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Articles 1 - 14 of 14
Full-Text Articles in Information Literacy
Instruction Librarians’ Perceptions Of The Faculty–Librarian Relationship, Lisa Becksford
Instruction Librarians’ Perceptions Of The Faculty–Librarian Relationship, Lisa Becksford
Communications in Information Literacy
This study investigates instruction librarians’ perceptions of their relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians’ teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others’ viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of …
Listening To First Generation College Students In Engineering: Implications For Libraries & Information Literacy, Emily Dommermuth, Linds W. Roberts
Listening To First Generation College Students In Engineering: Implications For Libraries & Information Literacy, Emily Dommermuth, Linds W. Roberts
Communications in Information Literacy
First-generation college students (FGCS) in engineering bring a wealth of knowledge to their academic and social experiences in higher education, in contrast to deficit-based narratives that students are underprepared. By listening to FGCS’ own experiences navigating higher education and using information literacy in their project-based work, librarians and educators can better understand students’ funds of knowledge, social capital, and identities, as well as the institutional barriers that must be removed. This paper shares interview findings with (n = 11) FGCS and suggests implications for professional practice that are relevant to information literacy for design, project-based, or practitioner focused disciplines.
Incentivizing Information Literacy Integration: A Case Study On Faculty–Librarian Collaboration, Jill K. Becker, Samantha Bishop Simmons, Natalie Fox, Andi Back, Betsaida M. Reyes
Incentivizing Information Literacy Integration: A Case Study On Faculty–Librarian Collaboration, Jill K. Becker, Samantha Bishop Simmons, Natalie Fox, Andi Back, Betsaida M. Reyes
Communications in Information Literacy
Frequently, information literacy instruction takes the form of a one-shot library session with minimal collaboration between librarians and teaching faculty. To offer an alternative to this model, librarians implemented the Information Literacy Mini-Grant; an incentivized program inviting teaching faculty to collaborate with librarians to redesign an assignment to integrate information literacy into their course. Following the semester-long collaboration, teaching faculty provided written feedback and participated in a panel discussion to share their experiences with the program. This case study examines teaching faculty’s perceptions of collaborating with librarians in the pilot year of the program. Teaching faculty’s feedback provided insights into …
As You Like It: Building, Executing, And Assessing An Adaptable Library Instruction Program For First-Year Experience Courses, Joy I. Hansen
As You Like It: Building, Executing, And Assessing An Adaptable Library Instruction Program For First-Year Experience Courses, Joy I. Hansen
Communications in Information Literacy
Providing targeted experiences for first-year students both inside and outside the classroom is essential for building connections and creating a foundation for skill development necessary for academic success. Many first-year programs include a standalone course for incoming students or specific content weaved into existing course offerings. Information literacy skill-building holds an important place in these efforts; therefore, instruction librarians are provided additional opportunities to collaborate with faculty and reach students. Depending upon the size of the institution, however, the sheer number of first-year courses combined with shrinking library staff pose challenges. This Innovative Practices article is one library’s experience with …
Review: Online Instruction: A Practical Guide For Librarians By Emily Mroczek, Monica Babaian
Review: Online Instruction: A Practical Guide For Librarians By Emily Mroczek, Monica Babaian
Communications in Information Literacy
Review of Mroczek, E. (2022). Online instruction: A practical guide for librarians. Rowman & Littlefield.
Review: Virtue Information Literacy: Flourishing In An Age Of Information Anarchy, Jessica A. Hawkes
Review: Virtue Information Literacy: Flourishing In An Age Of Information Anarchy, Jessica A. Hawkes
Communications in Information Literacy
Review of Bivens-Tatum, W. (2022). Virtue information literacy: Flourishing in an age of information anarchy. Library Juice Press.
Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller
Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller
Communications in Information Literacy
This article describes the development and validation of the Information Literacy Reflection Tool (ILRT), a metacognitive self-assessment for use with undergraduate researchers. It was developed as a teaching and learning tool with the intent to help students recognize and engage the metacognitive domain as a step toward developing personal agency and self-regulation as lifelong, metaliterate learners. Throughout the scale development, three studies were conducted with nine expert reviewers and 44 community college students to consider content and face validity and 542 community college students as part of an item-reduction and construct validation effort. The resulting scale is most appropriately construed …
The Stories We Tell: Engaging With Authority In Critical Health Pedagogy, Rosalinda Hernandez Linares-Gray, Sara Newman Carroll, Emily K. Smith
The Stories We Tell: Engaging With Authority In Critical Health Pedagogy, Rosalinda Hernandez Linares-Gray, Sara Newman Carroll, Emily K. Smith
Communications in Information Literacy
This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in public health. The authors discuss and reflect on the five parts that constitute the project, student learning outcomes, and the benefits of engaging with critical information literacy in an undergraduate public health course. The goal of this article is to provide practical applications of critical information literacy to librarians in the health sciences who work with undergraduate students.
Review: Implementing Excellence In Diversity, Equity, And Inclusion: A Handbook For Academic Libraries, Lalitha Nataraj
Review: Implementing Excellence In Diversity, Equity, And Inclusion: A Handbook For Academic Libraries, Lalitha Nataraj
Communications in Information Literacy
Review of Lee, C., & Lym, B. (Eds.). (2022). Implementing excellence in diversity, equity, and inclusion: A handbook for academic libraries. Association of College and Research Libraries.
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.
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.
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.
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.
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, …