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.

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.

Corporate social disclosure through social media: an exploratory study

2019 ◽  
Vol 21 (2) ◽  
pp. 265-281 ◽  
Author(s):  
Dimaz Ramananda ◽  
Apriani Dorkas Rambu Atahau
Keyword(s):  
Social Media ◽  
Small Sample Size ◽  
Small Sample ◽  
Annual Reports ◽  
Content Type ◽  
Early Stages ◽  
Size Limits ◽  
Csr Disclosure ◽  
Corporate Social ◽  
Skill Building

Purpose The purpose of this paper is to determine the extent of voluntary corporate social responsibility (CSR) disclosure by Indonesian firms on their social media and to compare it with the mandatory disclosure on their annual reports. Design/methodology/approach The authors use publicly listed Indonesian firms that are included in the SRI-KEHATI Index as the sample. Further, by using NVIVO software, the authors qualitatively analyze CSR activities disclosed on firms’ social media and annual reports with an interpretive approach. Findings The findings indicate that Indonesian firms still exhibit early stages of social media-based voluntary CSR disclosure. Further, issues on training, education and skill building dominate firms’ disclosure. Finally, Indonesian firms disclose less CSR information in their social media than in their annual reports, thus confirming the early stages of social media-based CSR disclosure. Research limitations/implications The small sample size limits the generalizability of the results. Practical implications This paper provides insights on which CSR issues are commonly disclosed in firms’ social media. This study may also inform regulators the extent of disclosures that could be regulated in social media. Originality/value Social media-based CSR disclosure in developing countries is relatively understudied. Thus, this paper empirically shows the topic and intensity of CSR disclosure in social media and the comparison between this type of CSR disclosure with CSR disclosure using other media.

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.

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.

Posting photos of luxury cuisine online: an exploratory study

2019 ◽  
Vol 121 (2) ◽  
pp. 454-465 ◽  
Author(s):  
Glyn Atwal ◽  
Douglas Bryson ◽  
Valériane Tavilla
Keyword(s):  
Social Media ◽  
Cultural Context ◽  
Small Sample Size ◽  
Demographic Variables ◽  
Small Sample ◽  
Group Discussions ◽  
Comprehensive Overview ◽  
Self Presentation ◽  
Content Type ◽  
Diary Research

Purpose The purpose of this paper is to identify the motives for posting or sharing food photos using social media, focussed within the context of fine dining (FD) restaurants. Design/methodology/approach Ethnographic fieldwork was conducted in France by combining analysis of qualitative diary research and transcripts of focus group discussions. Findings The motivation to take food images can be broadly categorised according to experiential (hedonism, altruism and passion collecting) and symbolic (social status, uniqueness, self-esteem and self-presentation) benefits. Research limitations/implications This research is limited by its relatively small sample size and the inability to consider the direct influences of demographic variables and attitudes to FD and social media. Moreover, the cultural context of the study needs to be considered as the study took place in France. Practical implications User-generated images are increasingly an integral aspect of the holistic dining experience. Luxury restaurants need to leverage the opportunities of user-generated content. The FD experience needs to be visually captured and expressed. This can include both tangible and intangible attributes. Originality/value Although the literature has provided a comprehensive overview of social media behaviour, the efficacy of a gastronomic perspective is limited. To the authors’ knowledge, this is the first study to investigate consumer-generated postings of images of food within the luxury restaurant classification.

Re-tweeting the Ayatollah

2015 ◽  
Vol 36 (2) ◽  
pp. 49-52
Author(s):  
Peter Buell Hirsch
Keyword(s):  
Social Media ◽  
Media Use ◽  
Small Sample Size ◽  
Small Sample ◽  
Social Media Use ◽  
Content Type ◽  
Community Stakeholders ◽  
The Social ◽  
The World ◽  
Data Tracking

Purpose – The purpose of this paper is to examine how the sudden emergence of official government voices using social media as their first platform for communication creates new opportunities to understand how those voices are influenced and by whom. Design/methodology/approach – The article examines some recent examples of social media use by government entities from around the world, particularly the Middle East. Findings – This examination of social media use by government entities suggests that this usage provides significant clues about what government leaders are paying attention to. The social media outputs from these sources creates for the first time a unique signature of what these leaders react to and also how the various publics to whom they speak react to their utterances. Research limitations/implications – By virtue of the small sample size of the examples reviewed, the findings are of necessity subjective opinion. Practical implications – If in fact, this social media “exhaust” from governmental sources continue to grow, companies and organizations for whom the evolution of government opinion is important will be able to gather fresher and powerful insights into public policy and views. Originality/value – Cyberspace continues to offer an ever expanding set of data tracking both the opinions and behaviors of various community stakeholders. To the best of authors’ knowledge, the viewpoint presented in this article is among the first to examine the ramifications of the shift to social media by government leaders from around the world.

Conceptualising social media support for tacit knowledge sharing: physicians’ perspectives and experiences

2016 ◽  
Vol 20 (2) ◽  
pp. 344-363 ◽  
Author(s):  
Sirous Panahi ◽  
Jason Watson ◽  
Helen Partridge
Keyword(s):  
Social Media ◽  
Knowledge Sharing ◽  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Small Sample Size ◽  
Small Sample ◽  
Potential Contribution ◽  
Snowball Sampling ◽  
Content Type ◽  
Tacit Knowledge Sharing

Purpose This paper aims to explore the potential contributions of social media in supporting tacit knowledge sharing, according to the physicians’ perspectives and experiences. Design/methodology/approach Adopting a qualitative survey design, 24 physicians were interviewed. Purposive and snowball sampling were used to select the participants. Thematic analysis approach was used for data analysis. Findings The study revealed five major themes and over 20 sub-themes as potential contributions of social media to tacit knowledge flow among physicians. The themes included socialising, practising, networking, storytelling and encountering. In addition, with the help of the literature and the supporting data, the study proposed a conceptual model that explains the potential contribution of social media to tacit knowledge sharing. Research limitations/implications The study had both theoretical (the difficulty of distinguishing tacit and explicit knowledge in practice) and practical limitations (small sample size). The study findings have implications for the healthcare industry whose clinical teams are not always physically co-located but must exchange their critical experiential and tacit knowledge. Originality/value The study has opened up a new discussion of this area by demonstrating and conceptualising how social media tools may facilitate tacit knowledge sharing.

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