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Journal Cover Communications in Information Literacy
  [SJR: 0.871]   [H-I: 6]   [282 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1933-5954
   Published by Communications in Information Literacy Homepage  [1 journal]
  • Book Review: Emerging Strategies for Supporting Student Learning

    • Authors: Renae Newhouse
      Abstract: N/A
      PubDate: 2017-07-03
      Issue No: Vol. 11 (2017)
  • Book Review: Information Literacy: Research and Collaboration Across the

    • Authors: Carrie Forbes
      Abstract: n/a
      PubDate: 2017-07-03
      Issue No: Vol. 11 (2017)
  • Book Review: Teaching Information Literacy Reframed: 50+ Framework-based
           Exercises for Creating Information Literate-Learners

    • Authors: Tish Hayes
      Abstract: n/a
      PubDate: 2017-07-03
      Issue No: Vol. 11 (2017)
  • Guided Resource Inquiries: Integrating Archives into Course Learning and
           Information Literacy Objectives

    • Authors: Ellen E. Jarosz, Stephen Kutay
      Abstract: At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future.
      PubDate: 2017-06-30
      Issue No: Vol. 11 (2017)
  • Embracing Challenges in Times of Change: A Survey of the Readiness of
           Academic Librarians in New Jersey for Transition to the ACRL Framework

    • Authors: Leslin H. Charles
      Abstract: Many academic librarians in the state of New Jersey (NJ) have successfully integrated information literacy (IL) into the curriculum using the ACRL IL Competency Standards for Higher Education (Standards). These Standards formed the underpinnings of IL curriculum mapping and assessment plans, and have been adopted by administrators in higher education institutions across the state. The advent of the ACRL Framework for Information Literacy for Higher Education (Framework) prompted the author to survey IL coordinators to investigate how their institutions are embracing the opportunities presented by the challenge of looking at IL through this new lens. This paper presents a snapshot of NJ librarians’ readiness to adopt the Framework: challenges, opportunities, new approaches to IL integration, and gaining buy-in from relevant campus partners. This study is timely because the Standards were rescinded two months following the administration of the survey.
      PubDate: 2017-06-30
      Issue No: Vol. 11 (2017)
  • Creative Approaches to Information Literacy for Creative Arts Students

    • Authors: Leo Appleton, Gustavo Grandal Montero, Abigail Jones
      Abstract: This paper discusses the information literacy requirements of art and design students, and how traditional approaches to information literacy education are not always appropriate for these particular students. The paper argues that different, creative, and innovative approaches to information literacy training need to be developed with the specific learning styles of this group of students in mind and that using a radical information literacy approach, incorporating the specific nature of the art and design information landscape, enables this. Using the University of the Arts London (UAL) as a specific art and design higher education institution, the paper shares three separate case studies which demonstrate such approaches including the incorporation of drawing, object-based learning, and enquiry-based learning into information literacy.
      PubDate: 2017-06-29
      Issue No: Vol. 11 (2017)
  • Using the ACRL Framework to Develop a Student-Centered Model for
           Program-Level Assessment

    • Authors: Rachel Wilder Gammons, Lindsay Taylor Inge
      Abstract: Information literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. The article discusses the progression from a pilot assessment program using Twitter as a data collection model to the implementation of a robust and multi-layered assessment using both qualitative feedback from students and the evaluation of student artifacts. Each assessment includes detailed collection methods and customized rubrics for evaluation of student responses.While information literacy assessment has been covered extensively in the literature, few articles discuss the use of qualitative student responses on a large scale (4,000 participants per year). The article also discusses the re-structuring of an assessment program around the ACRL Framework for Information Literacy, which is incorporated throughout the project from the pilot up through the full implementation of the final program.
      PubDate: 2017-06-29
      Issue No: Vol. 11 (2017)
  • Asking Questions in the Classroom: An Exploration of Tools and Techniques
           Used in the Library Instruction Classroom

    • Authors: Sara Maurice Whitver, Leo S. Lo
      Abstract: This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers also noted the use of visual aids and storytelling as tools to engage students in conversation. The variety of tools and techniques observed in this study indicate that librarians exercise a great amount of autonomy in the classroom while working towards standardized learning outcomes.
      PubDate: 2017-06-29
      Issue No: Vol. 11 (2017)
  • Reorienting an Information Literacy Program Toward Social Justice: Mapping
           the Core Values of Librarianship to the ACRL Framework

    • Authors: Lua Gregory, Shana Higgins
      Abstract: Since the publication of the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education librarians have grappled with the purposes, impact, and meaning of this teaching document for their daily instructional practice, for curriculum development, and for institutional and programmatic assessment goals. A strength of the Framework is its emphasis on context, an emphasis aligned with the goals of critical pedagogy and one that acknowledges investment in specific community needs. This article reflects on an attempt to contextualize the Framework for an information literacy program concerned with social justice and student agency by connecting it with the American Library Association's (ALA) Core Values of Librarianship. Specifically, the authors mapped the Core Values of Librarianship, such as democracy, diversity, the public good, and social responsibility, to the ACRL Framework as a means to put into instructional practice our values as librarians.
      PubDate: 2017-06-22
      Issue No: Vol. 11 (2017)
  • Connecting Information Literacy and Social Justice: Why and How

    • Authors: Laura Saunders
      Abstract: Libraries have a long, though not uncomplicated, history with social justice and social advocacy. The new ACRL Framework for Information Literacy, which is more conceptual and flexible than the original Standards, offers an opportunity for librarians to approach teaching and learning from a social justice perspective. Indeed, the Framework integrates social justice and anti-oppression into some of its frames. This essay will examine the reasons for approaching information literacy from a social justice perspective and will analyze the opportunities and limitations of the new Framework with regard to social justice issues. It concludes with a proposal for a new frame, "information social justice," that could be added to the existing Framework.
      PubDate: 2017-06-22
      Issue No: Vol. 11 (2017)
  • A Kairos of the Critical: Teaching Critically in a Time of Compliance

    • Authors: Emily Drabinski
      Abstract: The promise of critical pedagogy lies in its capacity to change lives as librarians try new ways of thinking and teaching that challenge systems of power that privilege some and not others. In the last ten years, critical pedagogy has moved from the margins to the center, most clearly in its influence on the new Framework for Information Literacy in Higher Education. Frames like Information has Value and Authority is Constructed have long been tenets of critical voices in the field, voices that can now be heard emanating from the center of our professional lives. And yet, critical approaches to teaching and learning face acute challenges from a higher education environment that increasingly values teaching and learning by the numbers, tying everything from accreditation to book budgets to quantifiable outcomes. Surfacing these tensions can inform the actions librarians take in the classroom.
      PubDate: 2017-06-22
      Issue No: Vol. 11 (2017)
  • Teaching and Un-Teaching Source Evaluation: Questioning Authority in
           Information Literacy Instruction

    • Authors: Katelyn Angell, Eamon Tewell
      Abstract: This study details the design of instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The authors found a widespread reliance on traditional indicators of academic and scholarly authority, though some students expressed more personal or complex understandings of source evaluation, trustworthiness, and authorship. Based on the findings, recommendations are made for academic librarians interested in promoting learners’ senses of agency and authority.
      PubDate: 2017-06-22
      Issue No: Vol. 11 (2017)
  • In Bed with the Library: A Critical Exploration of Embedded Librarianship
           at the City University of New York

    • Authors: Nora Almeida, Julia Pollack
      Abstract: This project considers the efficacy and scalability of embedded librarianship initiatives within the City University of New York (CUNY) library system and presents findings of an original research study conducted in 2015. Through an analysis of recent LIS literature on embedment, response data from a survey of librarians, and a selection of library position descriptions, this article examines the implications of embedment practices for librarians and libraries. By shedding light on the extent and context of embedment, the platforms used in virtual embedment scenarios, and obstacles that librarians presently face, this study aims to pinpoint strategies for embedded librarianship initiatives and begin a productive dialogue about the future of library integration in classrooms and educational technology platforms.
      PubDate: 2017-06-22
      Issue No: Vol. 11 (2017)
  • Frame Works: Using Metaphor in Theory and Practice in Information Literacy

    • Authors: Wendy Holliday
      Abstract: The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of teaching librarians. This article explores the metaphoric entailments of the Framework as a way to deepen our understandings and practices of information literacy.
      PubDate: 2017-06-21
      Issue No: Vol. 11 (2017)
  • Revisiting Metacognition and Metaliteracy in the ACRL Framework

    • Authors: Diane M. Fulkerson, Susan Andriette Ariew, Trudi E. Jacobson
      Abstract: In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.
      PubDate: 2017-06-21
      Issue No: Vol. 11 (2017)
  • Finding Something to Say

    • Authors: Robert Schroeder
      Abstract: N/A
      PubDate: 2017-06-13
      Issue No: Vol. 11 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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Fax: +00 44 (0)131 4513327
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