Chapter IX LEARNING TO BE A STUDENT AT THE UNIVERSITY OF PARIS 8: AN INNOVATIVE EXAMPLE OF TEACHING INFORMATION LITERACY IN THE FIRST YEAR

2008 ◽  
Keyword(s):  
Information Literacy ◽  
First Year ◽  
University Of Paris ◽  
The University ◽  
Teaching Information

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

scholarly journals Beyond the research paper: First-generation students and the Framework in everyday contexts

2020 ◽  
Vol 81 (6) ◽  
pp. 285
Author(s):  
Darren Ilett
Keyword(s):  
Information Literacy ◽  
New World ◽  
First Generation ◽  
First Year ◽  
First Generation Students ◽  
Knowledge And Skills ◽  
Northern Colorado ◽  
University Of Northern Colorado ◽  
The University ◽  
Incoming Students

Being first gen, it’s hard, like, the library information is not in us ’cause we are learning this by ourselves.” This sentiment, expressed by Vanessa, a first-year, first-generation student, is a common one. The unspoken norms, procedures, and genres that incoming students are expected to grasp—both in higher education generally and in information literacy and academic libraries specifically—often make college an unfamiliar, confusing, and unwelcoming new world for first-generation students (FGS). Yet in my work as a liaison librarian for TRIO and other support programs at the University of Northern Colorado, I constantly wonder at the highly developed and varied knowledge and skills FGS bring with them from their homes, workplaces, communities, and previous education.

scholarly journals Variations on the Theme of Information Literacy – Implementation of Information Literacy into the First-Year Curriculum at Åbo Akademi University

2016 ◽  
Vol 8 (1) ◽  
pp. 9-14
Author(s):  
Eva Costiander-Huldén ◽  
Linda Nisula ◽  
Anna Sundberg
Keyword(s):  
Information Literacy ◽  
Study Skills ◽  
Chemical Engineering ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Literacy Implementation ◽  
Search For Information ◽  
The University ◽  
First Time

How can information literacy (IL) courses be organized into the curriculum in the best possible way for first-year students at Finnish universities? This question has been discussed time and time again. At Åbo Akademi University we have, since fall 2015, developed a course in Academic study skills where IL is included in the course. This means that IL is now for the first time included in all study programmes at the university. The IL module is, however, implemented in different ways in different faculties. In this article, we will focus on the method of embedded learning of IL in the study programme of Chemical Engineering, as it was implemented during the fall semester 2015 for all freshmen. For the first time the library was involved in a “hands-on” project with practical tasks at the Faculty of Science and Engineering. The students were motivated to learn how to search for information and how to improve their skills in reference management, and they passed the course.

scholarly journals Feasible and flexible: Launching an information and digital literacy badge and certificate program in collaboration with a teaching and learning center

2021 ◽  
Vol 82 (5) ◽  
pp. 214
Author(s):  
Samantha Peter ◽  
Kristina Clement ◽  
Shannon Sheridan ◽  
Hilary Baribeau
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
University Of Wyoming ◽  
Lessons Learned ◽  
First Year ◽  
Learning Center ◽  
Certificate Program ◽  
Future Goals ◽  
The University

In fall 2019, the University of Wyoming (UW) Libraries launched an information and digital literacy badge and certificate program in partnership with the Ellbogen Center for Teaching and Learning (ECTL), housed in the UW Libraries main branch. ECTL crafts programing and provides support for graduate students, staff, and faculty who teach on our campus by employing instructional designers.The Information and Digital Badge and Certificate Program was created when ECTL redesigned their Teaching and Learning Certificate, and it features many services and resources that UW Libraries already offers (i.e., information literacy instruction and research consultations). This article will detail the redesign of the certificate program, how the current teaching and learning certificate was designed, and conclude with lessons learned from the first year of the program as well as future goals.

scholarly journals Assessment in the One-Shot Session: Using Pre- and Post-tests to Measure Innovative Instructional Strategies among First-Year Students

2013 ◽  
Vol 74 (6) ◽  
pp. 574-586 ◽  
Author(s):  
Jacalyn E. Bryan ◽  
Elana Karshmer
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Physical Models ◽  
Assessment Tools ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
The One ◽  
University Experience ◽  
The University

Many studies focus on the use of different assessment tools within information literacy instruction; however, there are very few that discuss how pre- and post-tests can be used to gauge student learning, and even fewer of those published deal with pre- and post-test assessment within the one-shot paradigm. This study explores the effectiveness of using nonlinguistic representations—kinesthetic, graphic, and physical models—in one-shot library sessions for first-year students in SLU 100 Introduction to the University Experience. As hypothesized, the findings suggest that the use of such representations can enhance student learning and assist in developing research skills that are essential to acquiring information literacy.

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