What the framework means to me: Attitudes of academic librarians toward the ACRL framework for information literacy for higher education

2018 ◽  
Vol 40 (3-4) ◽  
pp. 262-268 ◽  
Author(s):  
Melissa Gross ◽  
Don Latham ◽  
Heidi Julien
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Academic Librarians

scholarly journals Pustakawan akademik sebagai mitra riset di perguruan tinggi

Al Maktabah ◽  
2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Ulpah Andayani
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Research Program ◽  
Education Program ◽  
Academic Librarians ◽  
Sources Of Information ◽  
Research Activities ◽  
Information Research ◽  
Conducting Research

This paper deals with the role of academic librarians in higher education program. The focus ofthe study is to explain the roles of academic librarians as research partner in the higher educationprograms. Based on the analysis of the literatures, it was found that academic librarians have astrategic role in successing the research program. There are three main roles of academic librariansin the research activities, that are providing information research services, conducting research skillstraining, and assisting academic members in publishing and disseminating the research findings.Furthermore, the Librarians serve and assist the researchers individually in performing the researchactivities, as well as arrange and implement programs in groups or classes program in teachingresearch skills through information literacy program. Through the teaching of information literacy,the academicians are provided the ability to identify the sources of information, the ability to searchinformation, and the ability to manage the citations.

scholarly journals A constellation to guide us

2016 ◽  
Vol 44 (4) ◽  
pp. 544-551 ◽  
Author(s):  
Christine Bombaro ◽  
Pamela Harris ◽  
Kerri Odess-Harnish
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Methodology ◽  
Literacy Program ◽  
Academic Librarians ◽  
University Of Illinois ◽  
Content Type ◽  
Practical Advice ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education. Design/methodology/approach This is an interview. Findings Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy. Research limitations/implications Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed. Practical implications Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program. Originality/value Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.

Survey of information literacy instructional practices in academic libraries

2019 ◽  
Vol 52 (4) ◽  
pp. 964-971 ◽  
Author(s):  
Noa Aharony ◽  
Heidi Julien ◽  
Noa Nadel-Kritz
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Online Survey ◽  
The United States ◽  
Shared Responsibility ◽  
Academic Librarians ◽  
Multiple Challenges

This paper reports a study of information literacy instructional practices in Israeli academic libraries, conducted to understand the methods and approaches used by academic librarians in their instructional work, and to explore whether their practices have been influenced by the ACRL Framework for Information Literacy for Higher Education. The study used an online survey to gather data, an instrument based on one used successfully in similar surveys in Canada and the United States. The survey was completed by Israeli academic librarians with instructional responsibilities. Findings show that respondents believe that information literacy instruction is a shared responsibility, and that one-on-one instruction is the most-used approach. Results reveal multiple challenges faced by respondents, as well as opportunities for improvement in their instruction.

Refining information literacy practice:: Examining the foundations of information literacy theory

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 124-132
Author(s):  
Michael Flierl ◽  
Clarence Maybee
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Academic Librarians ◽  
Active Engagement ◽  
Literacy Practice ◽  
Academic Librarian ◽  
Literacy Theory ◽  
Do So

There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Learning. We find that these information literacy theories may be biased towards a 20th-century European worldview. This finding supports the idea that “good” IL educational practice in higher education requires active engagement with information literacy theory to justify what one does as an educator and to demonstrate why information literacy can be integral to learning in higher education.

scholarly journals An investigation into the attitudes of academic librarians towards Internet plagiarism of HE students.

2011 ◽  
Vol 35 (110) ◽  
pp. 29-42
Author(s):  
Rebecca Bartlett ◽  
Biddy Casselden
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Delphi Study ◽  
Academic Librarians ◽  
The Internet ◽  
Education Students ◽  
The University

This paper aims to report an investigation into the attitudes of academic librarians towards Internet plagiarism by higher education students, particularly, how they define Internet plagiarism, their perceived role in combating this phenomenon, and the skills and techniques they have or will adopt to achieve this. A Delphi study was undertaken using a sample of 10 respondents. The responses demonstrated that plagiarism is a multifaceted term and not easily definable, however respondents were unanimous in their opinion that the Internet has made it easier to plagiarise. The potential for active collaboration between librarians and academics to jointly address Internet plagiarism was seen as vital by all respondents, although opinion was divided on the role of librarians and academics. A blended approach is recommended, which involves involving policing and prevention; in addition to ensuring that students are achieving information literacy well before they reach the gates of the University.

scholarly journals Student Success and the Neoliberal Academic Library

2016 ◽  
Vol 1 ◽  
pp. 10-23 ◽  
Author(s):  
Ian Beilin
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Information Literacy ◽  
Academic Library ◽  
Career Goals ◽  
Intellectual Freedom ◽  
Academic Librarians ◽  
Definition Of ◽  
The University ◽  
Support Students

Academic librarians are committed to promoting student success, and information literacy instruction plays a key role in this mission. But the definition of student success is narrowing as the university aligns itself more with neoliberal mandates. Librarians committed to social justice and to basic library values of openness, privacy, and intellectual freedom must increasingly resist this recasting of student success. How can a critical library praxis encourage and support students’ academic and career goals but still remain faithful to the struggle against the system of inequality and oppression that enables success? This article shows how closely linked the idea of success is today to neoliberal imperatives in higher education. It briefly traces the evolution of neoliberalism in higher education and describes and critiques the hallmarks of the neoliberal academic library. It suggests that within the current constraints imposed on them, students can both learn important skills and knowledge to advance themselves and also become better equipped to use those skills and knowledge to challenge and undermine that system and build a better world. Librarians can and must be facilitators of both kinds of success.

scholarly journals Against the Wind: Challenges and Barriers to Canadian Academic Librarians’ Instructional Practices

2018 ◽  
Author(s):  
Sarah Polkinghorne ◽  
Heidi Julien
Keyword(s):  
Higher Education ◽  
Instructional Practices ◽  
Information Literacy ◽  
Academic Librarians ◽  
Barriers And Challenges ◽  
Over Time

Helping students learn how to navigate information—and misinformation—is asimportant as ever. The Canadian information literacy (IL) landscape continues to evolvealong with rhetorical, theoretical, and contextual developments, such as the newFramework for Information Literacy for Higher Education and the critical librarypedagogy movement. However, relatively little is known about actual changes tolibrarians’ IL practices over time, and what causes or prevents librarians to change theirpractices. This paper shares results from a twenty-year study of IL practices in Canadianacademic libraries, with a focus on the barriers and challenges to this work.

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

scholarly journals Book Review: IMPACT Learning: Librarians at the Forefront of Change in Higher Education

2019 ◽  
Vol 58 (3) ◽  
pp. 189
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
College Students ◽  
Information Literacy ◽  
Academic Librarians ◽  
New Approach ◽  
Change In Higher Education

Since the Framework for Information Literacy for Higher Education was released and adopted by the ACRL, academic librarians have been challenged to rethink how they teach information literacy to college students. This rethinking has led to a new approach in information literacy called “informed learning,” which teaches students how to use information within a context. In IMPACT Learning, Professor Clarence Maybee details an example of informed learning, namely the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program.

scholarly journals Creating information literacy partnerships in Higher Education

2012 ◽  
Vol 35 (111) ◽  
pp. 59-72 ◽  
Author(s):  
Clare Joanne McCluskey
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Information Literacy ◽  
Academic Support ◽  
Subject Area ◽  
Academic Librarians ◽  
Structured Interviews ◽  
Staff Members ◽  
Positive Effects ◽  
Initial Interviews

This piece of research focuses upon the area of information literacy and its effective embedding within the curriculum in Higher Education. In particular, it investigates the promotion of partnerships between academic librarians and faculty staff members, with a view to improving information literacy. Using the work of Wenger (1998) in relation to communities of practice as a theoretical influence, and an action research methodology, the views of academics within one subject area at York St John University have been canvassed via semi-structured interviews, followed up with questionnaires after interventions from the Academic Support Librarian. The initial interviews showed that the view of the librarian was varied across the participants, but that, in the main, it was viewed as a support post (rather than reactive or a partner). The questionnaires suggested that the group approach was more effective in promoting partnership, but that both group and one-to-one interventions had some positive effects in this.

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