scholarly journals Let’s chat: the art of virtual reference instruction

2018 ◽  
Vol 46 (4) ◽  
pp. 529-542 ◽  
Author(s):  
Sandy Hervieux ◽  
Nikki Tummon
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Resource Sharing ◽  
Virtual Reference ◽  
Content Type ◽  
Reference Services ◽  
Information Literacy Instruction ◽  
Chat Reference ◽  
Reference Interactions ◽  
Academic Year

Purpose This study aims to evaluate the instances of information literacy instruction within the virtual reference system of a Canadian university library. Design/methodology/approach Coding and analysis of a sample of chat transcripts over the course of one academic year have been used. Findings The analysis indicated that over 50 per cent of virtual reference interactions do not lend themselves to information literacy instruction. An average of 23.6 per cent of interactions included information literacy instruction and the preferred methods of instruction were modelling and resource sharing. Originality/value While previous studies have focused on information literacy instruction provided in a virtual reference setting, this study aims to identify not only instances of information literacy but also to better understand the nature of chat queries by codifying instances of a transactional nature. The results could lead to improved best practices for chat reference, enhanced staff training and varied promotion and delivery of not just virtual reference services but of other library services as well. A portion of this research project, including partial results for the Fall semester, was presented at the LILAC Conference in Liverpool in April 2018.

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.

Referring academic library chat reference patrons: how subject librarians decide

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paula R. Dempsey
Keyword(s):  
Information Literacy ◽  
Academic Library ◽  
Academic Research ◽  
Subject Area ◽  
Empirical Examination ◽  
Content Type ◽  
Reference Services ◽  
Chat Reference ◽  
Key Factor ◽  
Doctoral Universities

Purpose The purpose of this study is to learn what factors liaison librarians in academic research libraries consider in determining whether to refer chat reference patrons to subject specialists. Design/methodology/approach Subject specialists were asked what policies guided their decisions to refer to a specialist and then assessed unreferred chat session transcripts both within and outside their specializations to determine need for a referral. Findings Few respondents were guided by formal policies. Contrary to an initial hypothesis, subject area was not a key factor in referring chat. A broader set of criteria included reference interviewing, provision of relevant resources and information literacy instruction. Respondents valued both the depth that subject specialists can provide to reference interactions and the ability of a skilled generalist to support information literacy. Research limitations/implications Findings are most applicable to large, public doctoral universities with liaison librarian programs. Assignment of respondents to subject specialist categories was complicated by their broad range of background and expertise. Practical implications The study contributes new understanding of referrals to subject specialists who have potential to guide development of formal referral policies in academic library virtual reference services. Originality/value The study is the first empirical examination of chat reference referral decisions.

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.

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.

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.

scholarly journals Mapping information literacy using the Business Research Competencies

2018 ◽  
Vol 46 (4) ◽  
pp. 543-564 ◽  
Author(s):  
Heather A. Howard ◽  
Nora Wood ◽  
Ilana Stonebraker
Keyword(s):  
Case Studies ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Future Research ◽  
Curriculum Mapping ◽  
Business Research ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Research Competencies ◽  
Project Promise

Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

Information literacy instruction in Chinese universities: MOOCs versus the traditional approach

2016 ◽  
Vol 34 (2) ◽  
pp. 286-300 ◽  
Author(s):  
Ruhua Huang ◽  
Baiyang Li ◽  
Lihong Zhou
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Online Courses ◽  
Traditional Approach ◽  
Process Analysis ◽  
Analytic Hierarchy ◽  
Content Type ◽  
Traditional Course ◽  
Information Literacy Instruction ◽  
Transformation Processes

Purpose – The purpose of this paper is to discuss a teaching project and a series of systematic efforts to promote an information literacy instruction (ILI) module and transform it into a successful and well-established massive open online courses (MOOCs). Specifically, this paper provides not only a detailed description and discussion on these transformation processes, but also a comparative analysis of two very different teaching approaches. Design/methodology/approach – This paper focuses on the ILI module in Wuhan University with a top-ranked Library and Information School in China. As a result, this module has been treated as a case study to investigate the transformation processes from a traditional module to MOOCs. Specifically, two research processes are scrutinized in this study, namely, analytic hierarchy process analysis and data analysis on the ILI MOOCs. Findings – It has become evident that ILI is widely considered to be extremely important, not only for university students, but also for a large number of post-college professionals in various industries. Moreover, by using innovation and interactive online techniques, MOOCs have significantly improved the quality of ILI. Practical implications – If a module is delivered to a large number of students, MOOCs are effective and convenient. To ensure a successful ILI course, this study describes a detailed procedure for transforming a traditional course to a ubiquitous, high-quality and interactive one. Originality/value – This paper represents early attempts to develop MOOCs on ILI in China. In addition, experience and insight from this study are of interest to university educators and policy makers with implications beyond the Chinese educational system.

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