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.

Free Web-based tools for information literacy instruction

2014 ◽  
Vol 31 (10) ◽  
pp. 1-5 ◽  
Author(s):  
Christine Forbes
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Public Libraries ◽  
Library Instruction ◽  
Web Based ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Academic Medical ◽  
Actual Use

Purpose – The purpose of this article is to examine several free Web-based tools for library instruction, including links to actual use by libraries. Design/methodology/approach – Free Web-based technologies were explored to determine use in library instruction. Findings – Free Web-based technologies are used for instruction by academic, medical and public libraries. Originality/value – This paper examines some newer Web-based technologies that are used in library instruction.

Information literacy and consciousness

2020 ◽  
Vol 76 (6) ◽  
pp. 1377-1391
Author(s):  
John M. Budd
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Essential Element ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Knowledge Growth ◽  
Critical Approaches ◽  
Information Landscape ◽  
Content Design

PurposeWhile there is a huge literature devoted to information literacy (IL), much of which is devoted to course or content design and some sort of assessment. What is presented in this paper is the proposition that the design of IL would benefit greatly by the infusion of the development of consciousness and conscious states. The understanding of consciousness and its place in the absorption of information, and ultimately, knowledge growth is presented.Design/methodology/approachReviews of information literacy (brief) and consciousness (more extensive) are applied to the proposition that consciousness is an essential element of successful information literacy instruction. The reviews are of a critical nature.FindingsConsciousness and its complexity are explicated to a considerable extent. While there are somewhat varied conceptions of consciousness, a relatively unified definition is suggested. The complexities of consciousness and its development render students more able to explicate the agreements and disagreements in the information landscape. In short, a developed consciousness among students makes for more critical approaches to difficult informational events. Then, the connections between IL and consciousness, which includes the awareness of informational states, conclude the paper.Research limitations/implicationsThis paper offers a new mode for an inquiry into the content and structure of information literacy instruction.Originality/valueThe paper adds a heretofore unattended condition for success in information literacy for instructors and students.

“StatLit: tactical interventions for strategic transformation”

2017 ◽  
Vol 34 (9) ◽  
pp. 10-14
Author(s):  
Seth Porter ◽  
Ameet Doshi
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Statistical Significance ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Content Type ◽  
Research Libraries ◽  
Biennial Conference ◽  
Strategic Transformation

Purpose This paper was inspired by an Association of College and Research Libraries Biennial Conference 2017 roundtable that aimed to transform existing notions about statistical literacy in information literacy instruction. Design/methodology/approach In Baltimore, the authors facilitated an in-person discussion and synchronous virtual dialogue via Twitter and Periscope about teaching basic statistical concepts (such as mean vs median) and the real implications of “statistical significance”. Findings A recording of the roundtable is available here: http://bit.ly/StatLit. Originality/value The goal of the StatLit roundtable was to inspire transformational thinking for teaching basic statistical reasoning to students within a library context.

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.

scholarly journals Unique or ubiquitous: information literacy instruction outside academia

2019 ◽  
Vol 47 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Miriam L. Matteson ◽  
Beate Gersch
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Public Libraries ◽  
Content Type ◽  
Library Programming ◽  
Information Products ◽  
Academic School ◽  
Library Websites

Purpose The purpose of this paper is to investigate how US public libraries offer information literacy (IL) instruction to their patrons. Design/methodology/approach The study is a content analysis of eight library websites to determine passive IL instruction and active literacy instruction. Findings Library web guides offer passive IL instruction by highlighting resources patrons may wish to access to resolve information inquiries. Further, the authors found that a little less than 50 per cent of library programming offers some IL instruction, the majority of which relates to helping patrons learn to use tools to create information products. Originality/value IL is the ability to recognize the need for information, to effectively find information to meet that need and to use information for some purpose or goal. Academic, school and public libraries believe that understanding and using information critically and effectively bring gains to an individual and to society. However, they diverge in how and why they engage in IL instruction. The authors’ findings suggest that less than half of the libraries surveyed are providing active IL instruction, despite the recognition of the benefits IL provides.

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.

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.

Teaching metaliteracy: a new paradigm in action

2014 ◽  
Vol 42 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Donna Witek ◽  
Teresa Grettano
Keyword(s):  
Social Media ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Small Sample Size ◽  
Rhetorical Analysis ◽  
Small Sample ◽  
Social Evaluation ◽  
New Paradigm ◽  
Content Type ◽  
Information Literacy Instruction

Purpose – The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012). Design/methodology/approach – The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework. Findings – The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions. Research limitations/implications – Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners. Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole. Originality/value – Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.

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