scholarly journals Information Literacy Instruction during COVID-19

2021 ◽  
Vol 16 (1) ◽  
pp. 1-11
Author(s):  
Nicole Eva
Keyword(s):  
Information Literacy ◽  
Online Instruction ◽  
Literacy Instruction ◽  
Academic Librarians ◽  
Post Secondary ◽  
Information Literacy Instruction

The quick shift to online instruction taken by most post-secondary institutions in spring 2020 continued into fall 2020 and, in most cases, spring 2021. A survey was conducted to discover how this online shift might have affected the number of instruction requests academic librarians received compared to a typical year. Results were somewhat mixed, but overall, information literacy instruction requests seem to have decreased as a result of the pandemic.

scholarly journals Engelond: A Model for Faculty-Librarian Collaboration in the Information Age

2017 ◽  
Vol 19 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Scottt Walter
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Library ◽  
Instructional Program ◽  
Academic Librarians ◽  
Pilot Program ◽  
Medieval Studies ◽  
Academic Curriculum ◽  
Information Literacy Instruction ◽  
Further Development

The question of how best to incorporate information literacy instruction into the academic curriculum has long been a leading concern of academic librarians. In recent years, this issue has grown beyond the boundaries of professional ibrarianship and has become a general concern regularly addresssed by classroom faculty, educational administrators, and even regional accrediting organizations and state legislatures. This essay reports on the success of a pilot program in course-integrationi nformation literacy instruction in the field of medieval studies. The author's experience with the "Engelond" project provides a model for the ways in which information literacy instruction can be effectively integrated into the academic curriculum, and for the ways in which a successful pilot program can both lead the way for further development of the general instructional program in an academic library, and serve as a springboard for future collaborative projects between classroom faculty and academic librarians.

scholarly journals Academic Librarians’ Educational Factors and Perceptions of Teaching Transformation: An Exploratory Examination

2019 ◽  
Vol 14 (3) ◽  
pp. 52-76 ◽  
Author(s):  
Amanda Nichols Hess
Keyword(s):  
Professional Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Electronic Mail ◽  
Perspective Transformation ◽  
Academic Librarians ◽  
Information Literacy Instruction ◽  
Educational Backgrounds ◽  
Significant Relationships ◽  
Starting Point

Abstract Objective – As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians’ attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods – The author electronically distributed a modified version of King’s (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants’ demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results – Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion – This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians’ needs based on their educational levels (e.g., additional Master’s degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.

scholarly journals Academic Librarians in Data Information Literacy Instruction: A Case Study in Meteorology

2016 ◽  
Vol 77 (4) ◽  
pp. 536-552 ◽  
Author(s):  
Emily P. Frank ◽  
Nils Pharo
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Target Population ◽  
Literacy Skills ◽  
Academic Librarians ◽  
Information Literacy Instruction ◽  
Modified Delphi ◽  
Information Literacy Skills ◽  
The University

E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy—the skills needed to understand, use, manage, share, work with, and produce data—reflects the confluence of data skills with information literacy competencies. This research assessed perceptions of data information literacy and attitudes on its instruction for graduate students in meteorology. As academic librarians have traditionally provided information literacy instruction, the research determined if they were perceived as having a role in data information literacy instruction. The modified Delphi method was applied to obtain the perspectives of a panel of experts, representing students, librarians, professors, and researchers, for the purpose of forecasting and consensus-making. Through the consideration of the University of Oslo’s Department of Geosciences’ Meteorology Section, the research found that data information literacy skills were relevant to the work of meteorology students. Stakeholders perceived that academic librarians could play a future role in general instruction but that they would have to overcome obstacles to be involved in data information literacy instruction. For librarians to enter this domain, they would need to improve their technical skills, enhance their discipline-specific knowledge, or rely on collaborations. The significance of these findings was limited by the modest target population under examination; as a consequence, the results were strongly linked to the specific setting. Further studies would be necessary to determine their generalizability.

scholarly journals The methodology used to deliver information literacy instruction by a select group of academic librarians: a case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Simone Julie-Ann Harrison ◽  
Mark-Jeffery O'niel Deans
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Poor Performance ◽  
Academic Librarians ◽  
Content Type ◽  
Impact Performance ◽  
Information Literacy Instruction ◽  
Select Group ◽  
The Caribbean

PurposeThe purpose of the study is to highlight the need for academic librarians to incorporate effective methodologies in their delivery of information literacy instruction.Design/methodology/approachThe researchers conducted a qualitative research using a case study approach. A nonprobability or purposive sampling method was employed in this research to select five participants. Semistructured interviews and observation were used to garner data from the sample.FindingsThe findings of the study revealed that the support required by distance education and face-to-face students is typically the same. An examination of the findings pointed to the fact that some students may be demotivated in information literacy instruction sessions because of an overload of information, which leads to frustration and poor performance.Practical implicationsThe findings of the study highlight the need for Caribbean academic librarians to incorporate effective methodologies in their delivery of information literacy instruction and provide an analytical view of how these methodologies may impact performance, understanding and the overall work produced by both students and faculty.Originality/valueResearch on the topic specific to the Caribbean is limited; therefore, research of this nature provides useful strategies that academic librarians may use in developing stellar information literacy programs in the Caribbean to help both students and faculty members achieve excellence.

scholarly journals Information Literacy and Instruction: For Your Information: Using Information Literacy in Public Libraries

2017 ◽  
Vol 57 (1) ◽  
pp. 12 ◽  
Author(s):  
Sonnet Ireland
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public Libraries ◽  
Academic Librarians ◽  
Intended Audience ◽  
Information Literacy Instruction ◽  
Hands On ◽  
The Impact ◽  
Public Librarian

ACRL’s Framework for Information Literacy for Higher Education has made waves among academic librarians since it was filed by the ACRL Board in 2015. Although the ACRL Framework’s primary intended audience is academic librarians, librarians in all types of libraries engage in information literacy instruction with their patrons. Sonnet Ireland shares her perspective as a public librarian on the impact that the ACRL Framework has had on her view of information literacy and how it has impacted her hands-on work with patrons.—Sarah LeMire, Editor

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