scholarly journals Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

2010 ◽  
Vol 9 (4) ◽  
pp. 536-542 ◽  
Author(s):  
Jason A. Porter ◽  
Kevin C. Wolbach ◽  
Catherine B. Purzycki ◽  
Leslie A. Bowman ◽  
Eva Agbada ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Information Literacy ◽  
Scientific Literacy ◽  
Information Science ◽  
Scientific Literature ◽  
First Year ◽  
Student Responses ◽  
Research Libraries ◽  
Academic Advancement ◽  
Undergraduate Experience

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement.

scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

scholarly journals Promoting Linguistic Diversity and Inclusion

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Lynne Bowker
Keyword(s):  
Machine Translation ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Linguistic Diversity ◽  
Pilot Project ◽  
Academic Librarians ◽  
First Year ◽  
First Year Students ◽  
Research Libraries ◽  
Diversity And Inclusion

Using a lingua franca for scholarly communication offers some advantages, but it also limits research diversity, and there is a growing movement to encourage publication in other languages. Both approaches require scholars to access material through other languages, and more people are turning to machine translation to help with this task. Machine translation has improved considerably in recent years with the introduction of artificial intelligence techniques such as machine learning; however, it is far from perfect and users who are not trained as professional translators need to improve their machine translation literacy to use this technology effectively. Machine translation literacy is less about acquiring techno-procedural skills and more about developing cognitive competences. In this way, machine translation literacy aligns with the overall direction of the Association of College & Research Libraries’ (2015) Framework for Information Literacy for Higher Education, which encourages a conceptual, rather than a skills-based, approach. This case study presents a pilot project in which machine translation literacy instruction was incorporated into a broader program of information literacy and delivered to first-year students—both Anglophone and non-Anglophone—at a Canadian university. Students were surveyed and, overall, they found the machine translation literacy module to be valuable and recommended that similar instruction be made available to all students. Academic librarians are well positioned to participate in the delivery of machine translation literacy instruction as part of a broader information literacy program, and in so doing, they can promote linguistic diversity and better enable students and researchers from all regions to participate in scholarly conversations.

scholarly journals A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

2017 ◽  
Vol 77 (6) ◽  
Author(s):  
Jason M. Blank ◽  
Karen J. McGaughey ◽  
Elena L. Keeling ◽  
Kristen L. Thorp ◽  
Conor C. Shannon ◽  
...  
Keyword(s):  
Information Literacy ◽  
Scientific Literature ◽  
Assessment Tool ◽  
First Year ◽  
Search Performance ◽  
Science Literature ◽  
Science Students ◽  
Sources Of Information ◽  
Literature Searching ◽  
Biology Majors

Expertise in searching and evaluating scientific literature is a requisite skill of trained scientists and science students, yet information literacy instruction varies greatly among institutions and programs. To ensure that science students acquire information literacy skills, robust methods of assessment are needed. Here, we describe a novel tool for longitudinal, crossover assessment of literature-searching skills in science students and apply it to a cross-sectional assessment of literature-searching performance in 145 first-year and 43 senior biology majors. Subjects were given an open-ended prompt requiring them to find multiple sources of information addressing a particular scientific topic. A blinded scorer used a rubric to score the resources identified by the subjects and generate numerical scores for source quality, source relevance, and citation quality. Two versions of the assessment prompt were given to facilitate eventual longitudinal study of individual students in a crossover design. Seniors were significantly more likely to find relevant, peer-reviewed journal articles, provide appropriate citations, and provide correct answers to other questions about scientific literature. This assessment tool accommodates large numbers of students and can be modified easily for use in other disciplines or at other levels of education.

scholarly journals Problem-Based Learning and Information Literacy: A Natural Partnership

2014 ◽  
Vol 2 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Kate Wenger
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Problem Based Learning ◽  
Research Problem ◽  
Research Process ◽  
Literacy Skills ◽  
First Year ◽  
Research Libraries ◽  
Design And Implementation ◽  
Information Literacy Skills

Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL) provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course. Finally, it details the Association of College & Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education addressed by the project, as well as possible future modifications.

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.

Information Literacy Education: Perceptions, Proficiencies and Experiences of First-Entering Students at TUT

Mousaion ◽  
2019 ◽  
Vol 36 (3) ◽  
Author(s):  
Cynthia Manamedi Molepo ◽  
Solomon Bopape
Keyword(s):  
Focus Group ◽  
Information Literacy ◽  
Information Science ◽  
Academic Library ◽  
Literacy Education ◽  
First Year ◽  
Focus Group Interviews ◽  
Library Resources ◽  
Entering Students ◽  
Group Interviews

For students to master information literacy skills, they must attend Information Literacy Education (ILE) offered by academic libraries. This study adopted both quantitative and qualitative research approaches using a questionnaire and focus group interviews, respectively, to investigate the perceptions of the concept “information literacy”, “students’ skills to use library resources”, and “students’ familiarity with different library resources” of first-year students at the library of the Polokwane campus of the Tshwane University of Technology (TUT), South Africa, all before and after attendance of the ILE session, as well as to analyse their experiences of the ILE programme which they had attended. The study found that most of the first-entering students had a different perception of the concept “information literacy” in relation to its usage in the academic Library and Information Science (LIS) environment. The questionnaire findings further showed that the students had no skills in using library resources and were not familiar with library resources before they attended the ILE programme. However, the findings from the focus group interviews showed that, after they had attended the ILE session, they became familiar with some of the library resources, and their abilities to use those resources positively improved from novice to advanced and proficient users of information. It is therefore recommended that ILE for students be continuous so that students do not forget or lose focus of what they have learned in the formal ILE programmes. To encourage students’ participation, the attendance of ILE should be compulsory for all first-year entering students across all faculties at the TUT.

scholarly journals Teaching with the Framework: a Cephalonian approach

2017 ◽  
Vol 45 (1) ◽  
pp. 117-130 ◽  
Author(s):  
David A. Hurley ◽  
Robin Potter
Keyword(s):  
Information Literacy ◽  
Practical Experience ◽  
First Year ◽  
Library Instruction ◽  
Content Type ◽  
Flipped Instruction ◽  
Research Libraries ◽  
Hands On ◽  
Library Resources ◽  
Core Concepts

Purpose This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources. Design/methodology/approach The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion. Findings The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions. Originality/value With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.

scholarly journals Development of e-modules coloid materials based on PjBL-STEM to improve scientific literature and student learning outcomes of wetlands context

2021 ◽  
Vol 2104 (1) ◽  
pp. 012026
Author(s):  
Rusmansyah ◽  
N Anjaini ◽  
M Kusasi
Keyword(s):  
Learning Outcomes ◽  
Scientific Literacy ◽  
Scientific Literature ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Development Research ◽  
Design Development ◽  
Student Responses ◽  
Is Research ◽  
Study Results

Abstract Development research has been carried out that aims to produce an e-module, a valid, practical, and effective STEAM-PJBL approach on colloidal material. This type of research is Research and Development (R&D) with a 4D development model modified into 3D (define, design, development). The e-module trial was carried out in the School Chemistry 2 class, which consisted of 22 students. Data collection techniques used validation sheets, readability questionnaires, response questionnaires, observation sheets, scientific literacy tests, and learning outcomes tests. Data analysis used descriptive analysis. The study results indicate that the developed e-module has met the following criteria: (1) Validity, judging from the value of the module feasibility aspects, has very valid criteria. (2) Practicality, seen from the readability results of e-modules on individual and small group tests obtaining practical and very practical criteria, student responses to e-modules obtained very practical criteria, as well as observations of lecturers’ ability to use e-modules and manage their respective classes. -each obtained very practical criteria. (3) Effectiveness, seen from the results of the N-gain scientific literacy and knowledge learning outcomes, each of which shows an increase in height and the criteria for learning outcomes of attitudes and skills to obtain good and very skilled criteria.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

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