Publisher: Communications in Information Literacy   (Total: 1 journals)   [Sort by number of followers]

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Communications in Information Literacy     Open Access   (Followers: 218, SJR: 1.657, CiteScore: 1)
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Communications in Information Literacy
Journal Prestige (SJR): 1.657
Citation Impact (citeScore): 1
Number of Followers: 218  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1933-5954
Published by Communications in Information Literacy Homepage  [1 journal]
  • Review: Envisioning the Framework: A Graphic Guide to Information Literacy

    • Authors: Jonathan D. Grunert
      Abstract: Review of Finch, J. L. (2021). Envisioning the framework: A graphic guide to information literacy (ACRL Publications in Librarianship, no. 77), American Library Association.
      PubDate: Mon, 06 Jun 2022 16:09:23 PDT
       
  • Teaching and Assessment of Metacognition in the Information Literacy
           Classroom

    • Authors: Erin J. McCoy
      Abstract: Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.
      PubDate: Mon, 06 Jun 2022 16:09:09 PDT
       
  • Perspective-Taking and Perspectival Expansions: A Reflection and an
           Invitation

    • Authors: Andrea Baer
      Abstract: Over the past two+ years, many of us have been recalibrating our views on teaching and learning, our approaches to information literacy education, and our orientations to everyday life in and outside of work. As I imagine how I want my own engagement in teaching and learning to continue unfolding, I’ve also been reflecting on what I value about Communication in Information Literacy’s (CIL) Perspectives section and what I hope for it as the journal, information literacy, and education continue to evolve. In this short essay, I consider different ways of thinking about the term perspectives; reflect on Perspectives as a space for exploring questions, issues, and experiences from new vantage points; and invite members of the information literacy community to share through CIL’s Perspectives their unique ways of seeing.
      PubDate: Mon, 06 Jun 2022 16:08:57 PDT
       
  • Flexibility Is Key: Co-creating a Rubric for Programmatic Instructional
           Assessment

    • Authors: Maya Hobscheid et al.
      Abstract: This paper describes a project undertaken at Grand Valley State University in which a co-creative model was used to develop a rubric for assessing student learning in library instruction. It outlines the design process as well as the training and support provided throughout implementation. It concludes with the authors’ reflections on the successes and challenges of the process and provides recommendations for future projects.
      PubDate: Mon, 06 Jun 2022 16:08:39 PDT
       
  • Meet Students Where They Are: Centering Wikipedia in the Classroom

    • Authors: Diana E. Park et al.
      Abstract: There is a common classroom refrain, “Don’t use Wikipedia; it’s unreliable.” Unfortunately, this simple dismissal of the world’s largest repository of information fails to engage students in a critical conversation about how knowledge within Wikipedia is constructed and shared. Wikipedia is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of Wikipedia editors are white, Western, men. Engaging students in complex conversations about this information source is one way to improve students’ information literacy skills. In 2019 we decided to meet students where they are by developing a two-credit course, Wikipedia and Information Equity, at Oregon State University that centers and critically examines Wikipedia as an information source and as a community of editors co-creating public knowledge. This article shares our experience teaching this two-credit course three times, with the ultimate goal of providing a template and starting point from which other instructors can develop similar courses and curricula about information equity through the lens of Wikipedia.
      PubDate: Mon, 06 Jun 2022 16:08:21 PDT
       
  • Recovery

    • Authors: Christopher V. Hollister et al.
      Abstract: The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations.
      PubDate: Mon, 06 Jun 2022 16:08:08 PDT
       
  • Remote Reference Consultations Are Here to Stay

    • Authors: Emily Reed
      Abstract: Remote reference consultations have considerably increased due to the need to provide remote services during the COVID-19 pandemic. Conducting reference consultations via videoconferencing not only offers many benefits to student researchers it also presents an opportunity for librarians to embrace a learner-centered teaching mindset when approaching remote consultations by developing consultation learning goals in alignment with the Framework for Information Literacy for Higher Education. Designing consultations to be learner-centered yields benefits for students such as the student actively practicing their own searches as well as more thorough source evaluation. Additionally, videoconferencing technology allows for a more seamless information sharing experience and has the potential to provide a more equitable experience for students with disabilities.
      PubDate: Sun, 12 Dec 2021 06:34:26 PST
       
  • BEAM Me Up: Teaching Rhetorical Methods for Source Use and Synthesis

    • Authors: Ashley Roach-Freiman
      Abstract: BEAM is a schema for categorizing the rhetorical positions of authors according to the author’s intention or purpose of the information. The author critiques common methods of teaching source evaluation and proposes that instruction librarians teach BEAM to students who may struggle using a source once they have located it. A lesson plan is included as supplemental materials.
      PubDate: Sun, 12 Dec 2021 06:34:08 PST
       
  • Information Literacy for Global Inclusion: Designing an Annotated
           Bibliography for Global Search and Selection

    • Authors: Pamela A. Espinosa de los Monteros et al.
      Abstract: The COVID-19 pandemic has reinforced the notion that our world is global and interdependent. Despite the ever-increasing connection of global with local, there continues to be formidable barriers in accessing information produced in different international contexts and languages. This Innovative Practices article details the redesign of an annotated bibliography assignment in an international studies course to support the inclusion of global perspectives into the information practices of undergraduate students. The redesign embedded explicit information literacy dispositions and global citizenship education competencies through the search and selection of global information sources. The authors discuss the instructional elements used, student outcomes, and the connection between information literacy and global citizenship pedagogies. The goal of this article is to support librarians in developing inclusive and global information literacy curriculum enabling students to connect to international voices.
      PubDate: Sun, 12 Dec 2021 06:33:49 PST
       
  • An Investigation of Anti-Black Racism LibGuides at ARL Member Institutions

    • Authors: Gemmicka Piper et al.
      Abstract: This study sought to analyze anti-Black racism LibGuides created by ARL member institutions to determine strengths and weaknesses of the guides based on LibGuides best practices. Institutional and LibGuide author demographic information were also gathered to determine correlations or trends, if any. Rubric evaluation of LibGuides found that guides were strongest in areas related to guide design, materials included on the guides, and links to resources. Guides were weakest in areas related to the framing of social justice and pedagogy. Results from this study have the potential to inform the structure and revision of social justice LibGuides at a time when librarianship is grappling with issues of neutrality, racism, and becoming more anti-racist.
      PubDate: Sun, 12 Dec 2021 06:33:31 PST
       
  • Exploring Teaching Librarians' Beliefs about Undergraduate Student
           Learning

    • Authors: Ashlynn Kogut
      Abstract: Whether formally articulated or tacitly held, all librarians have beliefs about how undergraduate students learn. Framing learning beliefs as a component of a teaching philosophy, this study explored how librarians described how undergraduate students learned best. Thirteen librarians from three doctoral universities in Texas were interviewed. Teaching librarians in this study believed that students learn in different ways; that students need to interact with others, act, and reflect in order to learn; and that students learn when certain conditions are met. The learning beliefs identified align with learning theories and the science of learning, but the threshold concepts theory underlying the ACRL Framework did not appear to influence how librarians conceptualized the learning process. These findings are a starting point for librarians considering how to articulate their own beliefs about learning.
      PubDate: Sun, 12 Dec 2021 06:33:12 PST
       
  • A Perfect Meal

    • Authors: Stewart Brower
      PubDate: Sun, 12 Dec 2021 06:32:58 PST
       
  • Review: Games and Gamification in Academic Libraries edited by Stephanie
           Crowe and Eva Sclippa

    • Authors: Janna L. Mattson
      PubDate: Mon, 21 Jun 2021 12:19:53 PDT
       
  • Introducing Critical Librarianship to Information Professionals: Using
           Critical Pedagogy and Critical Information Literacy in an LIS Graduate
           Course

    • Authors: Marcia Rapchak
      Abstract: Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented student-led presentations and discussions, self-grading, and collaboratively setting course expectations. Student responses were overwhelmingly positive, and student performance in the course indicated the approach and content of the course were effective.
      PubDate: Mon, 21 Jun 2021 12:19:39 PDT
       
  • Beyond the Checklist Approach: A Librarian-Faculty Collaboration to Teach
           the BEAM Method of Source Evaluation

    • Authors: Jenny Mills et al.
      Abstract: Evaluating information is an essential skill, valued across disciplines. While librarians and instructors share the responsibility to teach this skill, they need a common framework in order to collaborate to design assignments that give students multiple opportunities to learn. Librarians and First Year Seminar faculty at Belmont University collaborated to design a unit of instruction on source evaluation using the BEAM method. BEAM requires students to apply a use-based approach to evaluation, to read and engage with sources more closely, and to think about how they might use a source for a specific purpose. Structured annotated bibliographies that included BEAM were assessed, along with student, instructor, and librarian feedback. The BEAM method may be an effective method for teaching information evaluation when paired with other sequenced assignments that guide students through the research and writing process.
      PubDate: Mon, 21 Jun 2021 12:19:20 PDT
       
  • The Library Language Game: Information Literacy through the Lens of
           Wittgenstein's Language Games

    • Authors: Kathleen A. Langan
      Abstract: Labeling information is a precarious and risky enterprise. Catalogers have the task of fitting unique concepts within established and rigid language frameworks while also minimizing personal bias. The way information literacy librarians interact with labeled information also influences how users interact with information. Labeling moves beyond the role of categorizing, it also contributes to meaning making and knowledge building. Wittgenstein's Philosophical Investigations serves as a philosophical footing to illustrate how the labeling of things, in this case information, shapes the way we give things meaning. Critical librarianship and philosophy of information theory add to the discussion by considering how personal perspective, power, and bias to manipulate the game of naming information that takes place in the information literacy classroom. This paper is an invitation for librarians to reflect upon the relationship between labeling and how all users of information engage with labels and subsequently create meaning and knowledge.
      PubDate: Mon, 21 Jun 2021 12:19:09 PDT
       
  • The First-Year Library Instruction One-Shot: A Place for Caring

    • Authors: Leah Morin
      Abstract: An academic librarian providing one-shot instruction sessions to first-year students is uniquely positioned to enact a feminist ethic of care in the classroom. First-year university students are particularly in need of caring. The library instruction session is often their introduction to and first impression of the library and an opportunity to inspire a relationship with the librarian and library. The instruction session, then, should be seen as an open door to a future relationship between librarian and student. The librarian is not the professor and, therefore, has the freedom to focus a primary learning objective on caring.
      PubDate: Mon, 21 Jun 2021 12:18:57 PDT
       
  • “This Is Just What We Do”: PhD Students on Becoming Scholars
           in a Community of Practice

    • Authors: Linds Roberts
      Abstract: Increasingly librarians are interested in how the Community of Practice (CoP) framework can provide a more complete picture of how information literacy practices are influenced by situated and social learning. Doctoral students are socialized into the practices of the academy and gradually take on the identity and work of a scholar in their field. As an illustration of the CoP framework among doctoral students, the author shares data from a qualitative study with a small group of early-career education PhD students who are developing their information literacy skills within their disciplinary and social contexts, using the CoP as a source of support and reflection around their identity development as scholarly researchers and writers. Using critical reflection, the author considers the role of a librarian-researcher in an existing CoP of doctoral students and what role librarians can play in supporting students’ research and writing practices within the community.
      PubDate: Mon, 21 Jun 2021 12:18:42 PDT
       
  • The Many Faces of Instruction: An Exploration of Academic
           Librarians’ Teaching Personas

    • Authors: Elena S. Azadbakht
      Abstract: While several studies explore whether librarians think of themselves as teachers, how librarians construct their teacher identities has received less attention in the literature. This project used semi-structured interviews with eighteen academic librarians in the United States to gain a sense of their teaching personas and how these have developed and evolved over time. The participants valued authenticity but were also able to quickly adapt their personas to different contexts. Librarians wish to be seen as friendly experts and develop their values-based teaching personas slowly over the course of their careers. The results of this study can help shape professional development efforts aimed at librarians who teach, as well as provide guidance to library and information science students as they learn about information literacy instruction.
      PubDate: Mon, 21 Jun 2021 12:18:28 PDT
       
  • “We’re a Little Different:” Business Information Literacy
           Perspectives on the ACRL Framework

    • Authors: Amanda B. Click et al.
      Abstract: The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of the Framework include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find "Authority Is Constructed and Contextual," "Information Has Value," and "Searching as Strategic Exploration" to be the most useful frames for BIL instruction.
      PubDate: Mon, 21 Jun 2021 12:18:11 PDT
       
 
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