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Journal Cover   Journal of Information Literacy
  [657 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1750-5968
   Published by Loughborough University Library Homepage  [1 journal]
  • Transition and evolution as we welcome the new editor!

    • Authors: Jane Secker
      Pages: 1 - 3
      PubDate: 2015-05-20
      Issue No: Vol. 9, No. 1 (2015)
  • The Amazing Library Race: tracking student engagement and learning
           comprehension in library orientations

    • Authors: Katherine Boss, Katelyn Angell, Eamon Tewell
      Pages: 4 - 14
      Abstract: Seeking to introduce first-year students to library resources and services in an engaging way, an orientation titled The Amazing Library Race (ALR) was developed and implemented at a university library. Informed by the pedagogy of problem-based learning, the ALR asks students to complete challenges regarding different departments and services. This study assesses this initiative’s success using observational and artifact-based data, addressing the challenging prospect of evaluating the impact of library orientation sessions. Two rubrics were developed to measure student involvement and student learning comprehension. More than 14 hours of in-class observations were used to track engagement, and 64 artifacts of student learning were collected and coded to evaluate learning comprehension. After coding, interrater reliability was established using the intraclass correlation coefficient to establish the validity of the ratings. This paper will outline these methodologies, present the results of the data analysis, and discuss the possibilities and difficulties of measuring student engagement in information literacy instruction centred upon active learning.
      PubDate: 2015-05-15
      Issue No: Vol. 9, No. 1 (2015)
  • How much do first-year undergraduate students in Norway know about
           information literacy?

    • Pages: 15 - 33
      Abstract: This study aims to document first-year undergraduate students’ information literacy (IL) skills at a typical university college in Norway. This research is the first of its kind in Norway as previous studies on new students have focused mainly on the literature search. Prior to library instruction a selection of these students completed a survey with questions on the critical evaluation of sources, on plagiarism and on citing sources. Survey questions were designed to reflect the content of the library course in IL. Although most students were confident that they could avoid plagiarism when writing, many had large gaps in their knowledge, and lacked essential skills. Results also show that new students are better at evaluating sources than they are at citing them. Ethical aspects of plagiarism are discussed and comparisons drawn between students coming directly from upper secondary school and those who have some previous higher education.
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • The impact of library information literacy classes on first year
           students’ searching behaviour

    • Authors: Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim
      Pages: 34 - 46
      Abstract: The aim of this study was to investigate whether or not the library courses in information literacy (IL) taught at Østfold University College had an impact on the students’ search behaviour. To find out, 19 students were interviewed and observed about this topic. The results showed that there were only slight differences in search behaviour between those who had attended the IL sessions and those who had not. Many students used Google as their starting point for searching for information. In this paper, we discuss how these findings can be implemented when developing future library courses on information searching.
      PubDate: 2015-05-18
      Issue No: Vol. 9, No. 1 (2015)
  • Using an information literacy curriculum map as a means of communication
           and accountability for stakeholders in higher education

    • Authors: Leslin H Charles
      Pages: 47 - 61
      Abstract: Many academic libraries are coping with limited library staff, a burgeoning student population, and constantly evolving curriculum. How can academic librarians ensure that students are receiving a systematic and hierarchical set of information literacy (IL) competencies that will make them agile and adept information seekers and users who can cope with changing modes of information delivery and access? How can they be accountable to students, themselves, and to their institutions? Creating and implementing an information literacy curriculum map (ILCM) can provide a cohesive delivery of IL across the curriculum. A map aligns IL competencies with core courses, specific courses in a discipline, and assessment points. This article will describe the creation and implementation of an ILCM in addressing the needs of stakeholders at colleges and universities. The process of creating and use of the ILCM has facilitated and increased communication among teaching faculty, administrators, and academic librarians at Berkeley College. It has allowed the librarians to be more intentional in their teaching and assessment strategies. Furthermore, an ILCM used in conjunction with an assessment plan has served to make the IL programme and activities more transparent to the institution, thereby ensuring accountability to internal stakeholders and external reviewers.  
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • Refining the definition of information literacy: the experience of
           contextual knowledge creation

    • Authors: Marc Forster
      Pages: 62 - 73
      Abstract: A recently-conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice. These findings and a re-interpretation of those of several other studies into IL experience, appear to show that such experience is always focused on context-specific knowledge creation. This suggests that those definitions of IL which focus on information gathering processes but not on their outcomes could be refined in a way which shows its role and value in a more explicit manner. Such a refinement might yield greater understanding and prominence for IL outside the information professions.
      PubDate: 2015-05-18
      Issue No: Vol. 9, No. 1 (2015)
  • Evidence-based instruction: assessing student work using rubrics and
           citation analysis to inform instructional design

    • Authors: Alan Carbery, Sean Leahy
      Pages: 74 - 90
      Abstract: This paper presents the findings of a study carried out by librarians in Champlain College who developed a two-pronged authentic assessment approach to measure the information literacy (IL) levels and determine the information seeking habits of students while conducting research for academic purposes. Librarians devised and developed an IL rubric and a citation analysis checklist for the assessment of first-year annotated bibliography assignment papers. This paper illustrates the merits of rubric-based, citation analysis assessment measures using authentic student coursework as a highly effective method of determining student outcomes assessment and information seeking habits while engaging in academic research. Findings from this study also suggest that authentic assessment is an extremely useful tool for instruction librarians to identify areas of IL that require further instructional support. This study is of importance to librarians wishing to adopt rubric-based and citation analysis authentic methods for student outcomes assessment. This paper is based on a presentation of the same name delivered at LILAC 2014.
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • Go Digital Newcastle: connecting our city

    • Authors: Becky Cole
      Pages: 91 - 96
      PubDate: 2015-05-15
      Issue No: Vol. 9, No. 1 (2015)
  • Association of College and Research Libraries Conference, Portland,
           Oregon, 25-28 March 2015

    • Authors: Margy MacMillan
      Pages: 97 - 99
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • The 43rd Annual LOEX Conference, Denver Colorado. 30 April-2 May, 2015

    • Authors: Eamon Tewell
      Pages: 100 - 101
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • Welsh Information Literacy Project: closing conference

    • Authors: Myfanwy Jones
      Pages: 102 - 104
      PubDate: 2015-05-15
      Issue No: Vol. 9, No. 1 (2015)
  • Information literacy in Scotland: challenges and opportunities

    • Authors: Dorothy Williams
      Pages: 105 - 107
      PubDate: 2015-05-15
      Issue No: Vol. 9, No. 1 (2015)
  • Where the buses don’t run: a LILAC 2015 conference report

    • Authors: Maria Nagle
      Pages: 108 - 110
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • Interview with LILAC 2015 bursary winners

    • Authors: Lucinda A May
      Pages: 111 - 113
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • Book Review of Kaplowitz, J.R. 2014. Designing information literacy
           instruction: the teaching tripod approach. Lanham: Rowman

    • Authors: Irene Barranco Garcia
      Pages: 114 - 115
      PubDate: 2015-05-28
      Issue No: Vol. 9, No. 1 (2015)
  • Book review of Markey, K., Leeder, C. and Rieh, S.Y. 2014. Designing
           online information literacy games students want to play. Lanham: Rowman
           & Littlefield

    • Authors: Laura Woods
      Pages: 116 - 117
      PubDate: 2015-06-07
      Issue No: Vol. 9, No. 1 (2015)
  • Book Review of Duckworth, V. and Ade-Ojo, G. (eds). 2015. Landscapes of
           specific literacies in contemporary society: exploring a social model of
           literacy. Abingdon: Routledge

    • Authors: Lucy Langley
      Pages: 118 - 119
      PubDate: 2015-05-23
      Issue No: Vol. 9, No. 1 (2015)
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