Framing first-year writing course guides: a content analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 500-512 ◽  
Author(s):  
Glenda M. Insua
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
First Year ◽  
First Year Writing ◽  
Content Type ◽  
Research Libraries ◽  
Instructional Content ◽  
Writing Course ◽  
American Research ◽  
Practical Implications

PurposeThe purpose of this study is to determine the extent to which first-year writing course guides contain instructional content and whether the ACRL Framework for information literacy has been addressed in these guides.Design/methodology/approachFirst-year writing course guides were identified from American Research Libraries websites and examined for instructional elements. These elements were categorized using a rubric that mapped the Framework to instructional content. Qualtrics was used to organize and analyze the data.FindingsMost first-year writing course guides include instructional content, but less than half incorporate the Framework in some way. Guides that do incorporate the Framework focus on “searching as strategic exploration” and “research as inquiry”.Practical implicationsThis paper provides librarians with practical information on first-year writing guides and includes examples of how the Framework might be addressed.Originality/valueThis study contributes to the literature on research guide content and is the first to invent first-year writing course guides.

Instruction through virtual reference: mapping the ACRL framework

2020 ◽  
Vol 48 (2) ◽  
pp. 243-257
Author(s):  
Rebecca Hill Renirie
Keyword(s):  
Design Methodology ◽  
Academic Librarians ◽  
Threshold Concepts ◽  
Virtual Reference ◽  
Content Type ◽  
Research Libraries ◽  
Instructional Content ◽  
Effective Use ◽  
Practical Implications

Purpose The purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework. Design/methodology/approach The author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Additional instructional content provided in the sample replies was also mapped to the framework. Findings In providing written instruction for students to create searches from keywords and search subject-specific databases, every frame is at least partially addressed in the template except Scholarship as Conversation. However, individual librarians adapt the template to teach as needed and there are examples in this case study of teaching aspects of all six frames asynchronously. Practical implications This study provides support for librarians to teach the threshold concepts of the ACRL framework asynchronously at the point of need during virtual reference, and the effective use of a research reply template to accomplish this instruction. Originality/value Few recent studies examine instructional intent in asynchronous/email reference. This study examines teaching the ACRL framework via reference rather than instructional sessions. A portion of this research was presented as a poster at the 2017 ACRL Conference in Baltimore, Maryland.

Marketing and delivering information literacy on the web, yesterday and today, from 2009 to 2012

2014 ◽  
Vol 31 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Sharon Q. Yang
Keyword(s):  
Information Literacy ◽  
Web Sites ◽  
Academic Libraries ◽  
Design Methodology ◽  
Status Quo ◽  
Content Type ◽  
The Status ◽  
Practical Implications ◽  
The Web ◽  
Made In

Purpose – This study aims to ascertain the trends and changes of how academic libraries market and deliver information literacy (IL) on the web. Design/methodology/approach – The author compares the findings from two separate studies that scanned the Web sites for IL-related activities in 2009 and 2012, respectively. Findings – Academic libraries intensified their efforts to promote and deliver IL on the web between 2009 and 2012. There was a significant increase in IL-related activities on the web in the three-year period. Practical implications – The findings describe the status quo and changes in IL-related activities on the libraries’ Web sites. This information may help librarians to know what they have been doing and if there is space for improvement. Originality/value – This is the only study that spans three years in measuring the progress librarians made in marketing and delivering IL on the Web.

“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.

Progression to intermediate level courses; is a “pass” enough?

2019 ◽  
Vol 31 (2) ◽  
pp. 275-287
Author(s):  
Nicola J. Beatson ◽  
David A.G. Berg ◽  
Jeffrey K. Smith ◽  
Christine Smith-Han
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Design Methodology ◽  
Practical Implication ◽  
Intermediate Level ◽  
First Year ◽  
Prior Learning ◽  
Content Type ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to test the impact of a rule that affects tertiary students progressing from an introductory level finance course to intermediate level. The rule restricted students from progressing until they achieved a higher grade than just a “pass” mark. Design/methodology/approach Archival data were gathered from 11 semesters regarding student performance pre and post the rule being introduced. Findings Results show that the rule was associated with an increase in the chances of success at intermediate level for those students enrolled after the rule was introduced. Practical implications This paper’s main contribution regards the evidence that increasing prior learning at an introductory level has a positive follow-on effect for students learning at intermediate level. This has a practical implication for educators, as the rule has shown to increase the chance of success for knowledge development in the first year of studies. Originality/value The setting for this paper is unique and could potentially be replicated elsewhere. In 1980, Schaffer and Calkins called for an evaluation of the pre-requisites necessary for finance education at the tertiary level, and this paper answer this call stating that pre-requisites can contribute to the academic success of finance students.

Reiterative reflection in the library instruction classroom

2019 ◽  
Vol 47 (3) ◽  
pp. 269-279
Author(s):  
Sara Maurice Whitver ◽  
Karleigh Knorr Riesen
Keyword(s):  
Transfer Learning ◽  
Information Literacy ◽  
Design Methodology ◽  
Traditional Instruction ◽  
Structured Learning ◽  
Library Instruction ◽  
Composition And Rhetoric ◽  
Content Type ◽  
Traditional Course ◽  
Practical Implications

Purpose This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices. Design/methodology/approach This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom. Findings The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place. Research limitations/implications Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions. Practical implications This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning. Originality/value Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

“How will I know?” engagement with information resources

2016 ◽  
Vol 65 (4/5) ◽  
pp. 242-254 ◽  
Author(s):  
Nujoud Al-Muomen ◽  
Debora Shaw ◽  
Michael Courtney
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Information Resources ◽  
Indiana University ◽  
Kuwait University ◽  
Content Type ◽  
Present Information ◽  
Literacy Survey ◽  
Specific Factors ◽  
Practical Implications

Purpose This paper aims to compare how undergraduates in Kuwait and Indiana Universities assess information resources for class assignments. Design/methodology/approach Social science majors at Kuwait University and Indiana University Bloomington completed the Project Information Literacy survey. Findings The students are comparable in how often they ask instructors or classmates for advice, but Kuwaitis are more likely to ask other people for assistance. Kuwaiti students generally are less critical in their evaluation of both library-based and web information resources but are more likely to consider librarian recommendations. Research limitations/implications Institution-specific factors that were not specifically addressed include the following: the survey was administered online in Indiana and on paper in Kuwait, and the types of course assignments and/or students’ information literacy instruction may also vary by institution. Practical implications Librarians should continue to present information clearly and use a variety of instructional methods so that material is accessible. Librarian recommendations and modeling of evaluative behavior can assist international students. Social media may be useful in working with these students’ more collaborative approach to assessing resources. Originality/value The work updates the 2010 Project Information Literacy survey on undergraduates’ evaluation of information resources for coursework. It also extends that survey to identify how students from Kuwait are different than USA undergraduates.

Reliability and validity of self-efficacy scales assessing students’ information literacy skills

2017 ◽  
Vol 35 (5) ◽  
pp. 1035-1051 ◽  
Author(s):  
Khalid Mahmood
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
Design Methodology ◽  
Reliability And Validity ◽  
Literacy Skills ◽  
Psychometric Characteristics ◽  
Eligibility Criteria ◽  
Content Type ◽  
Information Literacy Skills ◽  
Practical Implications

Purpose This paper systematically reviews the evidence of reliability and validity of scales available in studies that reported surveys of students to assess their perceived self-efficacy of information literacy (IL) skills. Design/methodology/approach Search in two subject and two general databases and scanning of titles, abstracts and full texts of documents have been carried out in this paper. Findings In total, 45 studies met the eligibility criteria. A large number of studies did not report any psychometric characteristics of data collection instruments they used. The selected studies provided information on 22 scales. The instruments were heterogeneous in number of items and type of scale options. The most used reliability measure was internal consistency (with high values of Cronbach’s alpha), and the most used validity was face/content validity by experts. Practical implications The culture of using good-quality scales needs to be promoted by IL practitioners, authors and journal editors. Originality/value This paper is the first review of its kind, which is useful for IL stakeholders.

scholarly journals Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and Portugal

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
María Pinto ◽  
Rosaura Fernández-Pascual ◽  
Carlos Lopes ◽  
Maria Luz Antunes ◽  
Tatiana Sanches
Keyword(s):  
Comparative Study ◽  
Information Literacy ◽  
Design Methodology ◽  
Psychology Students ◽  
Learning Preferences ◽  
Motivational Factors ◽  
Autonomous Learning ◽  
Content Type ◽  
Unified Protocol ◽  
Practical Implications

PurposeThe aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.Design/methodology/approachUnified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.FindingsBy country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.Practical implicationsMotivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.Originality/valueThis is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.

Disclosure effects of the PCAOB part II reports

2017 ◽  
Vol 13 (4) ◽  
pp. 568-580
Author(s):  
Ifeoma Udeh
Keyword(s):  
Design Methodology ◽  
Audit Quality ◽  
Financial Statements ◽  
First Year ◽  
Dominant Focus ◽  
Content Type ◽  
Investor Confidence ◽  
Related Literature ◽  
Audit Firms ◽  
Practical Implications

Purpose The purpose of this paper is to examine the effect of the PCAOB part II report disclosures on US triennially inspected audit firms’ deregistration decisions, the likelihood and the timing of audit firms’ dismissals and resignations. Design/methodology/approach The paper anchored on US regulations used 158 publicly available records of disclosed PCAOB part II reports from 2004 to 2012. Findings The number of the quality control deficiencies disclosed in the part II report affects US triennially inspected audit firms’ decisions to deregister from the PCAOB. Additionally, audit firms’ dismissals and resignations, both occur mostly within the first year after the part II report disclosure, although audit firms that subsequently deregister are more likely to be dismissed. Practical implications The paper provides support that the disclosure of the PCAOB part II inspection report motivates audit quality improvement. Social implications The PCAOB inspection and subsequent disclosure of the part II inspection report enhances audit quality, which in turn, enhances investor confidence in the accuracy and reliability of audited financial statements. Originality/value The paper provides insights about the effect of the disclosures of PCAOB part II report, over and above any benefits from the PCAOB part I report disclosures, which is the dominant focus of related literature.

Trends and issues in Jamaican academic libraries 2010-2016

2016 ◽  
Vol 117 (11/12) ◽  
pp. 721-745 ◽  
Author(s):  
Sasekea Harris
Keyword(s):  
Academic Libraries ◽  
Design Methodology ◽  
Content Type ◽  
Research Libraries ◽  
Academic Librarianship ◽  
The Usa ◽  
Practical Implications ◽  
Lesson Drawing ◽  
American Academic

Purpose Observing trends and issues plays a key role in the success of any industry. Since 2010, the Association of College & Research Libraries (ACRL) has been publishing papers on top trends and issues in academic libraries in the USA, allowing for reflection, tracking, lesson drawing, adaptation, planning and direction. Such a publication is absent in the Jamaican library industry. This paper aims to examine the extent to which these trends and issues, as reported by ACRL, are evident in Jamaican academic librarianship. Design/methodology/approach Through document and thematic analysis of publications written on Jamaican academic librarianship 2010-2016, this paper highlights trends and issues in Jamaican academic librarianship. Findings There are similarities in the trends and issues in Jamaican academic librarianship and American academic librarianship; the similarities sometimes vary, however, in focus. Additionally, there are trends and issues in Jamaican academic librarianship not mentioned in the literature reviewed on American academic librarianship and vice versa. Research limitations/implications A survey of the chief librarians’ perceptions regarding the trends and issues would be a useful follow-up. Practical implications This paper allows for reflection, comparison, benchmarking, lesson-drawing, planning and direction for academic libraries and other types of libraries in Jamaica and the rest of the developing world. Social implications The gaps highlighted, particularly those with the most potential, can be discussed with the objective of exploring how these can be translated into new or revised services for the community of users. Originality/value This paper is of value, as there is no publication with an explicit focus on trends and issues in Jamaican academic libraries; this paper will be the first publication on trends and issues in Jamaican academic librarianship. In this regard, this paper makes an important contribution to the literature on academic librarianship generally, and to the literature on Caribbean and Jamaican academic librarianship, specifically.

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