Information Literacy Commons^™

Assessing The Affective, Heather G. James, Rebecca Nowacek

Library Faculty Research and Publications

No abstract provided.

Anonymized Data Analyzed In Paula R. Dempsey And Heather Jagman. 2016. “I Felt Like Such A Freshman”: First-Year Students Crossing The Library Threshold. Portal: Libraries And The Academy 16.1: 89-107., Paula Dempsey, Heather Jagman

Staff Publications - University Libraries

Anonymized data analyzed in Paula R. Dempsey and Heather Jagman. 2016. “I Felt Like Such a Freshman”: First-Year Students Crossing the Library Threshold. portal: Libraries and the Academy 16.1: 89-107.DePaul University Institutional Review Board Research Protocol # HJ081313ADM To request permission for further research and non-commercial publication, email Paula Dempsey: [email protected] License for educational purposes is granted with attribution. 

Leveraging Our Trust: Taking Action In Support Of Our Democracy, Lori Bowen Ayre

Collaborative Librarianship

Librarians need to build on their trusted status to be more actively engaged in activities that support our democratic system whose success relies on having an informed citizenry. These activities including teaching media literacy skills to patrons in the library as well as in the schools in partnership with teachers. In addition, libraries should be facilitating community conversations and promoting a wide variety of community collaborations that get people engaged and out of their isolated bubbles.

Research Practices Survey 2015-16, Gould Library Reference And Instruction Department

Staff and Faculty Work

2015 marks the first year of Carleton's participation in the Research Practices Survey sponsored by the Higher Education Data Sharing Consortium (HEDS). The HEDS Consortium is comprised of a nationwide group of private colleges and universities, who collaboratively collect and share data institutional data.

The HEDS Research Practices Survey is uses the Association of College and Research Libraries (ACRL) competency standards in information literacy to assess student information literacy as well as student research experience. The five-section survey takes roughly fifteen minutes to complete.

Entering first year students were asked to take this survey at the beginning of fall term, …

Sailing Through Law School: Assessing Legal Research Skills Within The Information Literacy Framework, David H. Michels

Articles, Book Chapters, & Popular Press

In this study I ask the question: Can standardized information literacy tests help assess and benchmark the learning of information skills by Canadian law students? This study replicates an earlier study that found that a standardized test of information literacy competencies, SAILS, was not an effective measure of law student information literacy levels. By applying the same test under similar conditions to another group of law students, I found that while the test did not measure legal research competencies, it was effective in measuring basic information literacy skills in law students with often surprising results. I argue that legal research …

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Presentations

The focus of this presentation is to report findings from growing partnerships between faculty whose primary focus is classroom teaching and faculty librarians, revealing connections between our disciplines and co-designing curricula that recognize the commonalities in pedagogy, theories, and professional practice. Information literacy and scholarly communication are combined in teaching and learning lessons, materials, and shared terminology. The presenter will encourage participants to reflect on why and how librarians invite students into the disciplines and to investigate ways of assessing student learning.

Resistance Is Fertile: (Or Everything I Know About Teaching I Learned In Yoga Class) (Chapter 23), Robert Schroeder

Library Faculty and Staff Publications and Presentations

Looking at yoga from the outside, it seems like it’s about trying to contort yourself into awkward pretzel shapes. But from the inside, it is really about the awareness that arises when you try to ease your body into scary and unusual places. Does this sound a little like reflective teaching?

Be aware of discomfort, the resistance to discomfort, and even the resistance to being aware of discomfort—we can use this awareness in our classrooms just as we do on the yoga mat. What if we envision our class organically, as if it were a body moving through different postures? …

Zines In The Classroom: Critical Librarianship And Participatory Collections, Robin Potter, Alycia Sellie

Publications and Research

This lesson plan outlines using zines in a library classroom with a critical pedagogy approach. It was written based upon the teaching each author did with the Brooklyn College Library Zine Collection.

Where Should These Books Go?, Haruko Yamauchi

Publications and Research

Designed for pre-college and first-year students new to conducting independent research, this is a lesson plan for an activity that is part of a workshop to strengthen students’ skills in using books for research. The activity includes small groups coming to consensus about a hypothetical shelf order for a set of books, and a larger class discussion about the Library of Congress call number system as a useful-to-know but ultimately arbitrary system created within a particular historical context. Chapter within the Assocation of College and Research Association’sCritical Library Pedagogy Handbook, vol. 2.

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 …

Making Information Literacy Flexible And Re-Mixable: Instructional Designers And Librarians Collaborate In The Canvas Learning Management System, Catherine Baird

University Libraries Scholarship and Creative Works

No abstract provided.

Is Authority Always Constructed And Contextual? A Classical Challenge To The Framework For Information Literacy, Nathan Rinne

The Christian Librarian

The 2015 Framework for Information Literacy for Higher Education (or Framework) is the latest effort of academic librarians to provide relevant guidance for the teaching of information literacy. One claim made within this “living document,” in line with current academic trends of constructivism and social constructivism, is that “Authority is Constructed and Contextual.” Questions are raised concerning authority’s relationship to the idea of truth, and an effort is made, largely through a Socratic method of inquiry, to delve into the meaning of the Framework’s statement on authority using the further explanations provided concerning this particular “frame,” as well as the …

Why The Acrl Framework For Information Literacy For Higher Education Enhances Information Literacy Instruction, Kathy Kempa

The Christian Librarian

This article attempts to clarify what the ACRL Framework is designed to do for teaching librarians. The article looks briefly at the need for change from the Competency Standards based on librarian concerns about their own teaching effectiveness. The short description of two of the foundational books, on which the Framework was based, are introduced so that instruction librarians can do their own research into the foundational concepts of the Framework for a deeper understanding of the value of this new approach to library teaching. Links to teaching resources are included.

Supplemental Materials For Building Data And Information Literacy In The Undergraduate Chemistry Curriculum, Yasmeen Shorish, Barbara A. Reisner

Department of Chemistry and Biochemistry - Faculty Scholarship

Course syllabus from Chem 481, Fall 2015, to supplement the chapter "Building Data and Information Literacy in the Undergraduate Chemistry Curriculum" in the monograph Integrating Library and Information Literacy Into Chemistry Curricula - ACS Symposium Series, ACS Publications.

Building Data And Information Literacy In The Undergraduate Chemistry Curriculum, Yasmeen Shorish, Barbara A. Reisner

Department of Chemistry and Biochemistry - Faculty Scholarship

The Literature and Seminar sequence at James Madison University has been used to develop the chemistry information literacy skills of chemistry majors for over four decades. These courses have been continually updated to emphasize information literacy skills for the twenty-first century. This chapter describes the methods that have been developed to improve chemical, data and general information literacy at a large, public, primarily undergraduate institution. The focus of the first semester course, described in this chapter, is on skill building rather than teaching specific resources. It is a model of integration and collaboration between chemistry faculty and chemistry librarians. Changes …

Himmelfarb Library Liaison Letter - January 2016, George Washington University, Himmelfarb Health Sciences Library

Himmelfarb Library Liaison Letters

No abstract provided.

What Standards Do And What They Don't, Emily Drabinski, Meghan Sitar

Brooklyn Library Faculty Publications

No abstract provided.

Collaborating For Success: A Case Study On Mentoring, Partnering, And Teaching, Megan N. Kellner, Nedelina Tchangalova, Rachel W. Gammons, Alexander J. Carroll, Devon C. Payne-Sturges

Collaborative Librarianship

Master of Library and Information Science (MLIS) graduates seeking employment in academic libraries are often expected to possess user instruction and public service skills. However, it is difficult for students to achieve this experience through coursework alone. To address this disconnect, librarians at the University of Maryland (UMD) College Park Libraries created a Research and Teaching Fellowship to allow MLIS students at UMD to gain practical instruction experience. The authors present the experience of one MLIS student in collaboration with a subject librarian and a faculty member to plan, implement, and assess an information literacy instruction session for an undergraduate …

The Prototype Case Designed For Case-Based-Learning In Bio 201, Junli Diao

Open Educational Resources

No abstract provided.

Developing A Practical Framework For Information Literacy Program Evaluation, Paul Bracke, Clarence Maybee, Sharon Weiner

Libraries Faculty and Staff Presentations

This presentation was given at the Library Assessment Conference held from October 31–November 2, 2016 in Arlington, VA. The Purdue University Libraries, like many academic libraries, face increased expectations for demonstrating their value and impact. The Libraries launched a project to advance an outcomes-based, mission-centric framework for evaluating its information literacy programing. The methods for developing this framework consist of four steps: 1) focus groups with librarians to gain a more comprehensive understanding of existing assessment practices, 2) analysis of focus group findings, characterizing current assessment practices, 3) a gap analysis, comparing focus group findings to the information literacy mission …