panel, consisting of instructors of the Introduction to Women’s Studies course, is concerned with including information literacy and skills training concepts into curriculum in a way that supplements our subject matter. In an introductory level course there is usually a broad range of experience in information literacy. As may be expected, upper class students have a better understanding of the research process than first year students and general education students have less interest in subject-specific research than majors or minors. Both of these predispose students to resistance to new techniques. Despite these differences, we found that most students stated …

Embedded Librarians: Partnering With Faculty In The Virtual Classroom, Dee Bozeman, Rachel Owens, Min Tong, Andrew D. Todd

Georgia International Conference on Information Literacy

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The Effect Of Library Instruction On The Information Seeking Behavior Of Undergraduate Education Majors, Jason Martin

Georgia International Conference on Information Literacy

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Implementing Plain Language Guidelines In Student Documents, Katie Derthick, Natasha Jones

Georgia International Conference on Information Literacy

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“Library As Place” Academic Library/Media Center Design, Barbara Joslin, Peter Lippman, Mary Ann Miller

Georgia International Conference on Information Literacy

Abstract = Learning Objectives: 1) An overview of the history of the university library as the place around which the campus was planned. 2) The role of technology as an influencing factor in the evolution of the Library to the Media Center. 3) Current and future trends of the Media Center as the focal point for learning at the University, as place that supports not only independent research, but also as places that promote opportunities for one-to-one and small group learning opportunities. Outline: I. Introduction: Over the last 150 years the university library has been evolving as a place where …

Learning Style And The Information Search Process, Mary Jane Rootes

Georgia International Conference on Information Literacy

Dr. Kuhlthau’s Information Search Process theory (ISP) asserts that there are six stages within the quest for information: initiation, selection, exploration, formulation and collection. A successful search for information will entail each of these stages. In each of these stages, a person experiences thoughts, feelings and actions unique to the stage. Kolb’s Learning Style Inventory asserts that those with different predominant learning styles will experience thoughts, feelings and perceptions differently. If this is correct, it would follow that students with different predominant learning styles will experience the thoughts, feelings and actions within each of these stages differently. It is the …

Interface Literacy: Screencasts, Guis, And Computer-Mediated Authorship, Michael J. Cripps

Georgia International Conference on Information Literacy

Our lives are increasingly mediated by computers and graphical user interfaces or GUIs. In education, computer-mediated learning often involves the integration of new technologies into the classroom context. In an educational environment in which courses have specific content, and in which students (and faculty) must learn the interfaces that enable them to access and engage the content, how might one move from more work for teachers and learners to a different kind of teaching and learning? Are there particular ways to weave technology and content together to move from an additive model to an integrated one that helps learners become …

Neither Here Nor There: Locating Information Literacy In The Library And Writing Center, Caleb Puckett

Georgia International Conference on Information Literacy

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Connecting The Dots, A Yearlong Lesson In Learning: Using Online Instruction To Connect Student Information Literacy Skills With Those Required To Complete Assignments., Steve Borrelli

Georgia International Conference on Information Literacy

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Communication Renaissance: Environmental Scanning And Futuring In The Composition Classroom, David Bailey

Georgia International Conference on Information Literacy

The world of research will soon experience a cataclysmic shift. As newspapers and more traditional venues of scholarly communication fold from pressure created by online news sources, Really Simple Syndication feeds, and news aggregates, the Composition classroom must aim ahead of the curve and teach students the essential skill of Environmental Scanning and Futuring. Environmental Scanning and Futuring are cooperative disciplines that seek to highlight trends and patterns within specific fields and disciplines using the plethora of data available on the World Wide Web. What makes these methods so useful in the face of the Communication Renaissance is their focus …

What Can A Wiki Do? Exploring History, Identity And Literacy In A Digital World, John Vanecek

Georgia International Conference on Information Literacy

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Investigating Primary Source Literacy, Joanne Archer, Ann Hanlon, Jennie A. Levine

Library Faculty Research and Publications

Primary source research requires students to acquire specialized research skills. This paper presents results from a user study testing the effectiveness of a Web guide designed to convey the concepts behind “primary source literacy”. The study also evaluated students’ strengths and weaknesses when conducting primary source research.

Beautifying Data In The Real World, Andrew Lang, Jean-Claude Bradley, Rajarshi Guha, Pierre Lindenbaum, Cameron Neylon, Anthony J. Williams, Egon Willighagen

College of Science and Engineering Faculty Research and Scholarship

There are at least two problems with collecting "Beautiful Data" in the real world and presenting it to the interested public. The first is that the universe is inherently noisy. In most cases collecting the same piece of data twice will not give the same answer. This is because the collection process can never be made completely error-free. Fluctuations of temperature, pressure, humidity, power sources, water or reagent quality, precision of weighing, or human error will all conspire to obscure the “correct” answer. The art in experimental measurement lies in designing the data collection process so as to minimize the …

The Effect Of Early Adolescents’ Psychological Needs Satisfaction Upon Their Perceived Competence In Information Skills And Intrinsic Motivation For Research, Marilyn P. Arnone, Rebecca Reynolds, Todd Marshall

School of Information Studies - Faculty Scholarship

The American Association of School Librarians’ Standards for the 21st Century Learner make clear that information skills alone are not sufficient for student success; students must also value those skills, use them in a productive and responsible manner, and have the motivational “dispositions in action” to support successful research and independent lifelong learning. Self-determination theory highlights perceived competence and autonomy as two basic psychological needs that support intrinsically-motivated behavior. This study investigates the extent to which context factors inherent to the school library influence students’ perceived competence in the domain of information skills (PCIS), and their intrinsic motivation for research …

Unconventional Avenues To Integrating Information Literacy Into The Curriculum, P. S. Mcmillen, Jennifer L. Fabbi

Library Faculty Presentations

Library instruction programs continue to seek meaningful ways to infuse information literacy into both general education and discipline-specific course sequences. At the University of Nevada, Las Vegas (UNLV), targeted conversations with College of Education faculty helped librarians identify a strategic and unique point of entry with a multicultural twist.

Save A Horse, Ride A New Train Of Thought: Using Threshold Concepts To Teach Information Literacy, Lori Townsend, Korey Brunetti, Amy R. Hofer

Library Faculty and Staff Publications and Presentations

This presentation explores the idea that threshold concepts may hold potential for information literacy instruction. It says that threshold concepts can offer an exciting way to re-envision and re-energize IL instruction by providing a simple and useful framework for questioning what we focus on in our teaching and why.

12 - 13 Transition: Collaborations For Student Success, Ann Marie Smeraldi

Michael Schwartz Library Publications

Are high school students prepared academically for the challenge of college? Have they mastered essential information literacy skills that are the foundation of scholarly inquiry? This presentation explores the answers to these questions and offers suggestions on how educators at all levels can help students be college ready and not just college eligible.

Teaching Information Literacy With Authentic Problems: Creating And Using An Online Module, Heather Leary, Wendy Holliday, Anne R. Diekama

Library Faculty & Staff Presentations

The American Library Association defines information literacy as a “set of skills needed to find, retrieve, analyze, and use information.” Students in an academic setting need to learn how to learn about all kinds of information. Committed to finding innovative ways to teach students information literacy skills, Utah State University’s Library Instruction Program created a free online course to teach these skills. This presentation will explain the course, why and how it was created, the problem based approach using authentic scenarios, the value it adds to library instruction, and how it can be integrated into a curriculum.

Information Literacy And Blind And Visually Impaired Students, Rebecca Schiff

Publications and Research

In the summer of 2007, as part of the City University of New York PeopleTech Summer Institute held at Baruch College, the author taught a class in information literacy to a group of blind and visually impaired students, using assistive technology to access the resources of the college library. Despite considerable preparation and experience, teaching the class presented unexpected difficulties, detailed in this paper. Rapid advances in information literacy technology present unusual challenges for the average student—challenges that are magnified when the intermediate assistive technology is itself not easy to master. The author explores the pertinent literature.

Gsu's Long Named "2009 Mover & Shaker" By Library Journal

Georgia Library Quarterly

The article reports on the inclusion of Georgia State University librarian Casey Long to the list of "Movers & Shakers" for 2009 in the March issue of "Library Journal." The lbrarian was chosen by the journal because of her determination to improve student information literacy. Information in given on her role and functions as a business liaison librarian for the Georgia State University Library. It also explores the awards and recognition given to the librarian. The librarian expects to ensure all undergraduate business students are prepared with the information-seeking skills necessary for success in their careers.

Engaging That Other Audience: Encouraging Faculty Involvement In Information Literacy Using New Technology, Jennifer Kelley

Library Scholarship

Literature on the subject shows that information literacy programs truly thrive when they receive support and involvement from teaching faculty. While efforts to integrate information literacy instruction into the curriculum and collaborating with faculty are not new, many of the opportunities and tools for doing so are.

Whether you have full-support from all faculty (lucky you!) or varying levels of involvement from isolated departments or instructors here and there, we all have access to the tools we need to spark interest, take conversations to the next level, engage individuals, and create collaborative environments for designing information literacy sessions and programs.

Connections Newsletter Spring 2009

Connections Newsletter

No abstract provided.

Buy Low, Sell High, Get In Now: Low-Stakes/Low-Investment Information Literacy Initiatives Pay Off Big, David Wilson, Jeremy Donald, Steven Hoover

Library Faculty Presentations

Become familiar with the concept of low stakes/low investment information literacy initiatives in order to communicate their potential value to faculty members, other librarians, and administrators. Recognize how collaboration between your library and other entities on campus can reinforce information literacy initiatives in order to draw upon the strengths and shared values of existing programs. Learn about successful initiatives in order to generate ideas that would be useful for your institution.

Information Literacy Debated At University Of Malaya, Charlotte Gill, Rajendra Munoo

Research Collection Library

The International Conference on Libraries, Information and Society, ICoLIS 2008, 17-20 November, Kuala Lumpur, celebrating Information Literacy (IL) and now in its second year, is an annual event organised by the Library and Information Science Unit, Faculty of Computer Science & Information Technology, University of Malaya and the University of Malaya Library. The theme for ICoLIS 2008 was Towards an Information Literate Society.

Pedagogical Design For An Online Information Literacy Course: College Students' Learning Experience With Multi-Modal Objects, Hsin-Liang Chen, James Patrick Williams

Librarian Publications

This project is an exploratory study on the use of multi-modal objects in an online information literacy course. This paper reports on the second phase of the project, which focused on students’ learning experience within five course modules employing different multi-modal media objects for instruction. Seven online surveys were conducted at the beginning of the course, immediately after each of the webcast discussion sessions accompanying each course module, and at the end of the course. The findings show significant relationships among computer skills, online teaching materials, use of communication tools, learning experience, and satisfaction with the course

Business Source Premier: Company Research, Jan Whitfield

BI Class Material

No abstract provided.

The Relationship Between Service Learning And Research, Jennifer E. Nutefall

Staff publications, research, and presentations

In Fall 2006, a faculty member in George Washington University's University Writing 20 (UW20) program began incorporating service learning into her theme-based first-year writing course. Along with her librarian partner, they linked two research assignments to the service work of the students. An end-of-semester survey was administrated over three semesters with one question asking if the student's research process was affected by their service experience. In reviewing and analyzing student comments, four themes emerged: increased motivation, use of numerical data and primary sources, increased knowledge in approaching and limiting topics, and the potential for bias.

Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf

School of Information Studies - Faculty Scholarship

Academic librarians throughout higher education add value to the teaching and learning missions of their institutions though information literacy instruction. To demonstrate the full impact of librarians on students in higher education, librarians need comprehensive information literacy assessment plans, composed of instructional program-level and outcome-level components, that summarize the purpose of information literacy assessment, emphasize the theoretical basis of their assessment efforts, articulate specific information literacy goals and outcomes, describe the major assessment methods and tools used to capture evidence of student learning, report assessment results, and highlight improvements made as a consequence of learning assessment.