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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 954  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1750-5968
Published by Loughborough University Library Homepage  [1 journal]

    • Authors: Alison Hicks
      Pages: 1 - 2
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2900
      Issue No: Vol. 15, No. 1 (2021)
  • Critical discourse analysis as a reflection tool for information literacy

    • Authors: Devina Dandar, Sajni Lacey
      Pages: 3 - 25
      Abstract: This article uses the theoretical perspectives of critical discourse analysis (Mayr, 2008; Fairclough, 1992) and critical pedagogy (Pagowsky & McElroy, 2016; Accardi, et al., 2010) to explore how language is a socially regulating structure used to represent and maintain power within the academic context. These perspectives are applied to two case studies of library terminology used in the authors’ library orientation sessions to examine how language reinforces Western academic ideologies and structures of power in the information literacy (IL) classroom. This analysis facilitates an exploration of how language used in these contexts can both alienate and empower students within the IL classroom. In addition, other aspects that are explored include power dynamics and student voice within the classroom, critical discourse analysis as a tool for IL instruction reflection, and how these are connected to critical pedagogy. The authors also provide questions regarding privilege and power in IL to support library professionals in fostering meaningful reflections and dialogue, challenging their status quo and exploring new approaches to using critical IL in teaching.
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2826
      Issue No: Vol. 15, No. 1 (2021)
  • Librarians’ development as teachers

    • Authors: Andrea Baer
      Pages: 26 - 53
      Abstract: This article reports on findings of an online survey of teacher librarians about their instructional work, approaches, and roles and how these aspects of their teaching have changed over time. Academic librarians who had at least one year of library teaching experience and who had been actively involved in library instruction within the past two years completed the online survey. Participants were asked a series of questions, the majority of which were open-ended, about the types of instruction-related activities in which they presently and previously engaged, if/how their views of their instructional work and their instructional roles had changed over time, what experiences had been particularly influential in their teaching, and if they identified as teachers. The responses were analyzed through manual textual coding, through which emerging themes and variations in participants’ responses were identified. These findings provide further insight into academic librarians’ ongoing teacher development and their experiences as teaching librarians. Fuller understandings of this development and experiences can inform professional development and communities of practice in which librarians foster a sense of agency, confidence, responsiveness, and purpose in their teaching, cultivate and sustain meaningful teaching practices, and prevent burnout.
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2846
      Issue No: Vol. 15, No. 1 (2021)
  • Copyright Dough

    • Authors: Hannah Pyman, Katrine Sundsbø
      Pages: 54 - 67
      Abstract: This project report describes a playful approach to teaching copyright through a newly developed game entitled Copyright Dough. As copyright literacy has become increasingly important in scholarly communication, this paper explores how a more engaging teaching method is essential for getting researchers, students, academics, and library staff to feel comfortable and confident in discussing copyright, a topic that is often met with anxiety. Drawing upon the existing literature on play, games, and active learning, this paper highlights how incorporating these concepts together can lead to a welcoming and safe space, bringing open and honest discussion. In achieving these goals, it is shown that not only is engagement with copyright increased, but learning objectives are also achieved in a meaningful and memorable way.
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2832
      Issue No: Vol. 15, No. 1 (2021)
  • A flipped classroom approach to teaching search techniques for systematic
           reviews to encourage active learning.

    • Authors: Karen Poole
      Pages: 68 - 83
      Abstract: This project report describes the rationale for moving a one-shot library teaching session on advanced searching for systematic reviews to a flipped classroom approach (e-learning ahead of face-to-face teaching) and the process this took. It examines the e-learning and active learning elements designed to support learners engage with challenging threshold concepts including subject headings. Learner feedback during, immediately at the end of each session, and in response to a follow-up impact survey is considered. Overall, learner feedback on the flipped classroom was very positive and teachers reported improved learner outcomes (formative in-class informal assessment). Areas identified for development are presented. The report extends the body of research on the use of the flipped classroom in information literacy and provides evidence that active learning techniques can be successful in increasing learner engagement and achievement even in a one-shot setting.
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2847
      Issue No: Vol. 15, No. 1 (2021)
  • Teaching a one-credit course on data literacy and data visualisation

    • Authors: Tatiana Usova, Robert Laws
      Pages: 84 - 95
      Abstract: Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice. The article calls for a re-envisaging of the library’s role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors’ experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice. 
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2840
      Issue No: Vol. 15, No. 1 (2021)
  • Evaluating confidence in information literacy

    • Authors: David Bedford
      Pages: 96 - 104
      Abstract: This paper reports an approach to addressing library anxiety by evaluating user confidence in information literacy using a red/amber/green “traffic light” tool. It discusses the development of the tool which takes elements of a more complex toolkit and adapts them for library use. It then outlines the learning from use of the tool, discusses potential pitfalls with its use and considers the benefits of adopting this innovation.
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2833
      Issue No: Vol. 15, No. 1 (2021)
  • Information-Wise

    • Authors: Jaro Pichel, Barend Last, Julie de Ronde, Alicja Garbaciak, Henrietta Hazen, Stefan Jongen
      Pages: 105 - 121
      Abstract: At Maastricht University (UM), the importance of information literacy (IL) is widely recognised – students require structured support in dealing independently with (academic) information, and encouragement to develop creative and critical approaches when faced with complex questions and sources. IL is especially significant in a problem-based learning (PBL) environment such as that offered by UM, which advocates a constructive, contextual, collaborative, and self-directed approach toward learning and knowledge creation. The project Information-Wise launched in February 2019 and resulted in an evidence-informed IL programme for bachelor students. The ADDIE model (analysis, design, development, implementation, evaluation) was adopted to organise the development process of the programme. The analysis phase was conducted by gathering qualitative and quantitative evidence. Two literature reviews and a university-wide survey with responses from over 600 bachelor students and about 100 staff teachers resulted in recommendations for an IL programme at UM. The design phase consisted of the development of an IL framework that embraces the PBL vision of UM. The framework consists of four dimensions: 1) Resource Discovery, 2) Critical Assessment, 3) Organising Information, 4) Creation & Communication. In order to translate the conceptual research outcomes and framework dimensions into educational practices, the project team created a developmental rubric with intended learning outcomes (ILOs). In the development phase, a five-step piloting approach was used to design teaching activities and assessments that support students in achieving these rubric ILOs. The constructive alignment approach helped to align these activities with the content of the subject courses in which these pilots took place. Part of the IL programme is an online curriculum consisting of generic and discipline-specific online modules. For the implementation phase, this report presents Do’s, Don’ts, and Don’t knows, which outline the future integration of the IL programme into faculty curricula. The evaluation phase still has to be done.
      PubDate: 2021-01-11
      DOI: 10.11645/15.1.2845
      Issue No: Vol. 15, No. 1 (2021)
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