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Journal of Information Literacy    [470 followers]  Follow    
  This is an Open Access Journal Open Access journal
     ISSN (Print) 1750-5968
     Published by Loughborough University Library Homepage  [1 journal]
  • Towards a model of critical information literacy instruction for the
           development of political agency
    • Authors: Lauren Smith
      Abstract: Critical pedagogy is an educational movement which gives people the opportunity to develop the knowledge, skills and sense of responsibility necessary to engage in a culture of questioning. These abilities are of benefit to young people, increasing their political agency through heightened awareness of social injustice and the means by which to communicate and challenge this. A central feature of the critical pedagogical approach is critical literacy, which teaches analysis and critiquing skills. Critical literacy has been recommended by a number of authors as a valuable aspect to include in information literacy (IL) instruction. Critical IL could contribute to enabling the development of political agency and increasing meaningful and active involvement in democratic processes. With the focus on the value of IL becoming increasingly important within library and information science (LIS), it is important to be aware of its roots, the problems yet to be overcome and to consider ways in which the concept can be developed. The paper argues that it is necessary for IL to adopt a critical approach in order to meaningfully engage with the democratic social goals of LIS and address some of the limitations of IL theories. The paper focuses on the ways in which the theory of critical IL may be of benefit to young people of secondary school age, in terms of increasing their political agency through increased critical abilities, channeling their perceived political cynicism and distrust into critical thinking and a sense of agency, increased political knowledge, efficacy and participation. It is suggested that libraries could contribute to critical IL instruction in partnership with young people and people in teaching and parenting roles, and that it is important for the LIS profession and discipline to embrace the inherently political nature of pedagogy and LIS practices to effectively apply critical theories. Further research into the ways in which IL can contribute to democratic goals would be of benefit. A current PhD research project which explores a methodology for identifying the needs of young people in order to apply critical IL practices for political agency is introduced. This paper is based on a presentation given at LILAC 2013. 
      PubDate: 2013-11-24
      Issue No: Vol. 7 (2013)
       
  • Towards universal information literacy 40 years on
    • Authors: Jane Secker
      PubDate: 2013-11-24
      Issue No: Vol. 7 (2013)
       
  • Rethinking library instruction: using learning-outcome based design to
           teach online search strategies
    • Authors: Meagan Lacy, Hsin-liang Chen
      Abstract: Given the growing pressure on academic institutions and, by extension, academic libraries to establish student learning outcomes and demonstrate their impact on student learning, researchers at Indiana University – Purdue University Indianapolis (IUPUI) explored how outcome-based instructional design can be used to 1) collect student data, 2) assess student learning, and 3) improve instruction. Two surveys were distributed to 59 undergraduate students who were enrolled in an introductory composition course at IUPUI. Because previous studies (e.g. Ford, Miller and Moss 2005) have linked human individual differences with web search strategy, the first survey collected information about the students’ demographic features. The second survey, a search log, collected information about the sources that students chose, the search terms they used and the strategies they employed in order to complete their research. The students submitted their first survey after the instructional session and the second survey after they completed their research project. Using this data, the researchers examined whether students’ achievement could be associated with their personal characteristics and/or the librarian’s instruction. In contrast to Ford, Miller and Moss’s study (2005), no significant relationships were found between students’ personal characteristics and their search behaviour. However, after receiving instruction, all students were able to create keywords and structure them into search queries using Boolean operators. These results suggest that outcome-based instructional design is an effective pedagogical method for gathering assessment data and that the survey instrument was a useful tool for assessing this outcome - by providing both a measurement of student learning and a means of evaluating the librarian’s instruction.

      PubDate: 2013-11-24
      Issue No: Vol. 7 (2013)
       
  • Get the Digital Edge: a digital literacy and employability skills day for
           students
    • Authors: Emma Woods, Ellie Murphy
      PubDate: 2013-11-24
      Issue No: Vol. 7 (2013)
       
  • Information literacy in public libraries
    • Authors: Jacquie Widdowson, Darren Smart
      PubDate: 2013-11-24
      Issue No: Vol. 7 (2013)
       
  • Book Review of Pears, R. and Shields, G. 2013. Cite them right: the
           essential referencing guide. Basingstoke: Palgrave Macmillan.
    • Authors: Jonathan White
      PubDate: 2013-11-24
      Issue No: Vol. 7 (2013)
       
  • Being an embedded research librarian: supporting research by being a
           researcher
    • Authors: Clare McCluskey
      Abstract: This article outlines an action research investigation into the role of an academic librarian in the UK Higher Education (HE) sector. It is the view of the author that a key way of supporting research as a librarian is to engage in the practice oneself, to partake in knowledge creation rather than simply providing information. It investigates the notion of the embedded librarian in relation to research support via a literature review. It then uses data recordings from meetings of the Higher Education Action Research in Teaching (HEART) group at York St John University, of which the librarian is a member, to provide evidence to support the idea that sharing expertise in such an arena also provides information literacy (IL) support to researchers. The theoretical basis employed is that of communities of practice (Wenger 1998), as it is the assertion of the author that all members of the said group are part of a community of practice, based upon shared aims of improving pedagogic practice. 
      PubDate: 2013-11-18
      Issue No: Vol. 7 (2013)
       
  • Chat Literacy: Reflection on approaches and methodology towards setting up
           a community of practice on information capability in an international
           context
    • Authors: Emma Rachel Greengrass
      PubDate: 2013-11-18
      Issue No: Vol. 7 (2013)
       
  • Paul G. Zurkowski and information literacy: On his trip to the first
           European Conference on Information Literacy
    • Authors: Jeffrey V. Kelly
      PubDate: 2013-11-18
      Issue No: Vol. 7 (2013)
       
  • Report on the first European Conference on Information Literacy (ECIL)
    • Authors: Maria Bell, Marion Kelt
      PubDate: 2013-11-18
      Issue No: Vol. 7 (2013)
       
  • Book Review of Walsh, A. and Coonan, E. (eds.) 2013. Only Connect…
           Discovery pathways, library explorations and the information adventure.
           Huddersfield: Innovative Libraries.
    • Authors: Sarah Castle
      PubDate: 2013-11-18
      Issue No: Vol. 7 (2013)
       
  • Creating, sharing and reusing learning objects to enhance information
           literacy
    • Authors: Philip Russell, Gerard Ryder, Gillian Kerins, Margaret Phelan
      Abstract: From June 2010 until the present, a suite of online reusable learning objects (RLOs) has been created by staff at the Institute of Technology Tallaght (ITT Dublin) library covering a range of information literacy (IL) competencies. These RLOs have helped to facilitate student transition from second to third level, advance IL and enrich the student learning experience.The purpose of this paper is to outline the development of these RLOs and how the resources have been shared, reused and repurposed to enhance IL progression. A review of recent literature explores some of the key issues around the creation of digital learning resources and best practice, as well as the pedagogical foundations on which the learning objects are built. The design, development and implementation of the RLOs and the collaborative working arrangements that the digital resources have helped to foster are also outlined and the authors examine the issues and challenges experienced by the project team during the course of the RLO development. The significant usage and substantial impact that the learning objects have had on student-centred education and the various evaluative mechanisms used to measure the effectiveness of the RLOs is discussed, as well as future development plans. These learning tools have promoted best practice in innovative delivery methods and added value to the wider higher education (HE) community in the Republic of Ireland through their sharing, dissemination and reuse as open educational resources (OERs) via the National Digital Learning Resources (NDLR) service. The paper is likely to be of particular relevance to academic library practitioners and teaching staff in Irish HE as it provides an overview and links to a suite of digital learning tools that can be used or adapted in other academic settings. In terms of originality, there is no evidence of any published literature within the context of Irish HE sector covering the development of RLOs to support IL initiatives and will inform future research on how learning objects can be used to support learning and teaching practice both in the Republic of Ireland and further afield.This article is based on a poster presentation at LILAC 2012. 
      PubDate: 2013-11-12
      Issue No: Vol. 7 (2013)
       
  • Faculty perceptions of students' information literacy skills
           competencies
    • Authors: Eleonora Dubicki
      Abstract: This research study investigates academic faculty perceptions of information literacy at eight New Jersey higher educational institutions. The study examines the value and importance faculty place on information literacy (IL), the infusion of IL into curricular learning outcomes and an assessment of the competency levels students achieve in mastering IL skills. This study adds to the research in the field as a multi-institutional study conducted at both two-year and four-year institutions, investigating full-time and part-time faculty perspectives. Findings are based on results from an online survey, with a total of 353 usable responses. Overall, faculty familiarity with IL concepts was high; faculty are overwhelmingly supportive of IL and are incorporating these skills into learning outcomes for their courses; and there are strong expectations of students’ achieving IL skills by graduation, but faculty perceptions are that students fall short of mastering those skills by the end of their programmes.
      PubDate: 2013-11-09
      Issue No: Vol. 7 (2013)
       
  • Faculty and student perceptions and behaviours related to information
           literacy: a pilot study using triangulation
    • Authors: Barbara Jean Ganley, Amy Gilbert, Dianne Rosario
      Abstract: This pilot study was developed to determine if the University’s students were proficient in information literacy (IL) based on the requisite skills defined by ALA (2000), to define faculty and student perceptions and behaviours related to IL and to test an evaluation rubric using empirical inquiry and triangulated methods. Findings suggested that not all students (n=164) had satisfactory IL skills even at the senior student level. While 4th year college students (seniors n=91) fared better on an IL survey when compared to 1st year college students (freshmen n=53), analysis of the senior students’ theses led researchers to believe that students were most likely not skilled in this area, and had an inflated opinion of their own IL abilities. Overall, students felt they were less IL challenged compared to the faculty’s (n=55) observation of the IL challenges experienced by the students. Students’ self-assessment of their literacy skills may have been coloured by the propensity of the faculty to over-edit students’ papers rather than simply providing constructive feedback, thus altering the natural end result. These authors used a triangulated approach including thesis review, comparisons between student and faculty survey responses and comparison of findings from the theses and the student and faculty surveys. Findings and discussion of methodology will hopefully provide valuable lessons for those interested in assessing students’ IL.
      PubDate: 2013-11-09
      Issue No: Vol. 7 (2013)
       
  • Integrated instruction framework for information literacy
    • Authors: Pamela Kessinger
      Abstract: In response to a college required programme review, the Portland Community College Library undertook a case study of its information literacy (IL) programme in order to understand and illustrate clearly how the programme addressed levels of IL competencies throughout the curriculum. Content and qualitative analysis were used in reviewing curriculum documents to identify emergent patterns of IL skills and concepts within the college disciplines and certificate programmes. Analysis of the college’s course outcomes revealed distinct differences as well as trends across the curriculum for faculty expectations of information conceptualisation, information seeking strategies and research methods. Following this analysis, a Research Support Framework was devised as a template for guiding lower division undergraduate students’ progression through several cognitive domains of IL. Course Specific Research Support Forms were created to map, in specific detail, how library instructional objectives match up with individual course outcomes as well as with the college core outcomes. Combining a critical thinking taxonomy with a continuum of skills, progressing from pre-college level readiness towards academic literacy, generated a developmental approach to IL instruction. This also illustrated the necessary preliminary steps for students’ progression and knowledge gaps which may frequently arise and must be resolved before further progression is possible. Discussions between librarians and content faculty are now supported with a much more precise view of what is developmentally appropriate IL instruction for particular courses. The framework is especially applicable to students in their first two years of college. The unique situation of American community colleges means that first-year seminars are not usually possible, and the curriculum can often be as much vocational as academic. This versatile and developmental approach to IL instruction ensures the embedding of IL throughout the curriculum, providing students various and cumulative learning experiences. It will also encourage leading discussions with four-year colleges about alignment and realistic IL targets for students who intend to transfer for completion of their baccalaureate degrees.This article is based on a paper presented at LILAC 2013.
      PubDate: 2013-11-09
      Issue No: Vol. 7 (2013)
       
  • Confidence as an indicator of research students’ abilities in
           information literacy: a mismatch
    • Authors: Cathie Jackson
      PubDate: 2013-11-09
      Issue No: Vol. 7 (2013)
       
  • Longitudinal update: business information literacy teaching at different
           academic levels
    • Authors: Mariela Hristova, Cynthia E. Miree
      PubDate: 2013-11-09
      Issue No: Vol. 7 (2013)
       
 
 
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