Information Literacy Commons^™

Teaching Internationally, Learning Collaboratively: Intercultural Perspectives On Information Literacy And Metaliteracy (Ipilm), Joachim Griesbaum, Stefan Dreisiebner, Thomas P. Mackey, Trudi E. Jacobson, Tessy Thadathil, Subarna Bhattacharya, Emina Adilović

Communications in Information Literacy

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourse- oriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning …

Oh No, Another Chatgpt Post: Incorporating Ai-Powered Chatbots Into Legal Research Exercises And Assignments, Olivia R. Smith Schlinck

Library Staff Online Publications

Since it was launched at the end of November 2022, the discourse around ChatGPT and AI search tools has been unrelenting. What impact will AI-powered chatbots have on education? Will students submit ChatGPT-written essays and homework assignments? Will AI make lawyers obsolete? Look, this chatbot just passed the bar exam! Wait a minute—is this thing. . . sentient?

Pulling It All Together: Teaching Genre, Disciplinary And Career Literacies, And The Framework For Information Literacy In An Associate Degree Capstone Course, Linda Miles, Elisabeth Tappeiner

Publications and Research

We team teach a semester-long credit-bearing information literacy course for urban community college students in New York City’s South Bronx. It is a capstone course, designed to support students at the end of their first two years of college as they consider the next stage in their own development, be that transferring to a four-year institution or entering the workforce. For this course, we have constructed an approach to critical reading that combines explicit exploration of academic and disciplinary genres with an investigation into the processes of knowledge production and communication shared by the individuals who produce them. This chapter …

A Close Look At The Concept Of Authority In Information Literacy, Stefanie Bluemle

Library and Information Science: Faculty Scholarship & Creative Works

The concept of authority—its definition and the consequences thereof—receives intense scrutiny in library scholarship. This article intervenes in that debate with attention to the larger political context in which the debate is taking place. The article’s purpose is threefold. First, it analyzes the most significant work on authority from philosophy and information studies in order to explicate the concept. Second, it draws on that explication to identify three components of authority that are under-addressed in library literature: a) the distinction between cognitive authority and political authority, b) the means by which authority is recognized or granted to a source, …

Using “Live” Assignments For Formative Assessment, Olivia R. Smith Schlinck

Library Staff Online Publications

At the Teaching the Teachers Conference a few weeks ago, I gave a demonstration of a formative assessment style we’ve been using at my institution for the past year and a half: a live assignment, AKA the Research Practicum. The presentation was virtual; COVID struck, of course, and I couldn’t get on a plane and fly to Portland. Fortunately, the nature of this assessment lends itself beautifully to a pivot to virtual because it is already entirely virtual. The Research Practicum uses Zoom or some other video conferencing platform and asks students to research while sharing their screen as their …

Crowdsourced Pedagogy: Editing Wikipedia And The Framework For Information Literacy For Higher Education, Courtney Stine

Faculty Scholarship

Although often used by students for academic research, Wikipedia has historically been ignored or shunned by librarians in the information literacy classroom. However, as one of the most popular websites worldwide, Wikipedia matters. Visitors frequent Wikipedia to get free access to information, reference articles for background information during current events, and as a starting point for further research. Librarians can implement Wikipedia as a crowdsourced pedagogical tool for teaching students the six information literacy threshold concepts in the ACRL Framework for Information Literacy for Higher Education.

Writing and editing Wikipedia articles showcases the research process, requiring students to understand how …

Remote Reference Consultations Are Here To Stay, Emily Reed

Communications in Information Literacy

Remote reference consultations have considerably increased due to the need to provide remote services during the COVID-19 pandemic. Conducting reference consultations via videoconferencing not only offers many benefits to student researchers it also presents an opportunity for librarians to embrace a learner-centered teaching mindset when approaching remote consultations by developing consultation learning goals in alignment with the Framework for Information Literacy for Higher Education. Designing consultations to be learner-centered yields benefits for students such as the student actively practicing their own searches as well as more thorough source evaluation. Additionally, videoconferencing technology allows for a more seamless information sharing …

Dare To Dream: How Would You Teach 1ls Legal Research With No Restrictions?, Olivia R. Smith Schlinck

Library Staff Online Publications

When I started in my current role as an instructional librarian, I was given space to make the changes I thought necessary to improve an already-changing legal research program. I’ve made changes – some small, some more major – in both the 1L and upper-level research curriculum, but there is more to do. In particular, I’m not entirely satisfied with how we teach legal research to 1Ls.

Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

Visualizing The Convergence Of Metaliteracy And The Information Literacy Framework, Trudi E. Jacobson, Thomas P. Mackey, Kelsey L. O'Brien

University Libraries Faculty Scholarship

Displaying information in a visual manner frequently enhances clarity. Highlighting thematic elements and their interrelationships can lead to understanding, even insights, that might not otherwise happen. While words describe, well-conceived graphics illuminate in both subtle and overt ways. Synergies between word and image are especially powerful.

The visualization at the heart of this chapter makes connections between two separate but related frameworks: information literacy and metaliteracy. The ACRL Framework for Information Literacy for Higher Education acknowledges that it was influenced by metaliteracy, and in particular metacognition.1 Metaliteracy emerged prior to the development of the ACRL Framework and was similarly designed …

Rethinking The Neoliberal University: Critical Library Pedagogy In An Age Of Transition, Jason Coleman, Lis Pankl

Communications in Information Literacy

In the chapter we wrote 10 years ago for Critical Library Instruction: Theories and Methods we asked instructors to free themselves from the stifling heritage of positivism that privileged tools and instrumentality above meaning. Drawing on Henry Giroux and Oscar Wilde, we urged our peers to embrace dialogue that respects the individual and draws connections between information literacy and the students’ authentic goals and experiences. In this essay we describe numerous changes over that past decade that embrace the central themes of our chapter. We then explain that these examples coexist within a vast edifice of antithetical, neoliberal institutions. We …

A New Spin On An Old Classic: Effective Online Database Instruction Using The “Guide On The Side”, Leslie Sult, Erica Defrain, Yvonne Mery

LOEX Conference Proceedings 2013

No abstract provided.

Gracefully Dancing The Two-Step: Strategies For Highlighting Librarians As Instructional Designers, Michelle Costello, Kimberly Davies-Hoffman, Corey Ha

LOEX Conference Proceedings 2013

No abstract provided.

Teaching As Virtual Repertory: Tuning Embedded Instruction To The Online Course, Jason Ezell

LOEX Conference Proceedings 2013

No abstract provided.

Collaborative Information Literacy Practices To Connect Theory To Practice In Rehabilitation Counseling Students, Donna Witek, Rebecca Spirito Dalgin

Collaborative Librarianship

The authors offer this case study of collaborating to scaffold information literacy learning into a semester-long research assignment within an undergraduate rehabilitation services course. The goal of the partnership was to teach students to research a rehabilitation theory/intervention in the professional literature and connect the evidence to rehabilitation services available locally for individuals with disabilities. Specific collaborative practices are identified as essential to the success of this pedagogical project, specifically the giving of time, the scaffolding of learning, and the continual return to reflection in the teaching and learning process, which are all enabled by the sharing of expertise …

Open Education Resources (Oer), Michele Gibney

Michele Gibney

Book Review: Coaching Copyright, Beth M. Sheppard

Communications in Information Literacy

No abstract provided.

Scalable Scaffolding For Information Literacy Instruction: A Tale Of Two Frameworks Collaboratively Applied, Jessy Polzer, Sylvia Tiala

Georgia International Conference on Information Literacy

Novice researchers experience significant cognitive load to perform research tasks. Entrenched in linear research processes, beginning students struggle to move beyond shallow engagement with information. Teaching research and information literacy skills based on past paradigms are inadequate given the immersive nature and lightning-fast development of the information eco-system. The ACRL Framework for Information Literacy (2015) articulates what was previously implicit – the threshold concepts underpinning a flexible and nuanced information consumer ready for engaged professionalism and citizenship. In practice, we are still wrestling to design and scaffold dynamic yet digestible learning experiences while also satisfying bloated instructional mandates. Searching for …

Analogy As Pedagogy: Using What Students Already Know In Library Instruction, Maggie Helen Murphy

Georgia International Conference on Information Literacy

Science teachers often employ analogies to help students understand new ideas and complicated processes. Orgill and Bodner (2004) write that “effective analogies can clarify thinking... and give students ways to visualize abstract concepts” (p. 15). Students are much more attentive in science class when instructors speak “a language that is more familiar and accessible” by using analogies and other similar rhetorical strategies (Lemke, 1990, p. 136).

Brandt (1996) wrote about developing a library instruction activity for “teaching the internet” to college students through analogy in the early days of the web: “It does not focus on the technical details of …

What The Craap?: Comparing Approaches To Teaching Web Evaluation In Fye Programs, Victoria Elmwood

Georgia International Conference on Information Literacy

Before the 2017-18 academic year, instruction librarians at Loyola University New Orleans’ Monroe Library had been using the highly popular CRAAP test to give students a framework for evaluating open Web resources. The traits of currency, relevance, authority, accuracy, and purpose are meant to help undergraduates determine a source’s appropriateness for use in their academic work. The possible limitations of this model became evident to us at the conclusion of our assessment of incoming freshmen’s ability to apply the CRAAP test to a topic of their own choosing.

Responding to this demonstrated entry-level information literacy need, instruction librarians began teaching …

Libguides ~ Ways To Engage Students In First Year Seminars, Carol Wittig

Georgia International Conference on Information Literacy

The University of Richmond offers students an array of First Year Seminars to choose from during the fall and spring of their freshman year. All seminars provide opportunities for critical reading and thinking and establish a foundation for effective written and oral communications skills, information literacy, and library research skills. As a common student experience and taught in lieu of a freshman composition sequence, First Year Seminars offer ways for librarians to collaborate with faculty through Library Research Sessions. The overall goals of the FYS Library Research Sessions are to introduce students to fundamental library resources and services, while developing …

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 …

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland

Journal of Movement Arts Literacy Archive (2013-2019)

In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. …

Pointing A Telescope Toward The Night Sky: Transparency And Intentionality As Teaching Techniques, Beth Fuchs

Library Presentations

How often do you provide your students with a telescope to better view your instructional intentions? Recent research from The Transparency in Learning and Teaching in Higher Education Project at the University of Nevada, Las Vegas has shown that students benefit when teachers articulate the thought processes behind their instructional decisions and goals. How can transparent teaching practices enhance the professional practice of instruction librarians, even when leading a one-shot session? This workshop will explore the research behind transparent teaching, consider the assumptions that underlie it, and provide practical ways to implement it.

Participants will:

• define transparent teaching in order …

Pedagogy In Library And Information Science Programme In Nigeria, Francisca Chinyeaka Mbagwu, Ifenyinwa Blessing Okoye, Augustine I. Anyanwu

Library Philosophy and Practice (e-journal)

Abstract

The attitude of some of the library and information science instructors (LISIs) to continue to teach students with pedagogies not aligned with the changing trend in today’s information environment has been identified as one of the reasons why there is low job performance among librarians in their workplaces in Nigeria. This study is aimed to find out the most preferred pedagogy adopted by LISIs in the University based library and information science school programme in South East, Nigeria. A structured questionnaire was designed and distributed to 138 librarians with the help of research assistants by face to face contact. …

Crossing The Studio Art Threshold: Information Literacy And Creative Populations, Sarah Carter, Heather Koopmans, Alice Whiteside

Communications in Information Literacy

Artists often require visual and inspirational information sources that range outside of library walls and websites, and develop their work within the complex social environment of the studio. Librarians historically engage with studio art and design students using multiple standards documents. This article offers an analytical literature review of the pedagogical approaches librarians have taken toward their work in the art and design studios, specifically identifying library practitioners who have adapted or critiqued standards documents in order to address the unique needs of creative populations. The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education …

Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes

UNL 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 …

Metaliteracy As Pedagogical Framework For Learner-Centered Design In Three Mooc Platforms: Connectivist, Coursera And Canvas, Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a …

Asking Questions In The Classroom: An Exploration Of Tools And Techniques Used In The Library Instruction Classroom, Sara Maurice Whitver, Leo S. Lo

Libraries Faculty & Staff Publications

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers …

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 …