scholarly journals Information Literacy Instruction in Thai Higher Education

2013 ◽  
Vol 73 ◽  
pp. 145-150 ◽  
Author(s):  
Kulthida Tuamsuk
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Literacy Instruction

Information Literacy

2011 ◽  
pp. 1091-1092
Author(s):  
Elaine Magusin
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Information Literacy Instruction ◽  
Information Literacy Skills ◽  
The Creation

Information literacy is essential in the creation of lifelong learners. As educators struggle continually to ensure that students are able to successfully navigate the plethora of information available, and be able to think critically about this information, it is logical to consider information literacy skills instruction as a method of helping meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and what benefits it offers to students, educators, and higher education institutions as a whole.

Teaching the information literacy Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 461-475
Author(s):  
Irene Korber ◽  
Jodi Shepherd
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Strategy ◽  
Teaching Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Learner Centered

Purpose The purpose of this paper is to outline the concept and creation of choose-your-own-adventure flip-books for use in teaching information literacy in higher education. Design/methodology/approach This is a conceptual paper that examines how to use choose-your-own-adventure style flip-books to teach knowledge practices from the Framework for Information Literacy for Higher Education. Using constructivist theory and active learning methods, the authors discuss how flip-books offer a hands-on learning strategy to build on students’ knowledge and experiences while promoting learner-centered interactions. Findings As academic libraries evolve from teaching bibliographic instruction via lecture to information literacy through student-centered learning, activities such as the one discussed in this paper provide a way for librarians to better engage with students. Creating curriculum based on educational theory and learner-centered approaches is necessary for librarians to use to optimize classroom time. Practical implications This paper provides a practical and pragmatic evaluation of how to incorporate narrative flip-books into information literacy instruction, providing an additional instructional tool for information literacy practitioners. Originality/value The choose-your-own-adventure story narrative has been used as a learning tool through all levels of education, including in university settings, but there is a lack of research on their use in information literacy instruction. This paper provides insight on how this teaching method and teaching tool can be used by librarians in the information literacy classroom.

Information Literacy and Critical Thinking in Higher Education

2021 ◽  
pp. 111-124
Author(s):  
Ann Marie Joanne White
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Programs ◽  
Information Literacy Instruction ◽  
Knowledge Based ◽  
Pedagogical Approaches

This chapter acknowledges the widespread recognition of the importance of instruction in the area of information literacy and shows how information literacy and critical thinking, another vital skill demanded in more and more fields of endeavor, can be integrated as institutions seek to prepare their students to be able to function effectively in today's knowledge-based environment. Some attention is given to Information Literacy frameworks which aim to guide the development of information literacy and enhance delivery and assessment in this field. It recognizes the importance of information specialists and faculty in higher education institutions to be able to work together to establish and develop Information Literacy programs that will equip students with the relevant skills to be considered information literate. It also touches briefly on pedagogical approaches that may be taken in the delivery of Information Literacy instruction and emphasizes the importance of assessment as a means of enhancing the ultimate value of the process to students who participate.

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.

scholarly journals Partnering with Your Librarian: Leveraging the Framework for Information Literacy for Higher Education Across Disciplines

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Kathy Butler ◽  
Janna Mattson ◽  
Mary Oberlies
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching Practice ◽  
Academic Disciplines ◽  
Specific Information ◽  
Research Libraries ◽  
Information Literacy Instruction ◽  
Core Concepts ◽  
Dramatic Shift

The Association of College and Research Libraries recently adopted the Framework for Information Literacy in Higher Education, consisting of six core concepts: (1) authority is constructed and contextual, (2) information creation as a process, (3) information has value, (4) research as inquiry, (5) scholarship as conversation, and (6) searching as strategic exploration. A dramatic shift away from the competencies previously used to define information literacy, these core concepts encourage librarians to provide learner-centered, discipline-specific information literacy instruction that asks the learner to examine all information critically.This poster provides an examination of what these core concepts mean in different academic disciplines and how this is reflected in teaching practice. Specific examples of active learning and partnerships between discipline faculty and librarians at Mason will be showcased, focusing on the methods for information literacy instruction and assessment include traditional face to face teaching, extended learning, and eLearning.

scholarly journals The Warp and Weft of Information Literacy: Changing Contexts, Enduring Challenges

2017 ◽  
Vol 11 (1) ◽  
pp. 68 ◽  
Author(s):  
Barbara Fister
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
Information Literacy Instruction ◽  
Local Practices ◽  
Look Back

In this personal exploration of information literacy instruction at one institution, I look back at three decades of my involvement with pedagogy and how our local practices have reflected national conversations about the field. Anxiety about the identity and purpose of academic libraries in higher education has shaped the ways we have conceptualized and argued for the value of IL, yet in spite of spirited efforts to reformulate our purpose, many of the challenges we face have consistently resisted solutions.

Information Literacy and Critical Thinking in Higher Education

2019 ◽  
pp. 367-381 ◽  
Author(s):  
Ann Marie Joanne White
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Programs ◽  
Information Literacy Instruction ◽  
Knowledge Based ◽  
Pedagogical Approaches

This chapter acknowledges the widespread recognition of the importance of instruction in the area of information literacy and shows how information literacy and critical thinking, another vital skill demanded in more and more fields of endeavor, can be integrated as institutions seek to prepare their students to be able to function effectively in today's knowledge-based environment. Some attention is given to Information Literacy frameworks which aim to guide the development of information literacy and enhance delivery and assessment in this field. It recognizes the importance of information specialists and faculty in higher education institutions to be able to work together to establish and develop Information Literacy programs that will equip students with the relevant skills to be considered information literate. It also touches briefly on pedagogical approaches that may be taken in the delivery of Information Literacy instruction and emphasizes the importance of assessment as a means of enhancing the ultimate value of the process to students who participate.

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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