Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (78)
- Higher Education (78)
- Applied Linguistics (51)
- Linguistics (51)
- Adult and Continuing Education (1)
-
- Business (1)
- Cataloging and Metadata (1)
- Community Psychology (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Educational Leadership (1)
- Higher Education and Teaching (1)
- Language and Literacy Education (1)
- Marketing (1)
- Psychology (1)
- Scholarly Communication (1)
- Scholarship of Teaching and Learning (1)
- Teacher Education and Professional Development (1)
- Keyword
-
- Information literacy (76)
- Computer assisted instruction (50)
- Digital divide (50)
- Adult literacy (48)
- Library instruction (47)
-
- Information literacy -- Study and teaching -- Congresses (29)
- Assessment (17)
- Critical information literacy (15)
- Information literacy -- Study and teaching (15)
- Information literacy instruction (15)
- Information services -- User education (12)
- ACRL Framework (11)
- Book review (10)
- Critical Library Instruction (9)
- Higher education (9)
- Information literacy -- Study and teaching (Higher) (9)
- Tutors and tutoring (9)
- Critical pedagogy (8)
- Instruction (8)
- Editorial (7)
- Open pedagogy (7)
- Pedagogy (7)
- Communications in Information Literacy (6)
- Critical thinking (6)
- Information Literacy (6)
- Open educational resources (6)
- Source evaluation (6)
- Threshold concepts (6)
- Academic libraries (5)
- Authority (5)
- Publication Year
- Publication
- Publication Type
Articles 331 - 360 of 422
Full-Text Articles in Information Literacy
Teaching Matters: An Integrative Lesson On Searching, Tracking Citations, And Evaluating A Scholarly Article, Patrick P. Ragains
Teaching Matters: An Integrative Lesson On Searching, Tracking Citations, And Evaluating A Scholarly Article, Patrick P. Ragains
Communications in Information Literacy
This column describes a lesson in a credit-bearing information literacy course, focusing on evaluation of a scholarly article and finding citing references.
Mapping Standards To Content: Creating Research Guides Using Acrl’S Psychology Information Literacy Standards, Annie Armstrong, Kimberly D. Pendell
Mapping Standards To Content: Creating Research Guides Using Acrl’S Psychology Information Literacy Standards, Annie Armstrong, Kimberly D. Pendell
Library Faculty and Staff Publications and Presentations
Although librarians have embraced online research guides (typically SpringShare’s LibGuides) as a mechanism for informing students of key resources across the disciplines, to what degree have they leveraged the full potential of these guides for delivering and supporting instruction? Guided by disciplinary information literacy standards, how could librarians create more instructionally robust guides which both promote and support the development of disciplinary research competencies?
Using Fun To Teach Rigorous Content, Mary Francis
Using Fun To Teach Rigorous Content, Mary Francis
Communications in Information Literacy
This paper will offer a position on the place of fun within education and learning. It will place fun as an important component of learning. The intent is not to espouse the belief that it is the duty of teachers and instructors to entertain students. Unlike a movie or TV show that provides passive entertainment, fun in this context relates to actions and techniques that aid students in learning new material. So rather than fun being associated with ease, fun is associated with rigor. In drawing together research on the successful impact of fun in education, this paper hopes to …
Student Use Of Library Research Guides Following Library Instruction, Mardi Mahaffy
Student Use Of Library Research Guides Following Library Instruction, Mardi Mahaffy
Communications in Information Literacy
Librarians often provide students who attend one-shot library instruction sessions with research guides they can refer to once class is over. These guides, whether in paper or electronic form, serve to remind the students of key points and resources addressed during the session. It is unclear, though, if and how students refer to these guides once leaving the classroom. This article reports on the results of two focus groups made up of students who attended a basic library instruction session as part of a survey art course. The students shared how they used a paper and electronic research guide, delivered …
Teaching Matters: Reshaping The Role Of Information Literacy Instructional Services, Patrick P. Ragains
Teaching Matters: Reshaping The Role Of Information Literacy Instructional Services, Patrick P. Ragains
Communications in Information Literacy
This column provides an overview of emerging trends in information literacy instruction.
Information Evaluation Instruction: A Three Term Project With A First Year Experience Course, Steve Borrelli, Corey M. Johnson
Information Evaluation Instruction: A Three Term Project With A First Year Experience Course, Steve Borrelli, Corey M. Johnson
Communications in Information Literacy
In response to the recognition that work world success is dependent on locating and effectively utilizing information, the academy has acknowledged the need to produce information literate graduates. There needs to be more focus on how to develop the most effective collaborative programs with teaching faculty and benchmark the progress toward research skill mastery. This paper outlines a multiple term collaborative effort targeting student evaluation skill development. Librarians taught hybrid (mostly online with some in-person interaction) lessons to groups of lower undergraduates enrolled in a first year experience seminar. A pre-test/post-test assessment package revealed that students' strongest area of proficiency …
Adapting And Using Instruction Proficiencies To Encourage Reflection, Goal Setting And Professional Development, Uta Hussong-Christian
Adapting And Using Instruction Proficiencies To Encourage Reflection, Goal Setting And Professional Development, Uta Hussong-Christian
Communications in Information Literacy
Librarians at Oregon State University undertook a teaching competency project to lay the foundation for practices that improve teaching by adapting the core teaching proficiencies in the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. This article describes one model for locally adapting those proficiencies, the Oregon State University Libraries (OSUL) Framework for Teaching Excellence. This framework promotes reflection on, goal setting for, and professional development around teaching. The project team utilized a survey to determine the proficiency categories most valued by OSUL instruction librarians. The development and inclusion of context material for each proficiency category included in the …
Information Literacy Instruction For An Honors Program First-Year Orientation: Lessons Learned Over 15 Years Of A Sustainable Partnership, Anna Marie Johnson
Information Literacy Instruction For An Honors Program First-Year Orientation: Lessons Learned Over 15 Years Of A Sustainable Partnership, Anna Marie Johnson
Communications in Information Literacy
The information literacy literature contains many articles highlighting new instruction initiatives but few articles documenting sustainable ones. This article examines the literature on library partnerships in general and Honors Programs specifically and reports on the evolution of an ongoing fifteen year partnership between the University of Louisville Honors Program and the Ekstrom Library. It then discusses the development of this partnership and the changes in the information literacy program engendered by this partnership. It ends by defining some of the elements that made the partnership sustainable, ones that could potentially be transferred to other such partnerships.
"Turn Your Cell Phones On": Mobile Phone Polling As A Tool For Teaching Information Literacy, Andy Burkhardt, Sarah Faye Cohen
"Turn Your Cell Phones On": Mobile Phone Polling As A Tool For Teaching Information Literacy, Andy Burkhardt, Sarah Faye Cohen
Communications in Information Literacy
While mobile technologies are ubiquitous among students and increasingly used in many aspects of libraries, they have yet to gain traction in information literacy instruction. Librarians at Champlain College piloted mobile phone polling in a first-year classroom as a less expensive and more versatile alternative to clickers. By utilizing a technology that virtually all students have in their pockets librarians found that it increased engagement from previous iterations of the session. In addition, by asking poll questions about students' experiences, librarians were able to facilitate in-depth inquiry into information literacy topics. Ultimately, from direct experience in over 30 different classes, …
Rethinking Information Literacy In A Globalized World, Laurie Kutner, Alison Armstrong
Rethinking Information Literacy In A Globalized World, Laurie Kutner, Alison Armstrong
Communications in Information Literacy
As a profession, librarians have an important and unique role to play in higher education in producing information literate students equipped to be successful in a complex, twenty-first century global society. It is our contention that our guiding professional information literacy definitions and standards need to be reconsidered in order to remain relevant within the global learning context. Our preliminary conclusion is that the predominantly skills-based approach facilitated by the current ACRL Information Literacy Competency Standards for Higher Education, is not sufficient to facilitate teaching of twenty-first century "deep information literacy," which we feel encompasses additional content-based engagement with the …
Teaching Matters: The Necessity And Challenge Of Teaching Information Ethics, Patrick P. Ragains
Teaching Matters: The Necessity And Challenge Of Teaching Information Ethics, Patrick P. Ragains
Communications in Information Literacy
This issue's column provides an overview of issues related to academic integrity in higher eduction.
Notes From The Field: 10 Short Lessons On One-Shot Instruction, Megan Oakleaf, Steven Hoover, Beth Woodard, Jennifer Corbin, Randy Hensley, Diana Wakimoto, Christopher V. Hollister, Debra Gilchrist, Michelle Millet, Patty Iannuzzi
Notes From The Field: 10 Short Lessons On One-Shot Instruction, Megan Oakleaf, Steven Hoover, Beth Woodard, Jennifer Corbin, Randy Hensley, Diana Wakimoto, Christopher V. Hollister, Debra Gilchrist, Michelle Millet, Patty Iannuzzi
Communications in Information Literacy
Librarians teach. It might not be what they planned to do when they entered the profession, or it may have been a secret hope all along. Either way, librarians teach, and one teaching scenario remains quintessential: the one-shot library instruction session. In recognition of the centrality of the "one-shot," this article shares several authors' "notes from the field." The notes provide a range of strategies for developing pedagogically sound one-shot library instruction sessions, grouped loosely into three categories: planning, delivery, and integration. The authors offer these insights in their own words in hopes that other teaching librarians may benefit from …
Information Literacy On The Web: How College Students Use Visual And Textual Cues To Assess Credibility On Health Websites, Katrina L. Pariera
Information Literacy On The Web: How College Students Use Visual And Textual Cues To Assess Credibility On Health Websites, Katrina L. Pariera
Communications in Information Literacy
One of the most important literacy skills in today's information society is the ability to determine the credibility of online information. Users sort through a staggering number of websites while discerning which will provide satisfactory information. In this study, 70 college students assessed the credibility of health websites with a low and high design quality, in either low or high credibility groups. The study's purpose was to understand if students relied more on textual or visual cues in determining credibility, and to understand if this affected their recall of those cues later. The results indicate that when viewing a high …
Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis, Jason M. Vance, Rachel Kirk, Justin G. Gardner
Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis, Jason M. Vance, Rachel Kirk, Justin G. Gardner
Communications in Information Literacy
This study examines the relationship between formal library instruction and undergraduate student performance and persistence in higher education. Researchers analyzed two years of academic and demographic data collected from first-time freshmen at Middle Tennessee State University in an attempt to quantify the effect of librarian-led one-shot classroom instruction on students' grade point averages and their likelihood of returning to school for the sophomore year.
Collaboration And Problem-Based Learning: Integrating Information Literacy Into A Political Science Course, Peg Cook, Mary Barbara Walsh
Collaboration And Problem-Based Learning: Integrating Information Literacy Into A Political Science Course, Peg Cook, Mary Barbara Walsh
Communications in Information Literacy
This paper details the collaborative efforts of a reference librarian and a political science professor to seamlessly meld the study of politics with the acquisition of information literacy skills using a problem-based learning approach. Students in an introductory American Government class were engaged in a group project in which they acted as media consultants for the political candidate of their choice. Two information literacy sessions were embedded into the project. ACRL Information Literacy Standards were used to generate and assess performance outcomes. Student feedback, as well as pre-test and post-test results, indicate that a problem-based approach to enhancing information literacy …
Embedding Affective Learning Outcomes In Library Instruction, Ellysa Stern Cahoy, Robert Schroeder
Embedding Affective Learning Outcomes In Library Instruction, Ellysa Stern Cahoy, Robert Schroeder
Communications in Information Literacy
While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students' affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students' self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a recent survey of instruction librarians' familiarity and inclusion …
Considering Information Literacy Skills And Needs: Designing Library Instruction For The Online Learner, Swapna Kumar, Marilyn Ochoa, Mary Edwards
Considering Information Literacy Skills And Needs: Designing Library Instruction For The Online Learner, Swapna Kumar, Marilyn Ochoa, Mary Edwards
Communications in Information Literacy
This paper reports on a library instruction needs assessment conducted with incoming doctoral students (n=34) in two online programs in education. The differences in the prior skills and experiences of the two groups highlighted the importance of both needs assessments and learner analysis as well as course- or program-specific instructional design in information literacy instruction for online students. Based on students' reported skills, education librarians structured both the content and format of instruction to help students succeed in online activities in the doctoral program.
Predictors Of Student's Attitudes Toward Science Literacy, Irina I. Holden
Predictors Of Student's Attitudes Toward Science Literacy, Irina I. Holden
Communications in Information Literacy
Being information and science literate are crucial in an age when scientific developments influence the political arena and vice versa. In order to become active and responsible citizens, students must understand such issues as global warming and stem cell research. Furthermore, they must be lifelong learners, capable of researching and educating themselves about new scientific developments. These are some of the complex issues that information literacy educators must address. This article reports on the results of a survey of student's attitudes towards science literacy and lifelong learning, and on variables associated with their attitudes. Most of the students' attitudes were …
Engineering Integration: Building A Quick And Effective Faculty Seminar, Kate Peterson, Jon Jeffryes
Engineering Integration: Building A Quick And Effective Faculty Seminar, Kate Peterson, Jon Jeffryes
Communications in Information Literacy
In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science and Engineering. The seminar's goals included 1.) refreshing and expanding faculty's knowledge of information and 21st century literacies and 2.) creating a community of faculty committed to developing student skills in finding, evaluating and synthesizing information in their academic coursework and into their professional careers. Overall, the seminar increased faculty understanding of services and expertise of the libraries, and 21st century literacies. It also developed and strengthened ties …
Designing And Implementing An Information Literacy Course In The Humanities, Ellen Daugman, Leslie Mccall, Kaeley Mcmahan
Designing And Implementing An Information Literacy Course In The Humanities, Ellen Daugman, Leslie Mccall, Kaeley Mcmahan
Communications in Information Literacy
As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities …
The Case For Graphic Novels, Steven Hoover
The Case For Graphic Novels, Steven Hoover
Communications in Information Literacy
Many libraries and librarians have embraced graphic novels. A number of books, articles, and presentations have focused on the history of the medium and offered advice on building and maintaining collections, but very little attention has been given the question of how integrate graphic novels into a library's instructional efforts. This paper will explore the characteristics of graphic novels that make them a valuable resource for librarians who focus on research and information literacy instruction, identify skills and competencies that can be taught by the study of graphic novels, and will provide specific examples of how to incorporate graphic novels …
Design To Learn, Learn To Design: Using Backward Design For Information Literacy Instruction, Bruce E. Fox, John J. Doherty
Design To Learn, Learn To Design: Using Backward Design For Information Literacy Instruction, Bruce E. Fox, John J. Doherty
Communications in Information Literacy
Using backward design coupled with a focus on intentional learning, a series of platform-independent podcasts were created to address the need to increase student information literacy competency. The design team used a collaborative process where all members of the team worked in an iterative fashion, from the specification of student learning outcomes to the creation of the final assessments. The project brought to light the importance of clearly specifying student learning outcomes, creating meaningful assessments, strong project management, and the composition and dynamics of the design team.
Re-Conceptualizing Access: The New Role Of Information Literacy In Post-Secondary Education, Jennifer Andreae, Erin Anderson
Re-Conceptualizing Access: The New Role Of Information Literacy In Post-Secondary Education, Jennifer Andreae, Erin Anderson
Communications in Information Literacy
In this paper, we propose a new conceptual model of access in which information literacy plays a vital role in understanding and utilizing information to its fullest potential. The traditional approach, where access is equated to a static item (such as a computer lab or a list of links on a website), limits post-secondary students in their capacity to effectively navigate through the ever expanding plethora of information. Our new model, in which technological and information literacies are equally combined to form a true access outcome, offers a simple framework for post-secondary institutions to re-conceptualize access.
Teaching Matters: Is There A Text In This Class? E-Readers, E-Books, And Information Literacy, Janelle M. Zauha
Teaching Matters: Is There A Text In This Class? E-Readers, E-Books, And Information Literacy, Janelle M. Zauha
Communications in Information Literacy
This column explores current issues with e-books and e-readers in academic classrooms. It suggests ways the academic library can explore and meet the information literacy needs of students, faculty, and staff who are using these new devices or seeing them in use in their classrooms.
Team-Based Learning In An Information Literacy Course, Trudi E. Jacobson
Team-Based Learning In An Information Literacy Course, Trudi E. Jacobson
Communications in Information Literacy
The author implemented team-based learning (TBL) in a credit-bearing information literacy course that meets a general education requirement at the University at Albany. TBL is a highly structured teaching method that includes a number of components not found in more traditional use of teams in the classroom. It required substantive changes in the course, which were notably repaid by the impact on student preparedness and engagement. The main elements of team-based learning are explained in the setting of this course.
Share And Share Alike: Barriers And Solutions To Tutorial Creation And Management, Anne-Marie Deitering, Hannah Gascho Rempel
Share And Share Alike: Barriers And Solutions To Tutorial Creation And Management, Anne-Marie Deitering, Hannah Gascho Rempel
Communications in Information Literacy
Using data gathered in a nationwide survey, we found the most important barriers to tutorial creation for instruction librarians are time and technological expertise. Drawing on our experience extending the content management system used to build class pages and subject guides, we suggest using a content management system, like Library à la Carte, or LibGuides to build tutorials suggests a path around these common barriers.
Guiding Students From Consuming Information To Creating Knowledge: A Freshman English Library Instruction Collaboration, Carolyn B. Gamtso, Susanne F. Paterson
Guiding Students From Consuming Information To Creating Knowledge: A Freshman English Library Instruction Collaboration, Carolyn B. Gamtso, Susanne F. Paterson
Communications in Information Literacy
In this paper we examine how faculty and librarians' own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students' ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we …
Academic Libraries And The Credit-Bearing Class: A Practical Approach, Margaret G. Burke
Academic Libraries And The Credit-Bearing Class: A Practical Approach, Margaret G. Burke
Communications in Information Literacy
Academic librarians are expanding their teaching roles and increasing numbers are involved in teaching information literacy by means of the credit-bearing class. Librarians at the Axinn Library at Hofstra University have been teaching credit-bearing classes since 2001. While doing research on the subject, the author found that the literature contained very little practical information concerning this important responsibility for academic librarians. In order to answer some questions that arose from Axinn librarians' experiences with credit-bearing classes, a survey was conducted using the Association of College and Research Libraries' Information Literacy Instruction's Discussion List as the study group. Among the topics …
Biology And Nursing Students' Perceptions Of A Web-Based Information Literacy Tutorial, Sharon Weiner, Nancy Pelaez, Karen Chang, John Weiner
Biology And Nursing Students' Perceptions Of A Web-Based Information Literacy Tutorial, Sharon Weiner, Nancy Pelaez, Karen Chang, John Weiner
Communications in Information Literacy
This study assessed student perceptions about an online information literacy tutorial, CORE (Comprehensive Online Research Education, to plan for the next generation of tutorials. The CORE tutorial includes seven modules: "Planning Your Project," "Topic Exploration," "Types of Information," "Search Tools," "Search Strategies," "Evaluating Sources," and "Copyright, Plagiarism, and Citing Sources." First-year students in biology and nursing courses responded to a survey after they completed the CORE modules. The students liked learning through an online tutorial. They thought that the tutorial could be improved with shorter modules and the addition of video and audio content. Few students reported learning important information …
An Assessment Of Peer Coaching To Drive Professional Development And Reflective Teaching, Caroline Sinkinson
An Assessment Of Peer Coaching To Drive Professional Development And Reflective Teaching, Caroline Sinkinson
Communications in Information Literacy
Given the competing demands on librarian's time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, teacher collaboration, and to indentify future training and professional development needs. The article will report on the program's assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice.