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Communications in Information Literacy
Journal Prestige (SJR): 1.657
Citation Impact (citeScore): 1
Number of Followers: 326  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1933-5954
Published by Communications in Information Literacy Homepage  [1 journal]
  • Privacy Literacy: From Theory to Practice

    • Authors: Christina L. Wissinger
      Abstract: Libraries and librarians have dealt with patron privacy issues since their inception, often serving as educators and advocates. In today’s social media-filled landscape, patron privacy has moved from the safeguarding of traditional library records to the creation, use, and ownership of information maintained in an online world. As the core educators for many aspects of literacy, librarians need to keep pace with the issues their users face daily. This paper centers on privacy literacy as an independent area of instruction for library sessions. It reviews a theoretical framework to support privacy literacy instruction and showcases resources and tools for creating privacy literacy education. Finally, privacy issues in healthcare are used to demonstrate the potential impact of privacy literacy instruction.
      PubDate: 2017-12-19
      Issue No: Vol. 11 (2017)
       
  • Critical Information Literacy in Practice: A Bibliographic Review Essay of
           Critical Information Literacy, Critical Library Pedagogy Handbook, and
           Critical Literacy for Information Professionals

    • Authors: Lua Gregory, Shana Higgins
      PubDate: 2017-12-19
      Issue No: Vol. 11 (2017)
       
  • The Intersection of Information and Science Literacy

    • Authors: Kristin M. Klucevsek
      Abstract: 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.
      PubDate: 2017-12-18
      Issue No: Vol. 11 (2017)
       
  • SoTL in the LIS Classroom: Helping Future Academic Librarians Become More
           Engaged Teachers

    • Authors: Lindsay McNiff, Lauren Hays
      Abstract: In this paper, we share background and key considerations of the Scholarship of Teaching and Learning (SoTL), and propose introducing library and information science (LIS) students to SoTL as a way to acquaint them with the higher education teaching profession. Throughout the article, we employ reflection as the primary consideration and support structure that frames the benefits of SoTL for instructional growth. Four critical stages of SoTL training, first suggested by Gale and Golde (2004), are recommended for LIS students: Exposure, Encounter, Engagement, and Extension. As instruction responsibilities and opportunities continue to expand in academic librarianship, teaching about SoTL using the four stages may prepare LIS students to quickly adjust to their new roles and engage with other teaching faculty. This article fills a gap in the literature on SoTL in LIS instruction curricula. Keywords:
      PubDate: 2017-12-18
      Issue No: Vol. 11 (2017)
       
  • Transformative' Integrative' Troublesome' Undergraduate
           Student Reflections on Information Literacy Threshold Concepts

    • Authors: Rachel E. Scott
      Abstract: In this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the Framework for Information Literacy for Higher Education. The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices.
      PubDate: 2017-12-15
      Issue No: Vol. 11 (2017)
       
  • Library Experience and Information Literacy Learning of First Year
           International Students: An Australian Case Study

    • Authors: Hilary Hughes, Nerilee Hall, Megan Pozzi
      Abstract: This qualitative case study provides fresh understandings about first year undergraduate international students’ library and information use at an Australian university, and their associated information literacy learning needs. The findings provide evidence to inform the development of library spaces and information literacy responses that enhance international students’ transition and learning. The study was conducted in 2015 as part of a project that simultaneously investigated the same topic at three US universities. This paper presents the case study context, reviews relevant literature and identifies gaps in research about international students’ library use and information literacy, and outlines the qualitative methodology—questionnaire, interviews and thematic analysis. The findings reveal international students’ lived experiences of using the library and information, in general and for assignments. After presenting the students’ recommendations to the library, the paper discusses the wider implications of the findings for university libraries and information literacy innovation.
      PubDate: 2017-12-15
      Issue No: Vol. 11 (2017)
       
  • Setting Them Up for Success: Assessing a Pre-Research Assignment for
           First-Year International Students

    • Authors: Susan Avery
      Abstract: As the international student population continues to grow, librarians must adjust their instruction to meet the needs of students who are adapting to a new country, culture, and language. This study assesses first-year international students as they engage in the research process through the completion of concept maps that precede database searches. Librarians assessed concept maps of international students completed prior to information literacy instruction to better understand the difficulties they experienced defining research topics and identifying keywords and alternatives. The results of this assessment provide a deeper understanding of the challenges first-year international students face with creating search strategies. Ultimately, this study resulted in more meaningful relationships between librarians and English as a second language (ESL) instructors, and effective adaptations to ESL library instruction.
      PubDate: 2017-12-15
      Issue No: Vol. 11 (2017)
       
  • Measuring Library Impacts through First Year Course Assessment

    • Authors: Holly Luetkenhaus, Erin Hvizdak, Corey Johnson, Nicholas Schiller
      Abstract: This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a “Proficient First Year” level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning.
      PubDate: 2017-12-15
      Issue No: Vol. 11 (2017)
       
  • The Reconquista Student: Critical Information Literacy, Civics, and
           Confronting Student Intolerance

    • Authors: Jonathan T Cope
      Abstract: Given the increasing power and prominence of political figures in the United States who openly espouse xenophobic, misogynistic, white nationalist positions it is only natural to anticipate encountering students who express these views in our libraries and classrooms. In this essay I use the methods of normative political theory to explore the following question: What are a set of consistent philosophical positions that Critical Information Literacy (CIL) could take that would allow it to respond to intolerance in a way that furthers its stated goals' CIL can draw upon the large body of literature on civic education in the United States that emphasizes using educational institutions to teach foundational knowledge about the American political system and in cultivating a civic disposition that tolerates a multiplicity of perspectives. This essay then explores the role that agonism—to use a concept developed by the political theorist Chantal Mouffe—plays in political life.
      PubDate: 2017-12-11
      Issue No: Vol. 11 (2017)
       
  • Forging Ahead

    • Authors: Christopher V. Hollister
      Abstract: Editorial for Volume 11, Issue 2.
      PubDate: 2017-11-28
       
 
 
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