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Articles 31 - 51 of 51
Full-Text Articles in Information Literacy
Action-Packed Action Research: How Comic Books, Questions, And Reflection Can Transform Information Literacy Instruction, Sarah Laleman Ward, Stephanie M. Margolin, Mason Brown
Action-Packed Action Research: How Comic Books, Questions, And Reflection Can Transform Information Literacy Instruction, Sarah Laleman Ward, Stephanie M. Margolin, Mason Brown
Publications and Research
How many questions can you generate when looking at a single comic panel? Which are researchable, and why? These are questions that we’ve asked our students and our library colleagues. We invite you to ask these questions and more, and consider the broader significance of question-asking and reflective teaching to information literacy and ask if there is a place for comics -- or image-laden materials -- in your classroom.
Teaching And Un-Teaching Source Evaluation: Questioning Authority In Information Literacy Instruction, Katelyn Angell, Eamon Tewell
Teaching And Un-Teaching Source Evaluation: Questioning Authority In Information Literacy Instruction, Katelyn Angell, Eamon Tewell
Brooklyn Library Faculty Publications
This study details the design of library instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The authors found a widespread reliance on traditional indicators of academic and scholarly authority, though some students expressed more personal or complex understandings of source evaluation, trustworthiness, and authorship. Based on the findings, recommendations are made for academic librarians interested in promoting learners’ senses of agency and authority.
America's Next Top Citation: Teaching Mla Skills To Students, Katelyn Angell
America's Next Top Citation: Teaching Mla Skills To Students, Katelyn Angell
Brooklyn Library Faculty Publications
Inspired by game-based learning, audience response systems, and the idea of meeting students where they are, I developed a collaborative, one-hour interactive workshop focused on helping students in English composition classes learn the fundamentals of Modern Language Association (MLA) style.
Rethinking Assessment: Information Literacy Instruction And The Acrl Framework, Melissa J. Anderson
Rethinking Assessment: Information Literacy Instruction And The Acrl Framework, Melissa J. Anderson
School of Information Student Research Journal
Most information literacy instruction (ILI) done in academic libraries today is based on the ACRL’s Information Literacy Competency Standards for Higher Education, but with the replacement of these standards by the new Framework for Information Literacy for Higher Education, there is a need to re-evaluate current teaching strategies and instructional techniques so that they can better serve the Framework’s goals. This paper explores current trends in ILI instruction and in the area of assessment in particular, since ILI assessment provides an opportunity not only to evaluate teaching effectiveness but also to reinforce the learning goals of the new Framework …
Authority And Source Evaluation In The Critical Library Classroom, Eamon Tewell, Katelyn Angell
Authority And Source Evaluation In The Critical Library Classroom, Eamon Tewell, Katelyn Angell
Brooklyn Library Faculty Publications
These lesson plans began with a desire to explore notions of authority in the library classroom at our mid-sized urban university, including how authority is used by teachers to the benefit or detriment of learners and how learners can begin to reclaim their own authority. In creating these lesson plans, we sought to begin with students’ experiences, promote their sense of personal empowerment, and encourage them to consider the complexities of source evaluation.
Instruction @ The Uri Libraries - January 2016, Mary C. Macdonald, Amanda Izenstark
Instruction @ The Uri Libraries - January 2016, Mary C. Macdonald, Amanda Izenstark
Instruction @ the URI Libraries
No abstract provided.
10 Research Experiences: An Active And Applicable Alternative To The "Laundry List", Stephanie M. Margolin, Sarah Laleman Ward
10 Research Experiences: An Active And Applicable Alternative To The "Laundry List", Stephanie M. Margolin, Sarah Laleman Ward
Publications and Research
A common requirement for students writing research papers in college is a “laundry list” of sources (e.g., an academic journal article; a “popular” article from a magazine or newspaper; a book or book chapter; and a website) they must locate and use in the final paper. In our experience as reference and instruction librarians, students are prone to checking items off these types of lists without really understanding why they are doing so. Absent context, the list simply becomes mechanical and students put forth the minimum effort required to cross items off. We realized that the goal with these “laundry …
Developing A Primary Source Lab Series: A Collaboration Between Special Collections And Subject Collections Librarians, Adam Rosenkranz, Gale Burrow, Lisa L. Crane
Developing A Primary Source Lab Series: A Collaboration Between Special Collections And Subject Collections Librarians, Adam Rosenkranz, Gale Burrow, Lisa L. Crane
Library Staff Publications and Research
In 2014 librarians at the Claremont Colleges Library piloted a 2-part workshop series that gave graduate students the opportunity to closely read a primary source as artifact, explore related digital primary sources, identify interesting research questions, and find secondary scholarship that spoke to those questions. This Primary Source Workshop series was developed collaboratively by special collections librarians, subject liaison librarians, and graduate faculty. The series has since been adapted for a variety of graduate and undergraduate classes. As a sequence, the workshops emphasize the continuity from paper sources to digital sources and the interrelationships of primary and secondary sources in …
One Minute Tips: Take Two! Student Perceptions Of Videos Used For Information Literacy Instruction, Lucinda Rush, Rachel Lux, Christopher Lawton, Megan Smith
One Minute Tips: Take Two! Student Perceptions Of Videos Used For Information Literacy Instruction, Lucinda Rush, Rachel Lux, Christopher Lawton, Megan Smith
Libraries Faculty & Staff Presentations
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
Foregrounding The Research Log In Information Literacy Instruction, Louise R. Fluk
Foregrounding The Research Log In Information Literacy Instruction, Louise R. Fluk
Publications and Research
Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.
The Application Of Reliability And Validity Measures To Assess The Effectiveness Of An Undergraduate Citation Rubric, Katelyn Angell
The Application Of Reliability And Validity Measures To Assess The Effectiveness Of An Undergraduate Citation Rubric, Katelyn Angell
Brooklyn Library Faculty Publications
The increasing popularity of rubrics to assess student learning outcomes in the information literacy classroom is evident within Library and Information Science literature. However, there is a lack of research detailing scientific evaluation of these assessment instruments to determine their reliability and validity. The goal of this study was to use two common measurement methods to determine the content validity and internal consistency reliability of a citation rubric developed by the researcher. Results showed the rubric needed modification in order to improve reliability and validity. Changes were made and the updated rubric will be used in the classroom in a …
Library Instruction And Themed Composition Courses: An Investigation Of Factors That Impact Student Learning, Erin E. Rinto, Elisa I. Cogbill-Seiders
Library Instruction And Themed Composition Courses: An Investigation Of Factors That Impact Student Learning, Erin E. Rinto, Elisa I. Cogbill-Seiders
Library Faculty Research
Many academic libraries partner with English composition in order to teach first year students skills related to academic research and writing. Due to the partnership between information literacy and first-year writing programs, it is important to evaluate how these programs can best support one another. The purpose of this study was to examine the impact of two factors on student information literacy skill development: library instruction and section theme—defined here as class sections of the English 102 (ENG 102) program developed around a central topic selected by the instructor. A random sample of annotated bibliographies from 95 sections of ENG …
Documenting The Information-Seeking Experience Of Remedial Undergraduate Students, Shelley Blundell
Documenting The Information-Seeking Experience Of Remedial Undergraduate Students, Shelley Blundell
Proceedings from the Document Academy
As presented at DOCAM’14, this proceedings paper discusses my ongoing dissertation research: Documenting the information-seeking experience of undergraduate students enrolled in a remedial English course at a 4-year state university in Ohio, United States. Because the information behaviors, needs, and information literacy abilities of these students are understudied areas in library and information science and higher education literature; I chose to investigate these areas in my dissertation research toward contributing research to this gap, using descriptive phenomenological (qualitative) methodology to do so. Although secondary data analysis is still in progress, this paper presents findings from primary analysis (a necessary step …
Evaluating The Effectiveness Of Tools For Online Database Instruction, Yvonne Mery, Erica Defrain, Leslie Sult, Elizabeth Kline
Evaluating The Effectiveness Of Tools For Online Database Instruction, Yvonne Mery, Erica Defrain, Leslie Sult, Elizabeth Kline
University of Nebraska-Lincoln Libraries: Faculty Publications
The intent of this study was to evaluate the Guide on the Side (GotS), an online learning tool developed by the University of Arizona Libraries, and a screencast tutorial for teaching information literacy and database searching skills. Ninety undergraduate students were randomly assigned into three groups: group 1 completed a GotS tutorial; group 2 viewed a screencast presenting identical content; and a control group. Each group completed an identical 16-item post-test. An analysis of variance revealed statistically significant differences between the control group and both treatment groups; however, there was no statistical difference between treatment groups. Limitations of the study …
Starting With The End In Mind: Using Student Learning Outcomes To Drive Information Literacy Instruction, Kelly Rhodes Mcbride
Starting With The End In Mind: Using Student Learning Outcomes To Drive Information Literacy Instruction, Kelly Rhodes Mcbride
Georgia International Conference on Information Literacy
See presentation description.
First Year And Second Year Credit Hour Information Literacy Course Experiences, Adrienne Webber, Doris Johnson-Felder, Debbie Gramling, Ruth A. Hodges
First Year And Second Year Credit Hour Information Literacy Course Experiences, Adrienne Webber, Doris Johnson-Felder, Debbie Gramling, Ruth A. Hodges
Georgia International Conference on Information Literacy
See presentation description.
Inciting Curiosity And Creating Meaning: Teaching Information Evaluation Through The Lens Of “Bad Science”, Catherine Fraser Riehle
Inciting Curiosity And Creating Meaning: Teaching Information Evaluation Through The Lens Of “Bad Science”, Catherine Fraser Riehle
University of Nebraska-Lincoln Libraries: Faculty Publications
Ability to evaluate information is a critical component of information literacy. This article provides strategies for engaging students in learning about information evaluation in the contexts of the scientific publication cycle and communication in the digital age. Also included are recent findings regarding undergraduate student research behavior and ideas for integrating constructivist learning theory in order to develop effective learning activities that encourage curiosity and critical thinking.
Teaching Matters: A Panel Critique Of Budd's Framing Library Instruction And The Author's Rejoinder, Patrick P. Ragains
Teaching Matters: A Panel Critique Of Budd's Framing Library Instruction And The Author's Rejoinder, Patrick P. Ragains
Communications in Information Literacy
A detailed examination of John Budd's book, Framing Library Instruction, including discussion of cognitive theories and the state of information literacy instruction.
“Google Reigns Triumphant”?: Stemming The Tide Of Googlitis Via Collaborative, Situated Information Literacy Instruction, Carol A. Leibiger
“Google Reigns Triumphant”?: Stemming The Tide Of Googlitis Via Collaborative, Situated Information Literacy Instruction, Carol A. Leibiger
Faculty Publications
Googlitis, the over-reliance on search engines for research and the resulting development of poor searching skills, is a recognized problem among today’s students. Google is not an effective research tool because, in addition to encouraging keyword searching at the expense of more powerful subject searching, it only accesses the Surface Web and is driven by advertising. American higher education unwittingly fosters the use of search engines in research by emphasizing results rather than process. Academic librarians emulate teaching faculty in their reliance on lectures, and their course-related instruction is limited in its effectiveness because it is constrained to one-shot, lecture-driven …
Embedding With A Purpose, Harold Goss Jr.
Embedding With A Purpose, Harold Goss Jr.
Georgia International Conference on Information Literacy
The Summer of 2008 ended with a decision to more actively participate in the classroom. Some of our objectives were more interaction, relationship building, additional opportunities to expose students to our resources, and strengthen student information literacy. We wanted to do it in such a way as to make it meaningful for the students, helpful for the professors, and useful to us. More interaction was an obvious initial objective to begin with. Library instruction limited to an hour in the Fall and an hour in the Spring is very constraining. It is simply not possible to adequately expose students to …
Collaborating With Faculty: Give Them What They Want Or Give Them What They Need?, Michele Santamaría
Collaborating With Faculty: Give Them What They Want Or Give Them What They Need?, Michele Santamaría
Georgia International Conference on Information Literacy
Michele Santamaría, Delaware County Community Despite greater academic commitment to information literacy, professors frequently request content in an information literacy session without fully understanding the types of skills librarians are trying to teach. Should librarians use the customer service model and teach what professors want or should they teach the information literacy skills which they know students need? This paper will not argue for a simple solution to this question, but instead explore the underlying variables and assumptions influencing this dilemma. As such, this paper will address how both parties are operating under different pedagogical models, with librarians frequently prioritizing …