Information Literacy Commons^™

Bridging Libraries And Classrooms: Co-Teaching For Student Success, Joy Urbina, Isabel Baca

Librarian Conference Presentations

An instructional librarian and writing professor describe their collaborative approach to co-teaching. Learn how integrating information literacy with writing instruction strengthens students' critical thinking and research skills and discover practical strategies from this successful cross-disciplinary partnership.

Engaging With Ai In A Technical Writing Course: A Collaboration Between A Writing Instructor And A Librarian, Isabel Baca, Joy Urbina

HIIT 2025

After describing our collaboration (a Technical Writing Instructor and a Librarian) on teaching students how to use artificial intelligence (AI) to strengthen their writing, we will engage attendees by having them reflect and practice with AI. For our workshop presentation, attendees will:

• Learn how a librarian and a writing instructor collaborated to teach students to use AI effectively and ethically in their writing.
• Reflect on how they can incorporate AI in their classroom or workplace.
• Learn how a librarian can help them incorporate AI into their courses.
• Practice using AI and developing their prompt engineering skills.

Our workshop presentation will …

Framing Large Language Models: Teaching Foundational Concepts Of Generative Ai And Information Literacy For Critical Student Engagement, Isaac Wink, Jennifer Hootman

Library Faculty and Staff Publications

This chapter situates the emerging scholarly conversation around AI literacy within the established Association for College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We apply three frames in particular: 1) Authority Is Constructed and Contextual, 2) Information Creation as a Process, and 3) Research as Inquiry, considering competencies relevant to students encountering generative AI applications in educational contexts and addressing ways that both students and instructors may seek to engage productively with such tools.

This chapter primarily focuses on tools such as ChatGPT that are built atop large language models (LLMs)—systems trained on massive text corpora—rather …

Implementing Information Literacy Practices In Curriculum, Ongelle Schroeder

All Graduate Theses, Dissertations, and Other Capstone Projects

This literature review explores the value of integrating information literacy instruction into existing curricula, with a focus on collaboration between faculty and librarians. As students face an overwhelming volume of information, equipping them with the skills to navigate, evaluate, and use sources effectively is increasingly essential—especially in course that require source-based writing, research, and critical analysis. The review highlights key approaches and resources to support educators in embedding information literacy into instruction. While this literature review was written for the contexts of ENG 101 and COMM 100/102, its themes are applicable to a wide range of teaching contexts.

Information Literacy As A Discipline In The Age Of Ai: A Conversation, Karen Kaufmann, Clarence Maybee

Georgia International Conference on Information Literacy

Is Information Literacy (IL) a discipline in itself? How does that situate with our current climate of AI in the information ecology?

The presentation will focus on the rationale for recognizing IL as a discipline, and the inquiry of IL as a Discipline in the age of AI. In the session, we will explore the opportunities afforded by recognizing information literacy as a discipline. Participants will be able to share their ideas of what would be included in an IL curriculum or research inquiry situated in the AI information ecology via an online question-and-answer platform inviting small discussions and an …

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

Library Staff Online Writings

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?

The “Food Blog” Scroll And Its Impact On Online Legal Research, Olivia Smith Schlinck

Library Staff Online Writings

After transitioning from a written to a “live” format for assignments in my Advanced Legal Research class, I noticed a vaguely familiar pattern of students unintentionally scrolling past relevant information on their screens.

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

Library Staff Online Writings

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 …

Using The “Scholarship As Conversation” Frame To Explain The Importance Of Inclusive Citation, Olivia Smith Schlinck

Library Staff Online Writings

It’s been nearly two years since the largest civil rights movement – the protests stemming from the murder of George Floyd by a police officer – swept the United States. That means it has also been nearly two years since law schools across the country released statements and created taskforces and enacted initiatives to inject principles of diversity, equity, and inclusion (DEI) into the school halls.

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

Library Staff Online Writings

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.

To Be Or Not To Be…Humorous: Personalize And Perform Humor Mindfully, Julie Artman

Library Books and Book Chapters

"This chapter will address some of the pitfalls (and positive results) of using humor as part of your teaching method. We will explore the acting techniques of personalization and improvisation; and mindful tools to prepare mentally with attention, awareness, and intentionality. Key takeaways from mindfulness and the craft of acting will embolden you to discover how to personalize your own sense of humor, and demonstrate authenticity, caring, and trust--critical factors for student acceptance and engagement--within the learning environment. You will not only survive the instruction session; you will also feel enlivened and more attuned to your teaching purpose during the …

Preferences And Experiences Of Google Apps In Collaborative Teaching And Learning, Dr. Mahesh G T, Dr. Jayamma K V

Library Philosophy and Practice (e-journal)

The progressive development of higher education is probably to be driven by the readiness to acclimatize and nurture with the practice of communication technologies in all teaching, learning and research areas. Google Apps for Education is an essential collection of competent applications that Google offers to all learners and educational institutions across the world. The study was intended to survey the graduate and post graduate teachers’ preferences, expertise, practice, and their insights of the advantage and the challenges to use Google Applications in support of practicing teaching and learning activities. The study adapted both qualitative and quantitative methods. Findings of …

Moving From Critical Assessment To Assessment As Care, Veronica Arellano Douglas

Communications in Information Literacy

In Teaching Against the Grain: Critical Assessment in the Library Classroom, Maria Accardi sought a critical, feminist approach to assessment that questioned power structures, celebrated learners, and found strength in diverse perspectives and voices. This article expands on Accardi’s work to explore a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of assessment (particularly those from other feminized professions); and a reframing of the conversation around …

Graduate Occupational Therapy Students: Communication And Research Preferences From Three University Libraries, Lisa A. Adriani, Daniel G. Kipnis, Ronda I. Kolbin, Daniel Verbit

Libraries Scholarship

Library liaisons from three universities distributed an anonymous survey to graduate occupational therapy students to gauge preferred methods of communication when conducting research. This article discusses three findings: whom the students prefer to turn to when seeking research assistance, which methods of communication students prefer, and how long students spend searching before asking for assistance. From 193 responses, the liaisons reasoned that students prefer consulting with their peers before seeking help from librarians or faculty or instructors and they prefer assistance face-to-face. Additionally, the majority are willing to research from 30 minutes to 1 hour before seeking research help.

Bingo! Engaging History Of Science Students With Primary Sources, Leigh Rupinski

Scholarly Papers and Articles

This case study examines the process of creating an interactive and engaging lesson plan for the History of Science course, HSC 201: The Scientific Revolution. History of Science students tend to be undergraduates majoring in science or medical related fields, rather than the humanities, who need to fulfill an intensive writing or general education requirement. For most, if not all of them, this session would be the first time they experienced hands-on interaction with historical resources. Accordingly, the archivist sought to create a less traditional lesson plan that would foster a sense of fun and interest in the materials.

Expanding Campus Peer-To-Peer Teaching & Learning: The Peer Scholars Program, Alexa Carter

Transforming Libraries for Graduate Students

In response to a growing need for training in advanced research and professional workplace skills, a team of research librarians at the NC State University Libraries have developed a platform to engage and enhance the expertise of early-career researchers on campus. The Peer Scholars Program offers graduate students and postdoctoral scholars a paid practical experience in creating and delivering effective instruction on core and emerging research skills to their peers. Participants are invited to suggest topics for library talks or workshops and partner with research librarians to develop and deliver interactive and engaging sessions in an informal teaching setting. Topics …

Fair Use And Films In Academic Forums, Jessica Garner, Amber J. Culpepper

Georgia International Conference on Information Literacy

A library's Course Reserves department often fields questions about Copyright and Fair Use. Most recently, the Georgia Southern University Libraries have been asked several questions concerning Fair Use and movies. This short presentation will outline how the Course Reserves Department at the Henderson Library complies with Fair Use and Copyright. By following the Georgia Southern Universities Course Reserves policy, professors are able to share resources to their students in a legal and ethical manner. We will briefly review our process when professors have Copyright questions including when we bring in legal affairs. This presentation will provide tips for teachers, professors, …

Information Literacy On-Demand: How To Create An Online Library Readiness Mini-Course, Rachel Hooper

Georgia International Conference on Information Literacy

What do many academic librarians want? Required information literacy classes! When do they want them? Now! This poster will show how a large university developed an on-demand library readiness mini-course online that has recently become a requirement for all undergraduate orientation classes, both in-person and online. Furthermore, the online mini-course has been adopted by numerous faculty in research-based courses across varied subject areas throughout the University. Through a collaboration between librarians and faculty, the mini-course teaches students research skills, how to find books and journal articles, how to use InterLibrary Loan, how to get library and research assistance, and more. …

Improving Information Literacy Through Embedding, Kelly M. Wilson, Rachel Hooper, Jay Brandes

Georgia International Conference on Information Literacy

How do you reach and assist students who are halfway around the world? How can we ensure they are receiving library training that increases their information literacy skills? Join us for this presentation and conversation about how one university used embedding to reach the “unreachable,” and then expanded to reach online domestic students, and eventually those on the home campus. What began as a project between two librarians on five online courses has now grown to include additional librarians and tripled the number of classes over a few months. We will discuss the reasoning behind embedding in the Canvas Learning …

Students’ Perspectives On The Teaching And Learning Of Information Literacy And Library Skills (Ils), Annah Sephene Macha

Georgia International Conference on Information Literacy

Information Literacy is one of the key factors in order for one to succeed at any university. The purpose of this study was to investigate the students’ perception towards the teaching and learning of Information and Library Literacy or skills ILS, at a regionally accredited university of Science and Technology in Central Botswana.

A sample size was a population of the study was going a total one hundred (100) students filled the questionnaire and ten (10) students’ and ten (10) staff members were involved in the same structured interviews. The methodology administered----All three librarians teaching TWAL students and a sample …

Teaching Evaluative Criteria To Increase Critical Thinking: Infographics 101, Dana Thompson

Faculty & Staff Research and Creative Activity

This one-shot instruction session is intended to increase students’ critical thinking and visual literacy skills by teaching students how to evaluate and create infographics using specific, evaluative criteria.

Assessment Of Library Instruction At The University Of St. Augustine: A Mixed-Methods Analysis, Julie Evener

Education Collection

Evaluation of library instruction (LI) at the University of St. Augustine found that students did well on assignments tied to LI and were more likely to participate in LI when it was required. Incorporating data points into the library’s overall assessment and strategic plan allowed for ongoing assessment of LI.

"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?

Designing Effective Legal Research Rubrics: The Foundation For Successful Assessment, Carol A. Watson, Katie Hanschke, Zanada Joyner

Presentations

Increasingly librarians are teaching many, if not all, of the legal research courses at their law schools. Most librarians are not experts in education assessment design. Assessment with rubrics creates a learner centric environments in which instructors objectively evaluate student progress and assures that students receive consistent and meaningful feedback. Rubrics provide both students and instructors with a clear understanding of whether learning outcomes have been achieved. Guided by the instructors' experience and an in-depth review of the literature law librarians will be exposed to the best practices when creating rubrics including alignment with the course goals and instructor expectations.

Mission Critical? The Presence Of Information Literacy In Academic Library Mission Statements, Robert Perret

Library Philosophy and Practice (e-journal)

This paper examines the mission and vision statements of the largest academic library in each of the United States to determine whether information literacy is included in these top-level guiding documents. It is found that only a quarter of these institutions include information literacy in these statements, which suggests this vital aspect of librarianship may be undervalued at an organizational level.

Critical Media Literacies: Collaboration And Partnership, Sarah-Anne Kennedy, Roisin Guilfoyle

Conference papers

“We are far more united and have far more in common with each other than things that divide us.” –Jo Cox

“The BAI has chosen to publish this document in the spirit of collaboration and in the hope that the framework will help all stakeholders and recognise what role they can play and identify opportunities for collaboration” -Broadcasting Authority of Ireland (BAI)

Media Literacy Policy Critical Media Literacies: Collaboration and Partnership with Information Literacy Sarah-Anne Kennedy, Assistant Librarian, DIT Library Services Roisin Guilfoyle, Assistant Librarian, DIT Library Services.

Both Librarians and Academics working in media disciplines are involved in teaching …

Using Acs Data To Study The 2016 Election In The Classroom: A Case Study From Bucknell University, Todd Suomela, Carrie M. Pirmann, Janine Glathar

Library and Information Technology Publications

Presenting complex data to an audience which is unfamiliar with the intricacies of data acquisition and management is a challenge for many professionals. Education faculty and staff are no different. Staff at Bucknell University library were approached in 2015 by a faculty member from the economics department for assistance with a class on economic history. The syllabus called for the class to analyze and map the development of the 2016 presidential campaign. Through the course of this project data was gathered from multiple sources, including the American Community Survey. Tools such as ArcGIS, R, and the American FactFinder were integrated …

Choose Your Own Adventure: The Hero's Journey And The Research Process, Mariana Regalado, Helen Georgas, Matthew J. Burgess

Publications and Research

In Joseph Campbell’s Hero’s Journey, the hero of the story embarks on an adventure and returns transformed, empowered, and enlightened. Two academic librarians and the research process itself were incorporated into the curriculum of an undergraduate composition course that was structured around the research and writing process as a hero’s journey. The experience, which was student/hero-centered, self-directed, self-defined, investigative, and exploratory, was transformative for the students and the librarians as well.

Your Teaching Strategy Matters: How Engagement Impacts Application In Health Information Literacy Instruction, Heather A. Johnson, Laura C. Barrett

Dartmouth Scholarship

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session.

Using The I-Learn Model For Information Literacy Instruction, Stacey Greenwell

Library Faculty and Staff Publications

With the increasing availability of information and the importance of lifelong information literacy (IL) skills, instructional designers, school media specialists, and librarians need to determine how to best design IL teaching in order to help students locate, evaluate, and use information more effectively. This paper describes the first experimental research study conducted to determine how teaching designed using the I-LEARN model could increase student understanding and application of IL concepts and offer recommendations for future implementations of the model. The experimental study described in this article examined whether IL skills teaching designed using the I-LEARN model increased student understanding and …