Information Literacy Commons^™

Information Literacy: Literacy Across Stem Areas, Lavoris Martin

Georgia International Conference on Information Literacy

Information Literacy: Literacy Across STEM Areas

The question of “Literacy across STEM Areas” is an area that is very important to Librarians. As the providers of information, it is imperative that libraries are an integral part in the conversation of STEM. Research have shown that today's scholars are overwhelmed with an abundant of information and data—throughout the research process. One of the ways that libraries and Librarians address this issue is through Information Literacy. Association for College and Research Libraries’ Information Literacy Standards for Science and Engineering/Technology (2012) states that information literacy has been an essential component in the core …

Program Evaluation: Diffusion From Policy Literature To Improve Assessment In Information Literacy Instruction., Seth Porter

Georgia International Conference on Information Literacy

Assessment and program evaluation is a key aspect of the 21st-century academy and library, however, this critical service is often an afterthought or the responsibility of a librarian with little to no knowledge of data analysis or program evaluation. This brief lecture will cover the best practices in program evaluation through the framework of policy analysis. Diffusing best practices from outside disciplines will help build a more robust assessment program in information literacy instruction.

Embracing The Educational Value Of Imitation, Amy Burger

Georgia International Conference on Information Literacy

The threat of plagiarism accusations discourages students from using imitation in their work, and instructors from promoting it. As a result, a valuable pedagogical technique goes unused. This presentation will discuss the evidence in support of imitation as an educational tool and examine why it is widely discouraged. Imitation can serve as a valuable practice, both in course work, and for students’ overall academic success, especially for students as they undergo academic transitions, such as the beginning of their college careers, and the transition from core classes to upper-level major courses. Additionally, the reconsideration of imitation can add value to …

Free, Quick & Easy: Utilizing Google Apps To Assess & Communicate Learning, Josette M. Kubicki, Thomas Weeks, Jennifer Putnam-Davis

Georgia International Conference on Information Literacy

The Reese Library team utilizes a range of Google’s free applications (apps) to create, evaluate, and share assessment results of library instruction to faculty and students. The apps have also been utilized for team project work. Reception from faculty has consistently been positive, due to the ease of collaboration in developing assessment and sharing results so they can see at a glance the learning that has taken place in sessions.

Attendees will gain a comprehensive overview of the workflow undertaken of the creation, delivery, analysis, and dissemination of assessment and results, with time for hands-on practice. Finally, strategies will be …

Flipping The One-Shot Library Workshop: Collaborations Between Librarians And Writing Program Faculty, Carrie Wastal, Crystal Goldman

Georgia International Conference on Information Literacy

At UC San Diego, instruction librarians and the Muir College Writing Program (MCWP) director collaborated to redesign the one-shot library workshops provided to the college’s first-year students enrolled in a research class. Following their discussion about student knowledge gaps about conducting research, the library instruction coordinator suggested flipping the workshop so that, prior to coming to the library, students would complete an interactive online tutorial.

The new flipped library workshops now consist of two sequential parts—an online interactive tutorial and an in-person workshop. Librarians created an online tutorial on database searching, made up of multimedia and active learning experiences for …

Adapting The Framework At Jmu Libraries And Educational Technologies: ​ A Collaboration Between Instructional Designers And Librarian Liaisons​, Liz Thompson, Malia Willey, Elaine Kaye

Libraries

At James Madison University (JMU), a small team of faculty members in Libraries & Educational Technologies (LET) collaborated to develop new information literacy student learning outcomes based on the ACRL Framework for Information Literacy for Higher Education. The Information Literacy Task Force was tasked with unifying the conversation around information literacy within LET and providing student learning outcomes that educators will be able to adapt into content, activities, and assessments. Instructional designers and librarians worked together to explore the framework in the diverse context of the JMU community. We will share how the unique collaboration between instructional designers and librarians …

Acrl Framework Assignments For Music Information Literacy, Taylor Greene

Library Presentations, Posters, and Audiovisual Materials

Though the ACRL Framework was adopted two and a half years ago, music librarians continue to wonder how to integrate the six frames described by this guiding document into our information literacy instruction while also covering the necessities of music information literacy. In this presentation, I will discuss the approach that I used to incorporate the six frames into my instruction for the Music Information Literacy course I teach at Chapman University while still retaining essential music instruction, such as searching for music, navigating particular resources like Grove Music Online, and citation formatting. Specifically, I will focus on the in-class …

Teaching Information Literacy And Writing Studies: Volume 1, First-Year Composition Courses, Grace Veach

Purdue Information Literacy Handbooks

This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, in the post-information age. Topics include: reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

Information Literacy Programming, Students Skills And Utilization Of E-Resources At Maseno University, Kenya, Ezra Momanyi

Library Philosophy and Practice (e-journal)

The study was conducted in Maseno University Kenya. The study objectives were to examine the existing infrastructure that supports the delivery of IL program at Maseno University; to determine the extent of use and the relevance of e-resources to students need at Maseno University and to identify ways of improving utilization of e-resources in Maseno University. Descriptive research design was used in this study and the target population was 100 respondents. Research instruments included questionnaires and an interview schedule. Data analysis was done using descriptive statistics for analysis purpose. Quantitative data was presented in form of frequency distribution tables, pie …

Information Has Value Webcast - The Utility Of Social Media For Teaching Information Literacy, Nora Belzowski, Kristi Bugajski

Library Faculty Publications

How to use inquiry-based learning techniques to teach the information literacy threshold concept Information Has Value to students in a science for non-majors biology course. The presenters also discussed the design, implementation, and assessment of a scalable lesson plan that addresses concepts and skills within the Information Has Value frame.

Zero Textbook Cost Syllabus For Lib 3065 (Research Methods And Resources For Writers), Christopher Tuthill

Open Educational Resources

This course explores the theoretical and practical impact of information research on writing. Students develop proficiency in evaluating, identifying, and using relevant print and web sources to locate business, government, biographic, political, social and statistical information necessary for in-depth journalistic reportage and other forms of research and writing.

Mindfulness Practices For Information Literacy: Encouraging Reflective Engagement With Information, Liz Chenevey

Libraries

Information Literacy is an important skill required by the APA of undergraduate psychology students. The Association of College & Research Libraries partially defines Information Literacy as the set of integrated abilities encompassing the reflective discovery of information. These abilities are most often seen in research, yet many undergraduate students see research projects as a frustrating burden and another stressor in their busy semesters. Librarians can help them navigate the changing information landscape and the research process as whole, but how much reflection and synthesis do students take part in? Mindfulness practices are increasing in popularity in higher education as they …

Illustrating A Technical Manual: Copyright And Fair Use In A Real World Professional Context, Karyn Hinkle

Library Faculty and Staff Publications

This lesson was developed for students preparing to enter professional practice who were assigned to write and/or illustrate a technical howto manual on a topic of their choice (how to put on ski boots, draw blood, use a fitness tracking app, etc.). The teaching librarian conducts a class session on finding and creating images to illustrate the manuals and teaches differences between using copyrighted and non-copyrighted images. The students work on finding images in the public domain, creating their own images, and incorporating copyrighted images via Creative Commons licenses and the principle of fair use. Librarians can teach this lesson …

Advancing Information Literacy In A Semester-Long Library Instruction Course: A Case Study, Derek Stadler, Ian Mcdermott

Publications and Research

The following case study investigated the efficacy of Information Literacy (IL) pedagogy on undergraduate research in a credit-bearing library instruction class. More specifically, the study analyzed student success and sought to determine whether written reflection and practice strengthen IL skills, including the fundamental ability to develop a research question and thesis statement. Developing research questions and formulating thesis statements are among the most challenging duties of a young researcher. From high school through undergraduate, students often have minimal experience conducting research. They may not know where to begin the research process and what steps are necessary. Student frustration is exacerbated …

Technology Use For Extra-Curricular Activities And Academic Performance In Library Instruction Sessions, Lutishoor Salisbury, Abayomi Omotola Omolew, Jeremy J. Smith

University Libraries Faculty Publications and Presentations

This poster reports on a study that investigated:

a. The impact of students’ use of technology for extracurricular purposes during instruction sessions and its effects on their learning and retention of information.

b. Whether attendance at a previous library instruction session provided the students with the advantage of scoring higher in the assessment, and

c. Whether the use of these technologies in class sessions was disruptive to other students.

Information Into Action? Reflections On (Critical) Practice (Keynote Address, Wilu 2018), Karen Nicholson

FIMS Presentations

In this keynote address, I consider the WILU 2018 conference theme “Information into Action" as representative of normative mainstream discourses of innovation, entrepreneurialism, vocation, and practicality in contemporary academic libraries.

Battling Fake News And Developing Digital Literacy Skills In The Legal Profession, Carol A. Watson, Caroline Osborne, Kris Niedringhaus

Presentations

Alternative facts? Truthiness? Post Truth? Hardly a day passes without someone making a reference to fake news. But why should lawyers care and what can information technology professionals and the legal academy do about it?
In order to fulfil a lawyer's duty of technology competency, digital information literacy is essential. Legal professionals must be able to locate, evaluate and use online information effectively. Evaluation of the reliability of digital information is a complex skill that must be mastered for the successful practice of law.
This program will discuss digital information literacy in the context of fake news. The session will …

Exercising Research Skills: An Information Literacy Boot Camp For Religious Studies Graduate Assistants, Stephanie Shreffler, Heidi Gauder

Roesch Library Faculty Publications

Instructional librarians at the University of Dayton collaborated with a religious studies graduate program to offer a three-day information literacy workshop, or “boot camp,” to the program's graduate research assistants. The graduate program had found that the assistants' research skills did not meet the expectations of their faculty mentors, and the workshop sought to address these deficiencies. With input from the religious studies faculty, the workshop focused on catalog and database searching, Boolean logic, primary sources, and the Chicago citation style. The librarians incorporated active learning exercises into each workshop session. Assessment of the workshop suggested that the assistants gained …

Socio-Econo-Politico-Techno-Expialidociuos: Information Literacy In The Increasingly Automated Digital Landscape, Bethany Wilkes, Dianne Cmor

Research Collection Library

No abstract provided.

You Can Curriculum Map: Using Acrl’S Il Framework To Create Student Learning Outcomes And Start Assessment, Samantha D. Kennedy

Libraries Scholarship

This is a visual demonstration of their current curriculum mapping project. The step-by-step process will be outlined to show the different approaches to breaking down ACRL’s Information Literacy Framework to fit the curriculum of a campus. By categorizing classes into pre-disciplinary and major-based, needs emerge at distinct levels which helps make the building of the framework more manageable. These categorizations allow for better understanding and ownership across both core classes and within disciplines on a campus, giving the flexibility to meet the varying needs while reinforcing skills and concepts gained in other courses. This poster will also highlight how student …

How Do Professional Engineers Use Information Compared To Undergraduates, And How Can Libraries Prepare Students And Support Engineers For Future Success?, Margaret Phillips, Michael Fosmire, Kristin Petersheim, Laura Turner, Jing Lu

Libraries Faculty and Staff Scholarship and Research

Librarians at Purdue University seek to develop engineering graduates who are effective information users. Similarly, information specialists at Caterpillar Inc. are concerned with how well new hires are prepared for the information landscape at work as practicing engineers. Librarians from Purdue University and Caterpillar partnered to create and disseminate a survey to compare how students and practicing engineers seek and use information in the research process. Within a framework that asked survey participants to think about information use in a recently completed project, responses highlighted several gaps in information literacy training, including the use of external standards and internal document …

Industry Standards For Everyone: Demystifying Technical Standards, Margaret Phillips, Michael Fosmire, Paul B Mcpherson

Libraries Faculty and Staff Presentations

This PowerPoint presentation was delivered as part of a workshop titled Industry Standards for Everyone: Demystifying Technical Standards at the Special Libraries Association (SLA) annual conference in Baltimore, MD in June 2018. Additional materials from the workshop can be located here: http://guides.lib.purdue.edu/NIST_standards (see the "standards workshop materials" tab).

Investigating The Information Habits And Needs Of Practicing Engineers And University Students, Margaret Phillips, Michael Fosmire, Kristin Petersheim, Laura Turner, Jing Lu

Libraries Faculty and Staff Presentations

This presentation was delivered at the Special Libraries Association (SLA) annual conference in Baltimore, MD in June 2018. Initial findings of a research project to investigate the information habits and needs of practicing engineers and undergraduate engineering and engineering technology students are shared.

Spuring Into Action: Evolving The Research Consultation Into A Career Readiness Engagement, Lumarie Guth

University Libraries Faculty & Staff Presentations

Information literacy skills are essential to building lifelong critical thinking and problem-solving skills. In Fall 2016 the library research consultation service was incorporated into a newly launched engagement program required of all business majors to develop career readiness competencies. This project lead to improvements in service logistics and a rise in research consultations. Outlook on the program and future efforts to integrate the IL Framework into the research consultation will be discussed.

"It Was Information Based": Student Reasoning When Distinguishing Between Scholarly And Popular Sources, Amy Jankowski, Alyssa Russo, Lori Townsend

University Libraries & Learning Sciences Faculty and Staff Publications

Scholarly and popular sources are a longstanding construct in library instruction. A quick Google search brings up an abundance of LibGuides and tutorials on the subject. However, we have found that teaching students to identify and classify information sources using a rigid binary categorization is problematic. In an effort to better understand the ways students conceptualize and evaluate sources, we stepped back to ask: what kind of reasoning do students apply when distinguishing between scholarly and popular sources?

The Librarians’ Guide To The Information Literacy Galaxy: Leading Campus Conversations, Sarah Richardson, Heather K. Beirne, Ashley J. Cole, Trenia Napier

EKU Faculty and Staff Scholarship

Sarah Richardson (Business Library Team Leader), Heather Beirne (Reference and Instruction Librarian), Ashley Cole (Reference and Instruction Librarian) and Trenia Napier (Associate Director, Programs & Outreach - Noel Studio for Academic Creativity) @ Eastern Kentucky University Situating librarians as information literacy experts and leaders in pedagogical best practices, presenters led a professional learning community (PLC) to create purposeful campus-wide conversations centered around the ACRL Framework and its place in teaching and learning. PLC faculty participants from across campus partnered with liaison librarians to create new and innovative approaches to developing discipline-specific information …

Standards Are Everywhere: A Freely Available Introductory Online Educational Program On Standardization For Product Development, Margaret Phillips, Michael Fosmire, Paul B Mcpherson

Libraries Faculty and Staff Scholarship and Research

The collaboration between the Purdue Libraries and the Purdue Polytechnic Institute on standards education goes back to the 1980’s.[i] With a shared goal of preparing students for success after graduation, the Libraries and (then) Department of Mechanical Engineering Technology (MET) devised activities and instruction to show students that they will need to be able to find information ‘beyond the textbook’ to solve the problems they will face in the workplace. They will need specific information that relates to their particular circumstance, whether it is a material property, production technique, or an industry standard.

In recent years, the Libraries and Polytechnic …

Information Literacy In The Disciplinary Classroom: Three Views, Clarence Maybee, Michael Flierl

Libraries Faculty and Staff Presentations

Purdue University Libraries partner with other units on campus to provide Instruction Matters: Purdue Academic Course Transformation (IMPACT), an initiative to redesign undergraduate courses to enhance student learning. Librarians involved with IMPACT collaborate with instructors to redesign courses while also seeking opportunities to integrate information literacy (IL) into course curricula in ways that support disciplinary learning. The Libraries conducted three research studies exploring aspects related to teacher, student and librarian stakeholders of the IMPACT program. The research uses both quantitative and qualitative methods to examine: 1) teachers’ views of IL in active learning environments, 2) students’ motivation and performance related …

Fake News, Post-Truth & Information Literacy, Carol A. Watson, Caroline Osborne, Kristina L. Niedringhaus

Presentations

What is fake news? How did it arise? Why does recognizing fake news matter? How do we create information literate consumers in the legal community? This program will discuss the intersection of fake news and information literacy theory. We’ll provide an overview of the rise and proliferation of fake news including highlights of historical instances; a discussion of the impact of failing to detect fake news; and strategies for creating successful information literacy programming.

Post-Facts: Information Literacy And Authority After The 2016 Election, Stefanie Bluemle

Library and Information Science: Faculty Scholarship & Creative Works

This article addresses the challenge that post-truth politics poses to teaching authority in information literacy. First, it isolates an element of the post-truth phenomenon, an element it calls post-facts, to elucidate why teaching source evaluation is not, by itself, an antidote to fake news or other evidence of Americans’ media illiteracy. Second, it addresses the implications of post-facts politics for the concept of authority as defined by the Framework for Information Literacy for Higher Education, drawing on the work of Patrick Wilson and Max Weber to illustrate which elements of authority librarians must rethink due to recent events.