scholarly journals Information Literacy: Making Asynchronous Learning More Effective With Best Practices That Include Humor

2022 ◽  
Vol 48 (1) ◽  
pp. 102482
Author(s):  
Debby R. Wegener
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Asynchronous Learning

scholarly journals The amazing library race

2020 ◽  
Vol 14 (1) ◽  
pp. 66
Author(s):  
Joseph Marmol Yap ◽  
Janice Penaflor
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
The Philippines ◽  
Young Generation ◽  
Interactive Approach ◽  
Millennial Students ◽  
Reliable Source ◽  
Library Resources ◽  
Collaborative Learning Environment

In this time of disinformation and misinformation, libraries remain a reliable source of truthful and factual information. As they fervently support the agenda of lifelong learning, libraries recognise that there are various influences that redefine the process of student learning. Admittedly, librarians need to be more creative in motivating post-millennial students to help them fully develop their Media and Information Literacy (MIL) skills.   This paper explores how games are adopted and utilised by academic libraries as an interactive approach to entice students to learn essential MIL competencies. It shows how games can be a viable tool not only to deliver information literacy (IL) instruction in a collaborative learning environment but to also effectively engage and attract students to use the library resources and services. While the use of games is not novel, the way it is delivered and re-purposed to meet MIL competencies is vital for today’s young generation of learners. This report demonstrates how two academic libraries in the Philippines and Kazakhstan were able to embed MIL skills through a library race challenge. Furthermore, this paper discusses the practical steps undertaken in the preparation of the game as well as the observations made during and after the activity was conducted. From this, other libraries may gain insights and best practices on how to leverage this method to further champion MIL in their own communities.

‘Fake News' in the Context of Information Literacy

2020 ◽  
pp. 89-115
Author(s):  
Nicole S. Delellis ◽  
Victoria L. Rubin
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Qualitative Analysis ◽  
Digital Media ◽  
Information Literacy ◽  
Department Chairs ◽  
Fake News ◽  
Media Regulation ◽  
Automation Technology ◽  
Study Participants

This chapter describes a study that interviewed 18 participants (8 professors, 6 librarians, and 4 department chairs) about their perceptions of ‘fake news' in the context of their educational roles in information literacy (IL) within a large Canadian university. Qualitative analysis of the interviews reveals a substantial overlap in these educators' perceptions of skills associated with IL and ‘fake news' detection. Librarians' IL role seems to be undervalued. Better communication among integral IL educator groups is recommended. Most study participants emphasized the need for incorporating segments dedicated to detecting ‘fake news' in IL curricula. Pro-active IL campaigns to prevent, detect, and deter the spread of various ‘fakes' in digital media and specialized mis-/disinformation awareness courses are among best practices that support critical thinking and information evaluation within the societal context. Two other interventions, complementary to IL as per Rubin's Disinformation and Misinformation Triangle, are suggested – detection automation technology and media regulation.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Chat reference: evaluating customer service and IL instruction

2019 ◽  
Vol 47 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Julie Hunter ◽  
Samantha Kannegiser ◽  
Jessica Kiebler ◽  
Dina Meky
Keyword(s):  
Best Practices ◽  
Customer Service ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Community ◽  
Literacy Skills ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Chat Reference ◽  
Industry Standards

Purpose Reflecting on the new ACRL Framework, a deficiency was observed in literature on the assessment of information literacy instruction in chat reference. An evaluation of recent chat transactions was undertaken and the purpose of the study was twofold. The purpose of this study is to discover if and how librarians were teaching information literacy skills in chat reference transactions and identify best practices to develop training and resources. Design/methodology/approach To start, a literature review was performed to identify current industry standards. A rubric, influenced by the ACRL Framework, was developed to evaluate chat transactions from one semester. Results from the assessment were compiled and interpreted to determine current practices. Findings This study identified the necessity of balancing customer service and instruction to manage student expectations and encourage successful chats. Best practices and strategies that librarians can use to provide a well-rounded service were culled for the development of training and resources. Originality/value Reference assumes a large portion of the services that academic librarians provide to students. As technology advances, librarians are relying on virtual platforms, including chat reference, as convenient and useful tools to provide reference services to the academic community. While face-to-face reference encourages information literacy instruction, it is challenging to perform the same instruction in a virtual setting where expectations are based on retail models. With the growing use of virtual services, evaluating the success of chat reference based on industry standards is imperative.

Information Literacy in the Digital Age

2010 ◽  
pp. 126-133 ◽  
Author(s):  
Terry T. Kidd ◽  
Jared Keengwe
Keyword(s):  
Academic Achievement ◽  
Adult Learners ◽  
Best Practices ◽  
Information Literacy ◽  
Current Literature ◽  
Historical Perspective ◽  
Action Plan ◽  
Digital Age ◽  
Critical Discussion ◽  
Current Debate

The current debate within the realm of information sciences focuses on a new threat to society – the threat of an information and technologically illiterate population. This chapter focuses on a critical discussion of information literacy and the fallout of academic achievement amongst adult learners. The chapter takes into consideration the current research on information literacy, a historical perspective on information literacy, current best practices in supporting information literacy in the digital age, and as well as an active action plan on combating this new threat. Central to this discussion, the author evaluates the current literature on information literacy and best practices highlighting research from years 1998-2005.

Strategies to Maximize Asynchronous Learning

2022 ◽  
pp. 499-521
Author(s):  
Remberto Jimenez ◽  
Veronica O'Neill
Keyword(s):  
Best Practices ◽  
Learning Environments ◽  
Learning Strategies ◽  
Asynchronous Learning ◽  
Future Research ◽  
Asynchronous Learning Environments ◽  
Synchronous Learning ◽  
Constructivist Learning Environments ◽  
Active Learning Strategies ◽  
Synchronous Learning Environments

This chapter provides suggestions on how educators and learners can thrive in asynchronous learning environments. A review of what constitutes an asynchronous environment and how it contrasts to synchronous learning environments is discussed. Constructivist, social constructivist, constructivist learning environments, and active learning strategies are reviewed in the context of asynchronous learning. In addition, key tools, applications, and strategies that can be used to support successful asynchronous learning environments are reviewed. This includes the inherent tools within a learning management system, video, and collaboration tools. Finally, educator best practices and recommended areas of future research are discussed. Within the best practices section, strategies to create a more effective and empathic learning environment are discussed.

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