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Journal Cover Journal of Information Literacy
  [SJR: 0.227]   [H-I: 2]   [758 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1750-5968
   Published by Loughborough University Library Homepage  [1 journal]
  • The greatness of small things

    • Authors: Emma Coonan
      Pages: 3
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2320
      Issue No: Vol. 11, No. 2 (2017)
  • Celebrating Undergraduate Students’ Research at York University

    • Authors: Sophie Bury, Dana Craig, Sarah Shujah
      Pages: 4 - 27
      Abstract: This article analyses the information literacy (IL) competencies of high-achieving undergraduate students through the lens of undergraduate research celebrations in a North American University. This article focuses on York University’s Undergraduate Research Fair, and shares findings from an analysis of students’ IL award submissions including lower-year (first and second year of university) and upper-year (third and fourth year of university) applicants. Submissions are analysed using a qualitative content analysis approach. The study’s findings point to the positive value of both IL and reference help in building high-achieving undergraduate students’ IL skills. Results indicate important future directions for IL instruction, such as the role of the flipped classroom, and the critical importance of embracing the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to engage undergraduates with high-order IL concepts.
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2219
      Issue No: Vol. 11, No. 2 (2017)
  • Using audience response systems to enhance student engagement and learning
           in information literacy teaching

    • Authors: Paula Funnell
      Pages: 28 - 50
      Abstract: One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2238
      Issue No: Vol. 11, No. 2 (2017)
  • School library staff perspectives on teacher information literacy and

    • Authors: Christine McKeever, Jessica Bates, Jacqueline Reilly
      Pages: 51 - 68
      Abstract: Pupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship. However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers’ knowledge and perceptions of IL, librarians in schools in Northern Ireland were interviewed. Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers’ IL so that they can better support learners.
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2187
      Issue No: Vol. 11, No. 2 (2017)
  • Distance learning as alterity: facilitating the experience of variation
           and professional information practice

    • Authors: Lee Webster, Andrew Whitworth
      Pages: 69 - 85
      Abstract: Informed learning (Bruce, 2008) is a pedagogic framework that aims to enable students to use information to learn through the experience of variation in the relational frame. The research described in this paper comes from a larger project called Stewarding and Power In Digital Educational Resources (SPIDER) and we describe how the mixing of campus based and distance students has been used to enhance informed learning within a postgraduate degree unit. The original contribution is to investigate the specific impact of ‘alterity’ (Linell, 2009) on the experience of variation. Online group tasks mixed campus and distance students together and we studied the various ways that students used information to learn. Evidence from discussion board posts supports our claims that discussion board activities enable dialogues and that diversity within the learning community enhances learning through alterity. We conclude that online learning has much to offer information literacy education, whether used alone or when campus based and distance students are given online tasks to do together. This paper brings new insight to the field of information literacy education by showing how distance learning brings a distinct quality to information literacy pedagogy, as it provides specific opportunities for learners to teach each other and then make critically-informed judgements about contexts, information and technology with which they are unfamiliar. We suggest that similar pedagogic approaches could be adopted in other disciplines and contexts. Given the increasing diversity present within higher education, such approaches are potentially very valuable. 
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2231
      Issue No: Vol. 11, No. 2 (2017)
  • Examining structural oppression as a component of information literacy: A
           call for librarians to support #BlackLivesMatter through our teaching

    • Authors: Angela Pashia
      Pages: 86 - 104
      Abstract: This article calls for librarians to expand our understanding of information literacy to include the connections between structural racism and information production, dissemination, and organisation. It begins with an examination of some of the ways libraries have recorded and replicated inequities endemic in Western society. These issues are connected to both the field of critical information literacy and the #BlackLivesMatter movement. The author then provides an overview of how these issues are taught in a credit bearing information literacy course.
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2245
      Issue No: Vol. 11, No. 2 (2017)
  • Exploring the experience of undergraduate students attending a library
           induction during Welcome Week at the University of Surrey

    • Authors: Charlotte Barton
      Pages: 105 - 117
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2180
      Issue No: Vol. 11, No. 2 (2017)
  • Broussard, M. S. 2017. Reading, research, and writing: teaching
           information literacy with process-based research assignments

    • Authors: David Mark Dettman
      Pages: 118 - 119
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2311
      Issue No: Vol. 11, No. 2 (2017)
  • Forster, M. (ed.) (2017). Information literacy in the workplace

    • Authors: Lynne Meehan
      Pages: 120 - 121
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2309
      Issue No: Vol. 11, No. 2 (2017)
  • ECIL 2017

    • Authors: Jane Secker
      Pages: 122 - 124
      PubDate: 2017-12-03
      DOI: 10.11645/11.2.2315
      Issue No: Vol. 11, No. 2 (2017)
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