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Articles 511 - 540 of 1000
Full-Text Articles in Information Literacy
Creating Keywords Handout, Alexandra Hamlett, Meagan Lacy
Creating Keywords Handout, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
No abstract provided.
Research Log Handout, Alexandra Hamlett, Meagan Lacy
Research Log Handout, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
No abstract provided.
Concept Map Example, Alexandra Hamlett, Meagan Lacy
Concept Map Example, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
No abstract provided.
Student Reflection On Authority Handout, Alexandra Hamlett, Meagan Lacy
Student Reflection On Authority Handout, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
No abstract provided.
C.A.R.D.I.O. Evaluation Handout, Alexandra Hamlett, Meagan Lacy
C.A.R.D.I.O. Evaluation Handout, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
No abstract provided.
Brainstorming Your Research Topic Handout, Alexandra Hamlett, Meagan Lacy
Brainstorming Your Research Topic Handout, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
No abstract provided.
Realizing Critical Business Information Literacy: Opportunities, Definitions, And Best Practices, Ilana Stonebraker, Caitlan Maxwell, Kenny Garcia, Jessica Jerrit
Realizing Critical Business Information Literacy: Opportunities, Definitions, And Best Practices, Ilana Stonebraker, Caitlan Maxwell, Kenny Garcia, Jessica Jerrit
Libraries Faculty and Staff Scholarship and Research
What does it mean to be an ethical businessperson, and how does an ethical businessperson create, locate, organize, and evaluate business information? Critical business information literacy (CBIL) is the application of social justice to business information literacy. This article seeks to define, discuss, and realize CBIL by tracing the literatures of critical librarianship, critical management, and corporate social responsibility. To establish best practices, the authors drew upon applications of CBIL at four institutions of different size, geography, and scale. The intent is to provide spaces and foundations for further CBIL application and discussion.
Book Review: Overcoming Information Poverty: Investigating The Role Of Public Libraries In The Twenty-First Century, Anthony Mckeown, Mary Vasudeva
Book Review: Overcoming Information Poverty: Investigating The Role Of Public Libraries In The Twenty-First Century, Anthony Mckeown, Mary Vasudeva
School of Information Student Research Journal
No abstract provided.
Topic Development With Concept Mapping Lesson, Alexandra Hamlett, Meagan Lacy
Topic Development With Concept Mapping Lesson, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
According to Project Information Literacy, defining and narrowing a topic is the most difficult step for beginning undergraduate researchers. This concept mapping lesson is designed to reinforce the idea that when students are writing academic papers or creating class projects they are engaging in a scholarly conversation.
Using Databases (With Research Log) Lesson, Alexandra Hamlett, Meagan Lacy
Using Databases (With Research Log) Lesson, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
This activity shows students how to match their information needs and search strategies to appropriate search tools. In this case, students are learning how to find and use academic databases in order to locate resources that are relevant to their academic research assignment.
Creating Keywords From A Research Question Lesson, Alexandra Hamlett, Meagan Lacy
Creating Keywords From A Research Question Lesson, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
This lesson helps students recognize that they need to use different types of searching language in order to retrieve relevant results and to emphasize that research is an iterative process. Use when students have already formulated a research question and are about to begin searching for information on their topic.
Evaluation Criteria Carousel Lesson, Alexandra Hamlett, Meagan Lacy
Evaluation Criteria Carousel Lesson, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
In this lesson, students will create evaluation criteria that they can use to determine the quality of a source.
Primary Vs. Secondary Sources: A Brief Introduction (Lesson), Alexandra Hamlett, Meagan Lacy
Primary Vs. Secondary Sources: A Brief Introduction (Lesson), Alexandra Hamlett, Meagan Lacy
Open Educational Resources
Use this lesson to help students distinguish between primary and secondary sources and use them in them in the appropriate context.
Website Evaluation Lesson, Alexandra Hamlett, Meagan Lacy
Website Evaluation Lesson, Alexandra Hamlett, Meagan Lacy
Open Educational Resources
This activity helps students evaluate their own authority on a particular subject so that they can begin to understand how authority is created and effectively evaluate the authority of other sources they encounter. Additional evaluation criteria is also introduced.
Reorienting An Information Literacy Program Toward Social Justice: Mapping The Core Values Of Librarianship To The Acrl Framework, Shana Higgins, Lua Gregory
Reorienting An Information Literacy Program Toward Social Justice: Mapping The Core Values Of Librarianship To The Acrl Framework, Shana Higgins, Lua Gregory
Library Faculty Publications & Presentations
Since the publication of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education librarians have grappled with the purposes, impact, and meaning of this teaching document for their daily instructional practice, for curriculum development, and for institutional and programmatic assessment goals. A strength of the Framework is its emphasis on context, an emphasis aligned with the goals of critical pedagogy and one that acknowledges investment in specific community needs. This article reflects on an attempt to contextualize the Framework for an information literacy program concerned with social justice and student agency by connecting it …
Revisiting Metacognition And Metaliteracy In The Acrl Framework, Diane M. Fulkerson, Susan Andriette Ariew, Trudi E. Jacobson
Revisiting Metacognition And Metaliteracy In The Acrl Framework, Diane M. Fulkerson, Susan Andriette Ariew, Trudi E. Jacobson
University Libraries Faculty Scholarship
In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students' roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document's usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be …
Transfer Student Analysis And Retention: A Collaborative Endeavor, Trudi E. Jacobson, John W. Delano Phd, Linda Krzykowski, Laurie Garafola, Meghan Nyman, Holly Barker
Transfer Student Analysis And Retention: A Collaborative Endeavor, Trudi E. Jacobson, John W. Delano Phd, Linda Krzykowski, Laurie Garafola, Meghan Nyman, Holly Barker
University Libraries Faculty Scholarship
This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students. The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.
Research Plus™ Mobile App: Information Literacy “On The Go”, Kimberly Mullins
Research Plus™ Mobile App: Information Literacy “On The Go”, Kimberly Mullins
Post Library Faculty Publications
Purpose This paper describes a case study illustrating the systematic approach librarians used to develop of an information literacy application (app) prototype that aids students in performing research tasks “on the go”. Design/methodology/approach The initial findings from a student survey on technology use indicated the value of an information literacy mobile application. The ADDIE approach was used to develop the app. Alpha and small-scale usability testing was performed to evaluate the prototype’s readiness for deployment. Findings The survey analysis indicated that students were not using mobile devices as expected for library related tasks. Student suggestions for improving their library experiences …
Creating Learning Outcomes From Threshold Concepts For Information Literacy Instruction, Allison Hosier
Creating Learning Outcomes From Threshold Concepts For Information Literacy Instruction, Allison Hosier
University Libraries Faculty Scholarship
Threshold concepts theory and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations.
From Prep To Delivery: Peer Instruction For First-Year Business Students, Teresa Williams
From Prep To Delivery: Peer Instruction For First-Year Business Students, Teresa Williams
Scholarship and Professional Work
First-year students face many challenges in adjusting to university life, including making the most of the university library. Librarians are constantly addressing student misconceptions about libraries and locating information, and have been working hard to reach first-year students and create high-impact practices in student retention.
The First-Year Experience Cookbook provides librarians with a series of innovative approaches to teaching and assessing information literacy skills during a student’s first year. Featuring four chapters—Library Orientation, Library Instruction, Programs, and Assessment—and more than 60 practical, easy-to-implement recipes, this book compiles lessons and techniques for you to adapt, repurpose, and implement in your libraries. …
Taste Testing For Two: Using Formative And Summative Assessment, Elisa Acosta, Katherine Donaldson
Taste Testing For Two: Using Formative And Summative Assessment, Elisa Acosta, Katherine Donaldson
Librarian Publications & Presentations
This activity was created to introduce first-year students to library resources they can use for their annotated bibliography assignment. In pairs, students are assigned a task card that requires them to find an information source. After finding a source meeting the criteria of their task card, the student teams input their answers into a Google Form. Formative assessment takes place during class, allowing the librarian to modify instruction on-the-spot based on the responses from the form.Summative assessment takes place at the end of the semester, when a rubric is applied to a sample of student responses from the activity. This …
Instructional Design: Toolkits For Paraprofessional Staff And Graduate Assistants, Lora Del Rio
Instructional Design: Toolkits For Paraprofessional Staff And Graduate Assistants, Lora Del Rio
SIUE Faculty Research, Scholarship, and Creative Activity
After attending the 2012 ACRL Immersion Teacher Track Program in Burlington, Vermont, I had a greater understanding of how and why careful planning relates directly to student engagement and learning. Perhaps not quite as obvious is how instructional design (ID) corresponds to the confidence of an instructor. In order to meet the demands of our library instruction program, we rely on graduate teaching assistants and library paraprofessionals to teach the one-shot sessions requested by teaching faculty. However, these employees do not always come with teaching experience and they come from outside the library science discipline, so information literacy is many …
Rubrics As A Method For Assessing & Improving Library Instruction, Megan Hodge, Laura W. Gariepy, Jenny Stout
Rubrics As A Method For Assessing & Improving Library Instruction, Megan Hodge, Laura W. Gariepy, Jenny Stout
VCU Libraries Faculty and Staff Publications
Taken together, our team of instruction librarians provides course-integrated instruction for 70-80 sections of a sophomore-level research and writing course each semester. In order for the department to assess our instruction of this course consistently across librarians without detracting valuable time from the sessions themselves, an authentic learning exercise and rubric for scoring that exercise were developed and an IRB-approved study of the assessment results undertaken.
#Candy: Creating Categories To Introduce Search Strategies, Kayla Birt Flegal
#Candy: Creating Categories To Introduce Search Strategies, Kayla Birt Flegal
Library Faculty publications
No abstract provided.
Patents Information Literacy Engineering Technology Session Materials, Margaret Phillips, Dave Zwicky
Patents Information Literacy Engineering Technology Session Materials, Margaret Phillips, Dave Zwicky
Libraries Faculty and Staff Creative Materials
This file contains the following materials developed to support a patents information literacy session in the mechanical engineering technology undergraduate curricula: pre-class exercise, in-class exercise, lesson plan, and pre/post session assessments.
Beyond The One-Shot: Intensive Workshops As A Platform For Engaging The Library In Digital Humanities., Nicole Kong, Susan Powell
Beyond The One-Shot: Intensive Workshops As A Platform For Engaging The Library In Digital Humanities., Nicole Kong, Susan Powell
Libraries Faculty and Staff Scholarship and Research
This article explores how librarian participation as instructors in week-long intensive classes—a common workshop format in Digital Humanities (DH)—can advance a variety of library objectives, while also uniquely supporting the DH community. Intensive workshops fall between the one-shot session and credit course formats more commonly found in library instruction. Drawing on case studies from Geographic Information Systems (GIS) instruction at DH institutes at the University of California Berkeley and Purdue University, the authors explore the origins of librarian involvement, course topics, pedagogy, and library services. Based on their instruction experiences in the DH summer institutes and student surveys, the authors …
Patent Information Use In Engineering Technology Design: An Analysis Of Student Work, Margaret Phillips, Dave Zwicky
Patent Information Use In Engineering Technology Design: An Analysis Of Student Work, Margaret Phillips, Dave Zwicky
Libraries Faculty and Staff Scholarship and Research
How might engineering technology students make use of patent information in the engineering design process? Librarians analyzed team project reports and personal reflections created by students in an undergraduate mechanical engineering technology design course, revealing that the students used patents to consider the patentability of their ideas, to explore the state of the art in given areas of technology, and to inspire creative problem solving. These results have implications for future patent-related instruction and for conducting information literacy outreach to engineering and engineering technology departments.
Information Literacy Supporting Student Motivation And Performance: Course-Level Analyses, Michael Flierl, Emily Bonem, Clarence Maybee, Rachel Fundator
Information Literacy Supporting Student Motivation And Performance: Course-Level Analyses, Michael Flierl, Emily Bonem, Clarence Maybee, Rachel Fundator
Libraries Faculty and Staff Scholarship and Research
This study examines the effects of information literacy (IL) on student learning and motivation in university courses. We investigated student course-level learning gains and student perceptions of their learning environments by examining data from over 3,000 students in 102 course sections across seven colleges. Results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. Our results point to the efficacy of IL …
Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes
Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes
University of Nebraska-Lincoln Libraries: Faculty Publications
This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse …
The Intersection Of Information And Science Literacy, Kristin M. Klucevsek
The Intersection Of Information And Science Literacy, Kristin M. Klucevsek
Communications in Information Literacy
To achieve higher science literacy, both students and the public require discipline-specific information literacy in the sciences. Scientific information literacy is a core component of the scientific process. In addition to teaching how to find and evaluate resources, scientific information literacy should include teaching the process of scholarship as a conversation and publication in the sciences. Faculty and librarians can be challenged in their efforts to teach students because of limited access to published research. Stronger scientific information literacy and more access to scholarly research could improve science literacy as a whole.