Teaching and assessing students of information literacy in a single session—The case of the University of the West Indies Mona library

2021 ◽  
pp. 095574902110635
Author(s):  
Genevieve Jones-Edman ◽  
Karlene Patricia Robinson
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Library Instruction ◽  
Cooperative Teaching ◽  
Daunting Task ◽  
Writing Course ◽  
Digital Pedagogy ◽  
The University

Assessing the performance of information literacy (IL) students can be a daunting task for librarians globally. Most IL sessions are taught in 1 to 2 hours where any meaningful assessments are difficult to achieve. This research demonstrated how this feat was achieved in an active learning environment through the use of Google Forms. This mixed method study shows how this was effectively achieved to test both lower and higher order skills in a 2 hour session to one hundred and seventy-two foundation writing course students.The research tested a rarely examined feature of Google Forms which is the tool’s effectiveness in enabling comprehensive assessment, facilitating active learning, and identifying instructional errors in an IL instruction session. The findings show that Google Forms can be used to teach and administer a quiz using both multiple-choice as well as open-ended questions to assess both low and higher order learning skills in IL. Students were able to actively respond to questions while they were being taught, the data gathered and analyzed and used to inform future library instruction. It also showed that Google Forms are useful not simply to administer multiple-choice quizzes at the end of teaching but can be used in executing real-time assessment and support active learning. Because Google Forms support the easy creation of charts and downloading/exporting of statistics, results of assessments can be shared among librarians, faculty, and students to motivate and encourage digital pedagogy. It allows for greater collaboration with faculty in the cooperative teaching of students in single sessions where there is usually difficulty in having dialogue with faculty once a session ends. This case study is based on a limited number of students; thus, the findings of this research may not be generalized but the methodology and some skills in teaching the concepts encountered by librarians may be replicated.

scholarly journals Transforming theory into practice: Creating student-centered instructional activities rooted in the Framework

2021 ◽  
Vol 82 (3) ◽  
pp. 114
Author(s):  
Meghan Kowalski ◽  
Catherine Meals ◽  
Faith Rusk
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Literacy ◽  
District Of Columbia ◽  
Learning Activities ◽  
Library Instruction ◽  
Student Centered ◽  
Instructional Activities ◽  
Reference Librarians ◽  
The University

During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.

scholarly journals Information Literacy and Doctoral Students in France and Poland. A Comparative Study

2014 ◽  
Vol 52 (1(103)) ◽  
pp. 52-66
Author(s):  
Zuzanna Wiorogórska
Keyword(s):  
Comparative Study ◽  
Doctoral Students ◽  
Information Literacy ◽  
Bologna Process ◽  
Library Instruction ◽  
University Environment ◽  
The One ◽  
Major Factors ◽  
The University ◽  
Practical Implications

Purpose/thesis: The purpose of this paper is to discuss the issue of information literacy (IL) in view of French-Polish comparative research on information users. In the first part of the paper the simi­larities and differences in Polish and French approaches to information literacy are analyzed from the perspective of higher education. Next, the results of research conducted among doctoral students at the University of Warsaw and the University of Lille are presented. Approach/methods: Three methods were used: survey, nonparticipant observation and elements of grounded theory. The research tended on the one hand to verify the hypothesis on a low use of scientific journals by doctoral students, and on the other hand to answer the question what libra­rians and faculty should do to increase this use. Results and conclusions: Two major factors were identified: (1) the lack of specialized library instruction addressed to doctoral students (in the case of Poland) and (2) the lack of promotion/ dissemination of such instruction among doctoral students and lecturers who could encourage their students to participate (in the case of France). Research limitations: The response sample may be perceived too small to be representative for both universities; the method of identifying the field of studies may be disputable; the question if the uni­versities in Lille and Warsaw are comparable might be posed. Practical implications: This study might help librarians understand users’ needs and define the gaps in the library offer. It also highlights the importance of the IL education in the university environment. Originality/value: This is the first study of its kind and the first comparative study conducted after the implementation of Bologna Process. It identifies the issues that might be considered and imple­mented by the libraries with the main one being the reinforcement of the role and importance of IL.

scholarly journals The Development and Validation of the Information Literacy Test

2007 ◽  
Vol 68 (3) ◽  
pp. 229-237 ◽  
Author(s):  
Lynn Cameron ◽  
Steven L. Wise ◽  
Susan M. Lottridge
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Web Based ◽  
Literacy Outcomes ◽  
Student Information ◽  
Development And Validation ◽  
The Web ◽  
Literacy Test

The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Education. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values corresponding to various absolute levels of proficiency. The ILT can be used to help institutions measure student information literacy outcomes and determine the effectiveness of instruction programs.

Using Canvas Commons to Transform Information Literacy Instruction

2021 ◽  
pp. 231-247
Author(s):  
Katherine Farmer ◽  
Jeff Henry ◽  
Dana Statton Thompson ◽  
Candace K. Vance ◽  
Megan Wilson
Keyword(s):  
Information Literacy ◽  
Lessons Learned ◽  
Academic Librarians ◽  
Online Information ◽  
Curriculum Mapping ◽  
Library Instruction ◽  
Face To Face ◽  
Face To Face Instruction ◽  
The University ◽  
The Impact

As more courses are offered online, many academic librarians need to determine how to teach information literacy in a virtual environment. Starting in the Summer of 2019, a team of five librarians embarked on transforming their instruction offerings through the use of Canvas Commons. The librarians wanted to deliver online information literacy content by creating downloadable library instructional modules based on curriculum mapping at the programmatic level. The need to reconsider these practices was further exacerbated by the impact of COVID-19 on higher education. When the university moved all courses online in the Spring of 2020 due to COVID-19, the team was able to quickly pivot and offer library instruction through Canvas Commons modules, replacing face-to-face instruction. In this chapter, the authors describe the implementation of information literacy modules on campus, lessons learned, and future plans for the project in light of the pandemic.

From paper to pixels: using Google Forms for collaboration and assessment

2015 ◽  
Vol 32 (4) ◽  
pp. 9-13 ◽  
Author(s):  
Mireille Djenno ◽  
Glenda M. Insua ◽  
Annie Pho
Keyword(s):  
Active Learning ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
University Of Illinois ◽  
Content Type ◽  
College And University ◽  
School Settings ◽  
The University ◽  
University Settings

Purpose – The purpose of this paper is to discuss the use of Google Forms in the university library instruction classroom. Librarians at the Richard J. Daley Library at the University of Illinois at Chicago (UIC) began using Google Forms as a way of increasing active learning and as an instrument of formative assessment. The paper describes the information literacy context at the UIC and gives examples of best practices for using Google Forms in library instruction. Design/methodology/approach – The authors collaborated with other instruction librarians at their institution to develop Google Forms for use in library instruction sessions and used them primarily in sessions geared toward first-year students. Findings – Google Forms provides an easy and inexpensive way to incorporate both active learning and assessment in library instruction sessions. Students and faculty were receptive to their use in the library classroom. These early findings will be incorporated into the longer assessment study by the authors, currently underway. Originality/value – While Google Forms has heretofore been used in primary and secondary school settings, it is only now being more widely adopted for use by instruction librarians at the university level. This paper will be of value to those who wish to use Google Forms in library instruction in college and university settings, among others.

scholarly journals Teaching with Lecture or Debate? Testing the Effectiveness of Traditional versus Active Learning Methods of Instruction

2008 ◽  
Vol 41 (03) ◽  
pp. 603-607 ◽  
Author(s):  
Mariya Y. Omelicheva ◽  
Olga Avdeyeva
Keyword(s):  
Active Learning ◽  
Higher Order ◽  
Learning Approaches ◽  
Traditional Lecture ◽  
College And University ◽  
University Curriculum ◽  
Instructional Technique ◽  
Method Of Instruction ◽  
The University ◽  
University Setting

Lecture is, arguably, the oldest known instructional technique used in the university setting. Since it was first employed in Plato's Academy, lecture has become an indispensable part of teaching favored across the college and university curriculum. Recently, this time-honored method of instruction has come under attack for its presumed inability to foster higher order cognitive and attitudinal goals (Cashin 1985; Day 1980; Frederick 1999; Renner 1993). Critics of traditional lecture-based formats call for their replacement with active learning approaches that provide students with an opportunity to meaningfully talk, interact, write, read, and reflect on the content, ideas, and issues of an academic subject (Meyers and Jones 1993, 6).

When coming to campus is not an option: using web conferencing to deliver library instruction

2011 ◽  
Vol 39 (1) ◽  
pp. 58-65 ◽  
Author(s):  
Anne C. Barnhart ◽  
Andrea G. Stanfield
Keyword(s):  
Distance Education ◽  
Staff Development ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Web Conferencing ◽  
Content Type ◽  
Face To Face ◽  
Online Library ◽  
The University

PurposeOwing to the growing number of online and commuting students at the University of West Georgia, the Instructional Services department at Ingram Library experimented with offering online synchronous library instruction. This paper aims to describe how it approached this problem and the findings from the initial attempts.Design/methodology/approachThe authors wanted to provide library instruction to online graduate students at the university. They worked with the staff development department to develop a pilot program for an online library instruction course using WIMBA web‐conferencing software.FindingsIt was found that due to the limitations of technology, the authors had to reduce the amount of information they deliver in the same amount of time. It was also discovered that it is easy to be distracted by the technology and forget that clear communication with the users (students and faculty) are the key to any successful instruction program regardless of the delivery method.Originality/valueMost libraries offer face‐to‐face library instruction and rely on tutorials to reach their distance education and non‐traditional students. Few libraries are using distance education tools to teach information literacy skills. As librarians begin to explore this avenue, they need to re‐evaluate how and what they teach students to better leverage the technology while reaching the same information literacy objectives.

scholarly journals A Model For Promoting Active Learning And Information Literacy Skills In Large And Small Classes

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Rhea J. Simmons ◽  
Marianne B. Eimer
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Adolescent Development ◽  
Information Literacy ◽  
Assessment Tool ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Cooperative Groups ◽  
Library Instruction ◽  
Development Course

Collaboration between Education and Library Instruction faculty resulted in technology being integrated into the Adolescent Development course curriculum taught at SUNY Fredonia’s School of Education, fulfilling information literacy competency requirements.  Our paper presents a model for the practical application of implementing information literacy components required for each SUNY campus.  Our goal for an Adolescent Development course was to instruct students in the most efficient methods of library research while incorporating active learning strategies within large and small lecture classes.  Collaboration between two different disciplines yielded the formulation of student exercises on subject-specific research within ERIC and PsycINFO databases.  A Research Integration Project required students to compare resources, identify, and evaluate studies.  By utilizing peer-assisted teaching strategies, this method fostered active learning through cooperative groups and promoted critical thinking skills. Workshop effectiveness and the Library Instruction assessment tool are discussed.

scholarly journals Book Review: Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-Person and Online Information Literacy Instruction

2020 ◽  
Vol 59 (2) ◽  
pp. 135
Author(s):  
Larry Cooperman
Keyword(s):  
Information Literacy ◽  
Time Budget ◽  
Time Frame ◽  
Online Information ◽  
Library Instruction ◽  
Library Resources ◽  
Online Library ◽  
The University ◽  
Short Time ◽  
Motivation And Learning

Information literacy is one of the most important aspects of librarianship. If students do not understand how to find and successfully use library resources, of what use and purpose is a library? In the past (and mostly to this day), live instructional classes were the norm for introducing students to library resources, but for convenience and reach of a wider audience, more and more information literacy sessions are being held online. However, these sessions only last an hour or two. With such a short time frame, how can instructional librarians make an impact on their audience? Editors Sarah Steiner and Miriam Rigby, an instruction librarian at Western Carolina University and a social sciences librarian at the University of Oregon respectively, have created a one-volume library instruction book with enough information on this topic to cover multiple volumes. Throughout its nineteen chapters, Motivating Students on a Time Budget explores diverse tools to foster motivation and learning for library instruction students, for both in-person and online library instruction.

scholarly journals Revising the “One-Shot” through Lesson Study: Collaborating with Writing Faculty to Rebuild a Library Instruction Session

2013 ◽  
Vol 74 (4) ◽  
pp. 381-398 ◽  
Author(s):  
Shevaun E. Watson ◽  
Cathy Rex ◽  
Jill Markgraf ◽  
Hans Kishel ◽  
Eric Jennings ◽  
...  
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Lesson Study ◽  
College Campus ◽  
Literacy Programs ◽  
Learning Goals ◽  
Library Instruction ◽  
Learning Techniques ◽  
Teaching Faculty ◽  
The One

The one-shot library instruction session has long been a mainstay for many information literacy programs. Identifying realistic learning goals, integrating active learning techniques, and conducting meaningful assessment for a single lesson all present challenges. Librarians and English faculty at one college campus confronted these challenges by participating in a year-long lesson study, a process of collaboratively planning, observing, and assessing a single lesson. By collectively identifying goals and priorities, designing and redesigning the lesson, and assessing outcomes through observation, surveys, and focus groups, librarians and teaching faculty negotiated varying expectations and demands for providing one-shot library instruction.

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