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 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.

The business model canvas as a platform for business information literacy instruction

2015 ◽  
Vol 43 (3) ◽  
pp. 450-460 ◽  
Author(s):  
Terence William O'Neill
Keyword(s):  
Business Model ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Assessment Process ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Business Model Canvas ◽  
Business Information ◽  
Library Resources

Purpose – The purpose of this paper is to describe how the graphic organizer the Business Model Canvas can be used as a platform for business information literacy instruction. Design/methodology/approach – This paper is a case study of the application of the Business Model Canvas in business information literacy instruction in an academic setting. Findings – Entrepreneurship students can struggle to differentiate between the purposes of databases and to integrate research findings into the planning of their business. The Business Model Canvas (BMC) provides a common framework for entrepreneurship students to understand the different purposes of the many information sources available and imposes the iterative process of making and testing assumptions against research. Research limitations/implications – The findings discussed here are used in business and entrepreneurship classes, and thus far this process has been used with that group in mind. This case study also discusses relatively new processes; the teaching described has not yet been rigorously assessed. Practical implications – This process gives students practice integrating library resources into their work and understanding the use of specific resources. This model for instruction could be applied to business information literacy in entrepreneurship classes and courses in other disciplines which also incorporate project planning. Social implications – This process has the potential to improve the opportunity assessment process for student entrepreneurs and to enrich information-seeking practices for entrepreneurs. Originality/value – Little has been written about the use of graphic organizers to differentiate between information resources. This research helps address this gap, while also helping to further explore how entrepreneurship students can best use library resources while developing their business plans.

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.

Google classroom for librarians: features and opportunities

2015 ◽  
Vol 32 (9) ◽  
pp. 1-3 ◽  
Author(s):  
Amanda Izenstark ◽  
Katie L. Leahy
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Seamless Integration ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Hands On

Purpose – The purpose of this paper is to share possible opportunities for librarians, faculty and students with access to Google Classroom, and it includes a discussion of its application and functionality in information literacy sessions. Design/methodology/approach – This paper describes the functionality of Google Classroom with a review of its capabilities for providing information literacy instruction based on hands-on use in several classes and observation. Findings – Google Classroom streamlined delivery of materials with students in one-time and multi-meeting classes. Students appreciated its seamless integration with their university email accounts. Originality/value – Librarians teaching classes often need to share introductory information, exercises and supplemental materials with students. Google Classroom offers a simple platform for this purpose.

Conflicting authority

2020 ◽  
Vol 48 (1) ◽  
pp. 201-216 ◽  
Author(s):  
Katherine Lynch ◽  
Shaunna Hunter
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Large Body ◽  
Learning Theories ◽  
Fake News ◽  
Content Type ◽  
Source Evaluation ◽  
Social And Emotional ◽  
Information Literacy Instruction ◽  
Modern Learning

Purpose The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality. Design/methodology/approach The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news. Findings A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective information literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices. Practical implications This paper can be used as a resource for librarians seeking new strategies for information literacy instruction in the post-truth era. Originality/value Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.

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.

De-biasing on university campuses in the age of misinformation

2019 ◽  
Vol 48 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Sebastian Krutkowski ◽  
Sarah Taylor-Harman ◽  
Kat Gupta
Keyword(s):  
Staff Development ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Media Coverage ◽  
Minority Groups ◽  
Unconscious Bias ◽  
Content Type ◽  
University Campuses ◽  
Information Literacy Instruction ◽  
Diversity And Inclusion

Purpose The purpose of this study is to highlight that in today’s polarised information environment, freedom of speech should not be conflated with a freedom to spread demonstrable lies unchallenged. The authors argue for a review of information literacy instruction to focus on social justice and help participants understand the implications of the views they may hold on vulnerable minority groups. Design/methodology/approach In this paper, the authors review and reflect upon the delivery of staff development training on the facts and myths surrounding transgender issues. The authors also encourage other library and information professionals to expand their information literacy instruction into polarised issues that are marked by considerable amounts of misinformation. Findings Training participants reported that being more aware of transphobic media coverage will help them reduce bias and better support trans students and staff. It also enabled further opportunities for colleagues across teams and a variety of roles to incorporate the principles of equality, diversity and inclusion into their practice. The success of the sessions also contributed to wider institutional change. Originality/value Trans people are a vulnerable minority facing severe, persistent harassment and discrimination both in everyday life and potentially in educational settings. Offering staff effective tools to educate themselves about media transphobia is a step towards creating an environment where trans students and staff can flourish. The authors explore how the media coverage of trans issues allows misinformation to stick and spread. Through applying the concepts of critical thinking and information literacy to trans issues, the authors explain how unconscious bias towards the trans community can be challenged.

Situated information literacy: history instruction at a high school early college

2015 ◽  
Vol 43 (2) ◽  
pp. 292-308 ◽  
Author(s):  
Meghann Walk
Keyword(s):  
High School ◽  
High School Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Classroom Instruction ◽  
Early College ◽  
History Instruction ◽  
Content Type ◽  
Information Literacy Instruction ◽  
The Impact

Purpose – This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction. Design/methodology/approach – The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts. Findings – This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically. Research limitations/implications – This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition. Practical implications – The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction. Originality/value – This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.

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