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Articles 1 - 21 of 21
Full-Text Articles in Information Literacy
Unlearn What You Have Learned: Digital Disorganization And Information Literacy Instruction, Maryann Hight
Unlearn What You Have Learned: Digital Disorganization And Information Literacy Instruction, Maryann Hight
Communications in Information Literacy
Traditional organizational schemes utilized for class design and for the organization of research materials means little to students comfortable with the disorganized internet environment. This article examines how constructivist principles and the disorganization of the internet was utilized to design a unique online information literacy course.
Aiming For Assessment: Notes From The Start Of An Information Literacy Course Assessment, Peter Larsen, Amanda Izenstark, Joanna Burkhardt
Aiming For Assessment: Notes From The Start Of An Information Literacy Course Assessment, Peter Larsen, Amanda Izenstark, Joanna Burkhardt
Communications in Information Literacy
To provide systematic assessment of a 3-credit, full-semester information literacy course at the University of Rhode Island, the library instruction faculty adapted the Bay Area Community College Information Competency Proficiency Exam to determine how well the students learned the material taught in the course and how well that material reflected the ACRL Information Literacy Competency Standards for Higher Education.
Teaching Matters: Developing As A Teacher/Librarian [Column]: Rules Of Engagement: Best Practices For Connecting With Students, Janelle M. Zauha
Teaching Matters: Developing As A Teacher/Librarian [Column]: Rules Of Engagement: Best Practices For Connecting With Students, Janelle M. Zauha
Communications in Information Literacy
This column focuses on the conceptual and practical aspects of teaching information literacy. Column co-editor Patrick Ragains and I write about trends and issues that have come to our attention, but we also solicit contributions to this space. Readers with ideas for Teaching Matters may contact Patrick Ragains at ragains@unr.edu, or the editors of Communications in Information Literacy at editors@comminfolit.org.
Who's In Charge Here? Authority, Authoritativeness, And The Undergraduate Researcher, Marybeth Meszaros
Who's In Charge Here? Authority, Authoritativeness, And The Undergraduate Researcher, Marybeth Meszaros
Communications in Information Literacy
No abstract provided.
Best Practices For Online Video Tutorials: A Study Of Student Preferences And Understanding, Melissa Bowles-Terry, Merinda Hensley, Lisa Janicke Hinchliffe
Best Practices For Online Video Tutorials: A Study Of Student Preferences And Understanding, Melissa Bowles-Terry, Merinda Hensley, Lisa Janicke Hinchliffe
Communications in Information Literacy
In order to develop best practices for online video library tutorials, this research study used an interview-based research method to investigate usability, findability, and instructional effectiveness. The findings document student learner preferences and are the basis for guidelines for future tutorial development.
User Education And Information Literacy In Agricultural Universities Of India, Neena Singh
User Education And Information Literacy In Agricultural Universities Of India, Neena Singh
Communications in Information Literacy
Twenty-six of the agricultural universities in India teach user education and information literacy (IL). This article evaluates these courses and investigates if and how the course curriculum blends research and technical writing skills effectively. Unfortunately, the courses lack uniformity in teaching IL and technical writing skills. Since the universities are under state government control, they are unable to provide uniform curricula throughout India. There is also a need for a credited course on IL, integrating ICT and computer skills, and another course for research and technical writing.
Instruction 2.0 - What Are We Actually Doing?, Greg Bobish
Instruction 2.0 - What Are We Actually Doing?, Greg Bobish
Communications in Information Literacy
This survey looks at ARL Libraries' instruction websites and tries to identify publicly available Library 2.0 tools focused on user education. The reasons for each tool's presence or absence are discussed and an overall assessment of the current state of the use of these tools in the field is offered.
Research For Design: Exploring Student And Instructor Attitudes Toward Accessing Library Resources And Services From Course Management Systems (Cms), Merinda Mclure, Karen Munro
Research For Design: Exploring Student And Instructor Attitudes Toward Accessing Library Resources And Services From Course Management Systems (Cms), Merinda Mclure, Karen Munro
Communications in Information Literacy
The authors report a study concerning student and instructor attitudes toward accessing library resources and services from within course management systems (CMS). In spring 2008, the authors conducted semi-structured interviews with a small population of students and instructors at the University of California, Berkeley (UCB) and at Colorado State University (CSU). They asked participants to respond to examples of library integrations in course management systems at other institutions and to report their local experiences with both the campus CMS and library services. Participant responses frequently challenged and complicated the authors' assumptions about best practices in integrating a library presence and …
Journal Editing In The Age Of Open Access: A Reflection On Opportunities And Challenges, Sarah Mccord, Terry Taylor
Journal Editing In The Age Of Open Access: A Reflection On Opportunities And Challenges, Sarah Mccord, Terry Taylor
Communications in Information Literacy
No abstract provided.
Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf
Writing Information Literacy Assessment Plans: A Guide To Best Practice, Megan Oakleaf
Communications in Information Literacy
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.
Teaching Matters: The State Of Information Literacy Assessment And The Way Forward, Patrick P. Ragains, Janelle M. Zauha
Teaching Matters: The State Of Information Literacy Assessment And The Way Forward, Patrick P. Ragains, Janelle M. Zauha
Communications in Information Literacy
No abstract provided.
Information Literacy Rubrics Within The Disciplines, Britt A. Fagerheim, Flora G. Shrode
Information Literacy Rubrics Within The Disciplines, Britt A. Fagerheim, Flora G. Shrode
Communications in Information Literacy
This paper reports the results of a pilot project in which the authors developed rubrics for assessing information literacy in the disciplines and examined whether rubrics are a feasible and effective method for librarians to assess their students' information literacy skills. We developed rubrics for capstone classes in chemistry and psychology based on benchmarks appropriate for each major. We then used the rubrics to assess the research and information literacy skills the students displayed in their papers or projects.
Mixing And Matching: Assessing Information Literacy, Carol Mcculley
Mixing And Matching: Assessing Information Literacy, Carol Mcculley
Communications in Information Literacy
Authentic assessment of student learning outcomes is much in demand. This paper reviews a variety of assessment methods that measure cognitive, behavioral, and affective levels of learning that can be used to design library class instruction and assessments to improve student learning and teaching of information literacy concepts. The intentional use of these methods to assess undergraduate student learning in many disciplines through working collaboratively with faculty and integrating the assessments in a learner-centered environment is discussed.
The Ile Project: A Scalable Option For Customized Information Literacy Instruction And Assessment, Steve Borrelli, Corey M. Johnson, Lara A. Cummings
The Ile Project: A Scalable Option For Customized Information Literacy Instruction And Assessment, Steve Borrelli, Corey M. Johnson, Lara A. Cummings
Communications in Information Literacy
With the vast amount of information available today, information literacy (IL) education is a critical component of undergraduate education necessary to prepare students for tomorrow's world. Instructors want students to demonstrate critical thinking skills and are often disappointed with student submissions resulting from undeveloped IL skills. Library Instruction programs are often tasked with addressing this educational need and often struggle to find a scalable method to provide IL instruction to the student body. The Information Literacy Education (ILE) Project is an asynchronous learning environment tailored to deliver instruction and assessment. Posited as a customizable option to present IL instruction, this …
Using Assessment Data To Inform Library Instruction For First Year Students, Julie Gilbert
Using Assessment Data To Inform Library Instruction For First Year Students, Julie Gilbert
Communications in Information Literacy
Seeking ways to develop information literacy skills among first year college students, librarians at our institution developed a pilot program to measure the effects of a multiple library instruction session module on students' research skills in the first semester. The pilot program incorporates a substantial assessment model consisting of a pretest, posttest, and a citation analysis of final papers. Results demonstrate that students who had multiple library instruction sessions during the first semester report higher levels of confidence and greater use of library resources than students who had only a single instruction session.
The Evolution Of A Testing Tool For Measuring Undergraduate Information Literacy Skills In The Online Environment, Elizabeth Mulherrin, Husein Abdul-Hamid
The Evolution Of A Testing Tool For Measuring Undergraduate Information Literacy Skills In The Online Environment, Elizabeth Mulherrin, Husein Abdul-Hamid
Communications in Information Literacy
The construction and validity of an assessment tool mapped to objectives in a high enrollment credit-bearing information literacy course delivered primarily online is the focus of this article. An open book and non-proctored objective test can be a reliable measure for assessing student competencies in basic information literacy skills, both at the course level and for reporting to national accrediting bodies and state agencies. An analysis of overall student performance on test items that are mapped to information literacy outcomes helps to identify competencies that need improvement in a course, as well as provide a baseline for informing the process …
A Twenty Year Path: Learning About Assessment; Learning From Assessment, Debra L. Gilchrist
A Twenty Year Path: Learning About Assessment; Learning From Assessment, Debra L. Gilchrist
Communications in Information Literacy
This article reviews the development of educational assessment from the 1970's to the present, including discussions of basic working definitions and models of assessment in information literacy. It reflects on what librarians have learned from assessment and about assessment, and how this information is being used to improve current and future assessment offerings.
Building A Seamless Environment For Assessment Of Information Literacy: Libraries, Student Affairs, And Learning Outside The Classroom, Scott Walter
Communications in Information Literacy
Assessment has been a topic of interest in higher education for decades, with its recent growth rooted in a number of scholarly traditions, as well as the broader interest in "accountability" that has been characteristic of American education since the 1980s. Many previous studies have demonstrated that the literature of assessment in higher education is a rich resource for those wishing to identify effective approaches to the assessment of information literacy. This piece invites readers to pay attention to the lessons taught by faculty development experts as well as by scholars of the science of teaching and learning, but also …
Using Cognitive Interviews And Student Response Processes To Validate An Interpretive Argument For The Ets Iskills™ Assessment, Eric Snow, Irvin Katz
Using Cognitive Interviews And Student Response Processes To Validate An Interpretive Argument For The Ets Iskills™ Assessment, Eric Snow, Irvin Katz
Communications in Information Literacy
Evaluating the trustworthiness of Internet-based or other digital information has become an essential 21st century skill. The iSkills™ assessment, from Educational Testing Service (ETS), purports to measure such digital evaluation skills, along with other digital literacy skills. In this work, we use an argument-based approach to assessment validation to investigate the extent to which iSkills test scores can support inferences about the ability of college students to evaluate information in a digital environment. Eighty-eight undergraduates responded to iSkills assessment tasks and to more open-ended "naturalistic" tasks. These naturalistic tasks were designed to be like homework assignments that incorporate the critical …
Using Blackboard To Deliver Library Research Skills Assessment: A Case Study, Maura A. Smale, Mariana Regalado
Using Blackboard To Deliver Library Research Skills Assessment: A Case Study, Maura A. Smale, Mariana Regalado
Communications in Information Literacy
Like other college and university departments, academic libraries are increasingly expected to assess their services and facilities. This article describes an initial step in the development of a comprehensive assessment program for library instruction in the Brooklyn College Library. A pre- and post-quiz were developed based on the curriculum for a required library session in an introductory English composition course. The quizzes were designed to establish a baseline for student knowledge of information literacy as well as measure the effect of library instruction on student learning. We also sought to evaluate the suitability of the Blackboard learning management system for …
A Program For Introducing Information Literacy To Commercial Art And Design Students, David A. Walczak, Diane L. Sammet, Monika E. Reuter
A Program For Introducing Information Literacy To Commercial Art And Design Students, David A. Walczak, Diane L. Sammet, Monika E. Reuter
Communications in Information Literacy
This paper describes the process of developing and implementing a comprehensive, school-wide, and sustainable information literacy program at a commercial art and design school. The program requires that information literacy student learning outcomes be included in specific General Education and art and design courses across the curriculum. The results of this multi-year effort indicate that while the program is sound, teaching information literacy is an on-going effort requiring much more training of faculty and students. Best practices in information literacy in library science and art and design literature are reviewed