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Articles 31 - 60 of 268
Full-Text Articles in Information Literacy
Teaching And Assessment Of Metacognition In The Information Literacy Classroom, Erin J. Mccoy
Teaching And Assessment Of Metacognition In The Information Literacy Classroom, Erin J. Mccoy
Communications in Information Literacy
Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.
Recovery, Christopher V. Hollister, Allison Hosier, April Schweikhard, Jacqulyn A. Williams
Recovery, Christopher V. Hollister, Allison Hosier, April Schweikhard, Jacqulyn A. Williams
Communications in Information Literacy
The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations.
Meet Students Where They Are: Centering Wikipedia In The Classroom, Diana E. Park, Laurie M. Bridges
Meet Students Where They Are: Centering Wikipedia In The Classroom, Diana E. Park, Laurie M. Bridges
Communications in Information Literacy
There is a common classroom refrain, “Don’t use Wikipedia; it’s unreliable.” Unfortunately, this simple dismissal of the world’s largest repository of information fails to engage students in a critical conversation about how knowledge within Wikipedia is constructed and shared. Wikipedia is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of Wikipedia editors are white, …
Flexibility Is Key: Co-Creating A Rubric For Programmatic Instructional Assessment, Maya Hobscheid, Kristin Kerbavaz
Flexibility Is Key: Co-Creating A Rubric For Programmatic Instructional Assessment, Maya Hobscheid, Kristin Kerbavaz
Communications in Information Literacy
This paper describes a project undertaken at Grand Valley State University in which a co-creative model was used to develop a rubric for assessing student learning in library instruction. It outlines the design process as well as the training and support provided throughout implementation. It concludes with the authors’ reflections on the successes and challenges of the process and provides recommendations for future projects.
Review: Envisioning The Framework: A Graphic Guide To Information Literacy, Jonathan D. Grunert
Review: Envisioning The Framework: A Graphic Guide To Information Literacy, Jonathan D. Grunert
Communications in Information Literacy
Review of Finch, J. L. (2021). Envisioning the framework: A graphic guide to information literacy (ACRL Publications in Librarianship, no. 77), American Library Association.
A Perfect Meal, Stewart Brower
A Perfect Meal, Stewart Brower
Communications in Information Literacy
No abstract provided.
Remote Reference Consultations Are Here To Stay, Emily Reed
Remote Reference Consultations Are Here To Stay, Emily Reed
Communications in Information Literacy
Remote reference consultations have considerably increased due to the need to provide remote services during the COVID-19 pandemic. Conducting reference consultations via videoconferencing not only offers many benefits to student researchers it also presents an opportunity for librarians to embrace a learner-centered teaching mindset when approaching remote consultations by developing consultation learning goals in alignment with the Framework for Information Literacy for Higher Education. Designing consultations to be learner-centered yields benefits for students such as the student actively practicing their own searches as well as more thorough source evaluation. Additionally, videoconferencing technology allows for a more seamless information sharing …
An Investigation Of Anti-Black Racism Libguides At Arl Member Institutions, Gemmicka Piper, Mahasin Ameen, M. Sara Lowe
An Investigation Of Anti-Black Racism Libguides At Arl Member Institutions, Gemmicka Piper, Mahasin Ameen, M. Sara Lowe
Communications in Information Literacy
This study sought to analyze anti-Black racism LibGuides created by ARL member institutions to determine strengths and weaknesses of the guides based on LibGuides best practices. Institutional and LibGuide author demographic information were also gathered to determine correlations or trends, if any. Rubric evaluation of LibGuides found that guides were strongest in areas related to guide design, materials included on the guides, and links to resources. Guides were weakest in areas related to the framing of social justice and pedagogy. Results from this study have the potential to inform the structure and revision of social justice LibGuides at a time …
Information Literacy For Global Inclusion: Designing An Annotated Bibliography For Global Search And Selection, Pamela A. Espinosa De Los Monteros, Elizabeth L. Black
Information Literacy For Global Inclusion: Designing An Annotated Bibliography For Global Search And Selection, Pamela A. Espinosa De Los Monteros, Elizabeth L. Black
Communications in Information Literacy
The COVID-19 pandemic has reinforced the notion that our world is global and interdependent. Despite the ever-increasing connection of global with local, there continues to be formidable barriers in accessing information produced in different international contexts and languages. This Innovative Practices article details the redesign of an annotated bibliography assignment in an international studies course to support the inclusion of global perspectives into the information practices of undergraduate students. The redesign embedded explicit information literacy dispositions and global citizenship education competencies through the search and selection of global information sources. The authors discuss the instructional elements used, student outcomes, and …
Beam Me Up: Teaching Rhetorical Methods For Source Use And Synthesis, Ashley Roach-Freiman
Beam Me Up: Teaching Rhetorical Methods For Source Use And Synthesis, Ashley Roach-Freiman
Communications in Information Literacy
BEAM is a schema for categorizing the rhetorical positions of authors according to the author’s intention or purpose of the information. The author critiques common methods of teaching source evaluation and proposes that instruction librarians teach BEAM to students who may struggle using a source once they have located it. A lesson plan is included as supplemental materials.
Introducing Critical Librarianship To Information Professionals: Using Critical Pedagogy And Critical Information Literacy In An Lis Graduate Course, Marcia Rapchak
Communications in Information Literacy
Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented …
The Library Language Game: Information Literacy Through The Lens Of Wittgenstein's Language Games, Kathleen A. Langan
The Library Language Game: Information Literacy Through The Lens Of Wittgenstein's Language Games, Kathleen A. Langan
Communications in Information Literacy
Labeling information is a precarious and risky enterprise. Catalogers have the task of fitting unique concepts within established and rigid language frameworks while also minimizing personal bias. The way information literacy librarians interact with labeled information also influences how users interact with information. Labeling moves beyond the role of categorizing, it also contributes to meaning making and knowledge building. Wittgenstein's Philosophical Investigations serves as a philosophical footing to illustrate how the labeling of things, in this case information, shapes the way we give things meaning. Critical librarianship and philosophy of information theory add to the discussion by considering how personal …
“This Is Just What We Do”: Phd Students On Becoming Scholars In A Community Of Practice, Linds Roberts
“This Is Just What We Do”: Phd Students On Becoming Scholars In A Community Of Practice, Linds Roberts
Communications in Information Literacy
Increasingly librarians are interested in how the Community of Practice (CoP) framework can provide a more complete picture of how information literacy practices are influenced by situated and social learning. Doctoral students are socialized into the practices of the academy and gradually take on the identity and work of a scholar in their field. As an illustration of the CoP framework among doctoral students, the author shares data from a qualitative study with a small group of early-career education PhD students who are developing their information literacy skills within their disciplinary and social contexts, using the CoP as a source …
Investigation Of The Validity Evidence Of The Information Literacy Self-Efficacy Scale (Ilses) Among Undergraduate Students, Max Sommer, Angela M. Kohnen, Albert D. Ritzhaupt, John Hampton
Investigation Of The Validity Evidence Of The Information Literacy Self-Efficacy Scale (Ilses) Among Undergraduate Students, Max Sommer, Angela M. Kohnen, Albert D. Ritzhaupt, John Hampton
Communications in Information Literacy
The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the Internet. Data were collected from N = 253 undergraduate students participating in a broader information literacy research study. Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different …
“We’Re A Little Different:” Business Information Literacy Perspectives On The Acrl Framework, Amanda B. Click, Claire Walker Wiley, Meggan A. Houlihan
“We’Re A Little Different:” Business Information Literacy Perspectives On The Acrl Framework, Amanda B. Click, Claire Walker Wiley, Meggan A. Houlihan
Communications in Information Literacy
The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of …
The Many Faces Of Instruction: An Exploration Of Academic Librarians’ Teaching Personas, Elena S. Azadbakht
The Many Faces Of Instruction: An Exploration Of Academic Librarians’ Teaching Personas, Elena S. Azadbakht
Communications in Information Literacy
While several studies explore whether librarians think of themselves as teachers, how librarians construct their teacher identities has received less attention in the literature. This project used semi-structured interviews with eighteen academic librarians in the United States to gain a sense of their teaching personas and how these have developed and evolved over time. The participants valued authenticity but were also able to quickly adapt their personas to different contexts. Librarians wish to be seen as friendly experts and develop their values-based teaching personas slowly over the course of their careers. The results of this study can help shape professional …
The First-Year Library Instruction One-Shot: A Place For Caring, Leah Morin
The First-Year Library Instruction One-Shot: A Place For Caring, Leah Morin
Communications in Information Literacy
An academic librarian providing one-shot instruction sessions to first-year students is uniquely positioned to enact a feminist ethic of care in the classroom. First-year university students are particularly in need of caring. The library instruction session is often their introduction to and first impression of the library and an opportunity to inspire a relationship with the librarian and library. The instruction session, then, should be seen as an open door to a future relationship between librarian and student. The librarian is not the professor and, therefore, has the freedom to focus a primary learning objective on caring.
Beyond The Checklist Approach: A Librarian-Faculty Collaboration To Teach The Beam Method Of Source Evaluation, Jenny Mills, Rachael Flynn, Nicole Fox, Dana Shaw, Claire Walker Wiley
Beyond The Checklist Approach: A Librarian-Faculty Collaboration To Teach The Beam Method Of Source Evaluation, Jenny Mills, Rachael Flynn, Nicole Fox, Dana Shaw, Claire Walker Wiley
Communications in Information Literacy
Evaluating information is an essential skill, valued across disciplines. While librarians and instructors share the responsibility to teach this skill, they need a common framework in order to collaborate to design assignments that give students multiple opportunities to learn. Librarians and First Year Seminar faculty at Belmont University collaborated to design a unit of instruction on source evaluation using the BEAM method. BEAM requires students to apply a use-based approach to evaluation, to read and engage with sources more closely, and to think about how they might use a source for a specific purpose. Structured annotated bibliographies that included BEAM …
Review: Games And Gamification In Academic Libraries Edited By Stephanie Crowe And Eva Sclippa, Janna L. Mattson
Review: Games And Gamification In Academic Libraries Edited By Stephanie Crowe And Eva Sclippa, Janna L. Mattson
Communications in Information Literacy
No abstract provided.
Assessing The Potential For Critical Thinking Instruction In Information Literacy Online Learning Objects Using Best Practices, Mandi Goodsett
Assessing The Potential For Critical Thinking Instruction In Information Literacy Online Learning Objects Using Best Practices, Mandi Goodsett
Communications in Information Literacy
Critical thinking, while often used as a mere buzzword, is clearly relevant to the mission and expertise of librarians who teach. Even in online information literacy instruction, critical thinking remains an important goal. This study attempts to determine the ways and extent to which online information literacy learning objects follow best practices for teaching and assessing critical thinking. In this study, the researcher evaluated a sample of information literacy online learning objects in the Association of College and Research Libraries repository of peer-reviewed instruction materials, PRIMO, using a literature-based rubric. The resulting analysis provides evidence of the extent to which …
Not A Blank Slate: Information Literacy Misconceptions In First-Year Experience Courses, Michelle Keba, Elizabeth Fairall
Not A Blank Slate: Information Literacy Misconceptions In First-Year Experience Courses, Michelle Keba, Elizabeth Fairall
Communications in Information Literacy
Information literacy is the primary instructional focus of many librarians. With the development of a core set of information literacy threshold concepts, librarians often strive to impart these concepts to undergraduate students during their years of study. However, when students come to school, they are not blank slates. They arrive with preconceived ideas or misconceptions which can impede this process. In this article, the authors report on the results of focus groups held with first-year students at a private, liberal arts university. During the focus groups, participants were asked to share their perceptions of the misconceptions identified by Hinchliffe et …
Information Literacy Practices And Perceptions Of Community College Librarians In Florida And New York, Heidi Julien, Don Latham, Melissa Gross, Lindsey Moses, Felicia Warren
Information Literacy Practices And Perceptions Of Community College Librarians In Florida And New York, Heidi Julien, Don Latham, Melissa Gross, Lindsey Moses, Felicia Warren
Communications in Information Literacy
An online survey in Florida and New York of community college librarians with responsibility for information literacy instruction provides a snapshot of instructional objectives and practices, including librarians’ beliefs about students’ information literacy needs, strengths, and weaknesses. Survey results point to the influence of the Association of College and Research Libraries Framework in the community college context, the challenges librarians face as they work to implement it, and their successes in doing so. These data reveal opportunities to support and improve instruction and to prepare future librarians to work successfully in community college contexts.
Analyzing Information Sources Through The Lens Of The Acrl Framework: A Case Study Of Wikipedia, Trudi E. Jacobson
Analyzing Information Sources Through The Lens Of The Acrl Framework: A Case Study Of Wikipedia, Trudi E. Jacobson
Communications in Information Literacy
Might the ACRL Framework for Information Literacy for Higher Education be used to analyze information resources? Would a Framework-focused analysis of one commonly used resource, Wikipedia, yield valuable insights for the teaching and learning of key information literacy concepts? Each of the six frames is explored in the light of Wikipedia, and metaliteracy, a founding principle of the Framework, is introduced when it provides additional scaffolding in connection with the goals of a particular frame as a way to enhance student learning opportunities. There are a number of components in Wikipedia that align with the Framework …
A Noteworthy Next Class: Making Learning Objectives Work For You, Amy B. James
A Noteworthy Next Class: Making Learning Objectives Work For You, Amy B. James
Communications in Information Literacy
The creation of learning objectives is often considered imperative for semester-length courses, yet unimportant or irrelevant for information literacy instruction one-shot sessions. However, the Association of College and Research Libraries Framework for Information Literacy for Higher Education calls librarians into action by instructing each library and campus to develop learning outcomes in line with the six frames that make sense for their individual communities. By reviewing the recognized taxonomies and selecting one that resonates with their teaching, librarians can follow the principles of backward design developed by Grant Wiggins and Jay McTighe to create learning objectives that work for their …
Critical Library Instruction As A Pedagogical Tool, Nicole A. Cooke
Critical Library Instruction As A Pedagogical Tool, Nicole A. Cooke
Communications in Information Literacy
The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. …
Rethinking The Neoliberal University: Critical Library Pedagogy In An Age Of Transition, Jason Coleman, Lis Pankl
Rethinking The Neoliberal University: Critical Library Pedagogy In An Age Of Transition, Jason Coleman, Lis Pankl
Communications in Information Literacy
In the chapter we wrote 10 years ago for Critical Library Instruction: Theories and Methods we asked instructors to free themselves from the stifling heritage of positivism that privileged tools and instrumentality above meaning. Drawing on Henry Giroux and Oscar Wilde, we urged our peers to embrace dialogue that respects the individual and draws connections between information literacy and the students’ authentic goals and experiences. In this essay we describe numerous changes over that past decade that embrace the central themes of our chapter. We then explain that these examples coexist within a vast edifice of antithetical, neoliberal institutions. We …
Beginning And Extending The Conversation, Maria T. Accardi, Emily Drabinski, Alana Kumbier
Beginning And Extending The Conversation, Maria T. Accardi, Emily Drabinski, Alana Kumbier
Communications in Information Literacy
The co-editors of this special issue of Communications in Information Literacy describe the origins and context for this issue and provide an overview of the ideas and perspectives of the contributors.
That Was Then, This Is Wow: A Case For Critical Information Literacy Across The Curriculum, Margaret Rose Torrell
That Was Then, This Is Wow: A Case For Critical Information Literacy Across The Curriculum, Margaret Rose Torrell
Communications in Information Literacy
This article applies a Writing across the Curriculum approach to Critical Library Instruction. The information landscape has drastically shifted over the past ten years, altering the ways we perform, interact with, access, and understand research. These changes call for critical library instruction programs that are more robust and sustained than the one- or two-shot critical library instruction lesson I had described in 2010. However, college classroom practices, due to a variety of challenges, have been slow to adapt to this need. In this article written from my perspective as an English teacher, I identify the central place of critical information …
Iterable Ciphers For Insurrection, Dolsy Smith
Iterable Ciphers For Insurrection, Dolsy Smith
Communications in Information Literacy
This piece situates the project of critique in relation to the idea of library instruction as labor and the library as an organization. If the laborer can come to reflect on the conditions of their labor, thereby achieving a measure of autonomy even at the grindstone, it's also possible that the critical subject can be induced or coerced to labor on behalf of the organization. In the attenuation of organized forms of solidarity at the workplace, the organizations that employ us demand more and more of their workers' time, energy, and commitment. In this piece, I surface these tensions in …
Moving From Critical Assessment To Assessment As Care, Veronica Arellano Douglas
Moving From Critical Assessment To Assessment As Care, Veronica Arellano Douglas
Communications in Information Literacy
In Teaching Against the Grain: Critical Assessment in the Library Classroom, Maria Accardi sought a critical, feminist approach to assessment that questioned power structures, celebrated learners, and found strength in diverse perspectives and voices. This article expands on Accardi’s work to explore a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of assessment (particularly those from other feminized professions); and a reframing of the conversation around …