Student, Librarian, and Instructor Perceptions of Information Literacy Instruction and Skills in a First Year Experience Program: A Case Study

2015 ◽  
Vol 41 (4) ◽  
pp. 449-456 ◽  
Author(s):  
Sung Un Kim ◽  
David Shumaker
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
First Year Experience ◽  
First Year ◽  
Information Literacy Instruction ◽  
Instructor Perceptions

scholarly journals Instructional Characteristics of Information Literacy Programs in the First College Year

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Jennifer R. Keup ◽  
Ryan D. Padgett ◽  
Cindy A. Kilgo ◽  
Anne-Marie Deitering
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Information Technologies ◽  
National Sample ◽  
First Year ◽  
Instructional Tools ◽  
Institutional Practices ◽  
First Year Students ◽  
Information Literacy Instruction ◽  
Instructional Characteristics

Drawing from a national sample of 465 institutions, this descriptive study explores the instructional and pedagogical characteristics of course-based information literacy (IL) education in the first year of college. These national data indicate that information literacy instruction is an institutional priority for first-year students but that delivery methods, pedagogy, and evaluation of student learning outcomes rely upon more traditional approaches such as IL instruction in English courses and first-year seminars; librarians as the primary content developers and instructors; classroom activities, lectures, research papers, and presentations as common instructional tools; and an underutilization of information technologies. While analyses of institutional practices suggest emerging areas of information literacy instruction, these strategies have yet to gain prominence on campuses across the country.

scholarly journals Embedded Information Literacy Instruction in the Mobile Environment: A Case Study

2019 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Jinchi Guo ◽  
Han Zhu
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Mobile Internet ◽  
Mobile Environment ◽  
Teaching Resources ◽  
Embedded Instruction ◽  
Information Literacy Instruction ◽  
Exploratory Stage ◽  
Internet Platform

Information literacy instruction in various countries has expanded in a variety of ways. At universities, it has mainly taken the form of  credit-based courses, lectures, and embedded instruction. While European and American universities carry out more embedded instruction, universities in China focus more on credit-based courses and lectures, leaving embedded instruction in an exploratory stage. This paper is a preliminary study of a research project that aims to investigate the department-based, embedded information literacy instruction among the libraries of 42 "Double-First Class" universities in China. Using East China Normal University Library as an example, this paper discusses the teaching mode, teaching philosophy, teaching design, teaching methods and contents in order to explore how embedded information literacy instruction can make use of the mobile Internet platform. The specific areas to be examined include teaching resources, enhancing classroom interactions, and after-class feed-pushing as part of teaching support. Finally, some recommendations are put forward for the extension and expansion of embedded information literacy instruction.

scholarly journals Using The Filter Bubble to Create a Teachable Moment: A Case Study Utilizing Online Personalization to Engage Students in Information Literacy Instruction

2013 ◽  
Vol 1 (1) ◽  
pp. 24-34 ◽  
Author(s):  
Allyson Valentine ◽  
Laura Wukovitz
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teachable Moment ◽  
Personal Interest ◽  
Information Literacy Instruction ◽  
Level Information ◽  
Filter Bubble

Engaging students in information literacy instruction is often a challenge. The authors discuss ways they adapted information literacy instruction at York College of Pennsylvania based on concepts discussed in Eli Pariser’s book, The Filter Bubble. By approaching the students with a course theme that was interesting, timely, and personally relevant, the authors were able to break through student’s own filters to explore higher level information literacy concepts and critical thinking. Students took a personal interest in the topic, which translated into greater student engagement and increased participation. It also fostered deeper reading and reflection about how information is communicated and used by a variety of audiences.

On their own terms

2019 ◽  
Vol 47 (2) ◽  
pp. 169-192
Author(s):  
Elizabeth Kocevar-Weidinger ◽  
Emily Cox ◽  
Mark Lenker ◽  
Tatiana Pashkova-Balkenhol ◽  
Virginia Kinman
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Research ◽  
First Year ◽  
Literacy Curriculum ◽  
Research Skills ◽  
First Year Students ◽  
Content Type ◽  
Information Literacy Instruction

Purpose The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education. Design/methodology/approach The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college. Findings The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction. Practical implications Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths. Originality/value This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.

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