Refining information literacy practice:: Examining the foundations of information literacy theory

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 124-132
Author(s):  
Michael Flierl ◽  
Clarence Maybee
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Academic Librarians ◽  
Active Engagement ◽  
Literacy Practice ◽  
Academic Librarian ◽  
Literacy Theory ◽  
Do So

There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Learning. We find that these information literacy theories may be biased towards a 20th-century European worldview. This finding supports the idea that “good” IL educational practice in higher education requires active engagement with information literacy theory to justify what one does as an educator and to demonstrate why information literacy can be integral to learning in higher education.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Deconstructing information literacy discourse: Peeling back the layers in higher education

2020 ◽  
pp. 096100062096602
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
English Language ◽  
Research Programme ◽  
Language Models ◽  
Analysis Method ◽  
Literacy Practice ◽  
Top Down ◽  
Behaviour Modification ◽  
Knowledge And Skills

The discourses of information literacy practice create epistemological assumptions about how the practice should happen, who should be responsible and under what conditions instruction should be given. This paper employs a discourse analysis method (Potter, 2008) to identify discourses of information literacy and the learner from within higher education focused professional texts. Texts analysed include 4 recent English-language models of information literacy and 16 textbooks. Analysis suggests that within higher education, information literacy is shaped by 2 conflicting narratives. The outward facing narrative positions information literacy as an empowering practice that equips learners with the knowledge and skills that they need within complex and fast-paced information environments. The inward facing narrative positions learners as incompetent or as lacking the ability to operate within higher education. This deficit perception consequently threatens the sustainability of information literacy practice by reframing empowerment as a process of top-down behaviour modification. This paper represents the first in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

scholarly journals Reinventing ourselves: new and emerging roles of academic librarians in Canadian research-intensive universities

Bibliosphere ◽  
2020 ◽  
pp. 15-36
Author(s):  
Ada Ducas ◽  
Nicole Michaud-Oystryk ◽  
Marie Speare
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Library ◽  
Scholarly Communication ◽  
Academic Librarians ◽  
Research Support ◽  
Digital Scholarship ◽  
Perceived Impact ◽  
Library Profession ◽  
Canadian Research

The academic library profession is being redefined by the shifting research and scholarly landscape, the transformation in higher education, and advances in technology.A survey of librarians working in Canada’s research-intensive universities was conducted to explore new and emerging roles. This study focuses on librarians’ activities in: Research Support, Teaching and Learning, Digital Scholarship, User Experience, and Scholarly Communication. It addresses the scope and nature of the new roles, the skills required to provide new services, and the confidence librarians have in their abilities to perform the new roles. It also reports on librarians’ job satisfaction and their perceived impact on the academic enterprise.

scholarly journals Pustakawan akademik sebagai mitra riset di perguruan tinggi

Al Maktabah ◽  
2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Ulpah Andayani
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Research Program ◽  
Education Program ◽  
Academic Librarians ◽  
Sources Of Information ◽  
Research Activities ◽  
Information Research ◽  
Conducting Research

This paper deals with the role of academic librarians in higher education program. The focus ofthe study is to explain the roles of academic librarians as research partner in the higher educationprograms. Based on the analysis of the literatures, it was found that academic librarians have astrategic role in successing the research program. There are three main roles of academic librariansin the research activities, that are providing information research services, conducting research skillstraining, and assisting academic members in publishing and disseminating the research findings.Furthermore, the Librarians serve and assist the researchers individually in performing the researchactivities, as well as arrange and implement programs in groups or classes program in teachingresearch skills through information literacy program. Through the teaching of information literacy,the academicians are provided the ability to identify the sources of information, the ability to searchinformation, and the ability to manage the citations.

scholarly journals The Role of Academic Libraries in Mentored Undergraduate Research: A Model of Engagement in the Academic Community

2009 ◽  
Vol 70 (3) ◽  
pp. 235-249 ◽  
Author(s):  
Anthony Stamatoplos
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Research ◽  
Research Community ◽  
Academic Community ◽  
Literacy Programs ◽  
Library Service ◽  
Do So

Mentored undergraduate research is an emergent pedagogy in higher education. It differs fundamentally from course-related student research and is largely independent of the curriculum. Academic libraries should engage formally with the undergraduate research community. To do so, librarians will need to think and work beyond traditional models of library service, most notably in information literacy programs. The intent of this article is to raise awareness about opportunities for library involvement with undergraduate researchers and programs. Lessons from one university, including a formal partnership between a library and an undergraduate research center, suggest some general strategies that academic libraries might explore.

scholarly journals Copyright Online Mini-Series: A Flipped Learning Approach to Disseminating Copyright Knowledge to Subject Liaison Librarians

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sara Rachel Benson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Digital Age ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
High Demand ◽  
Core Component ◽  
Research Libraries ◽  
Do So

In the digital age copyright literacy is in high demand. The Association of College and Research Libraries included copyright literacy as a core component of information literacy for higher education in its Framework for Information Literacy for Higher Education, which explicitly describes an “information has value” component, including copyright knowledge. However, even at an institution fortunate enough to have a copyright librarian, that one person cannot attend every single information-literacy session on campus that is presented in affiliation with the library. Thus the copyright librarian must form bridges to the rest of campus, and one of the best ways to do so is through collaboration with subject liaison librarians. So far this article has not revealed any groundbreaking revelations—librarians collaborate frequently to make the best use of the talents and resources available to them. What is more novel is the suggestion made herein for copyright librarians to adopt the flipped learning model; in particular, to facilitate liaison sessions.

scholarly journals A constellation to guide us

2016 ◽  
Vol 44 (4) ◽  
pp. 544-551 ◽  
Author(s):  
Christine Bombaro ◽  
Pamela Harris ◽  
Kerri Odess-Harnish
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Methodology ◽  
Literacy Program ◽  
Academic Librarians ◽  
University Of Illinois ◽  
Content Type ◽  
Practical Advice ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education. Design/methodology/approach This is an interview. Findings Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy. Research limitations/implications Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed. Practical implications Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program. Originality/value Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.

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