scholarly journals Moving Forward: A Discussion on the Revision of the ACRL Information Literacy Standards for Higher Education

2013 ◽  
Vol 7 (2) ◽  
pp. 189 ◽  
Author(s):  
Ellysa Cahoy ◽  
Craig Gibson ◽  
Trudi Jacobson ◽  
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Standards

scholarly journals Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals Information literacy, diversity and the role of reflection in creating knowledge

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Thomas Vibjerg Hansen
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Information Literacy ◽  
Educational Environment ◽  
Pedagogical Tools ◽  
Theoretical Concepts ◽  
Creative Processes ◽  
Diversity In Higher Education ◽  
Literacy Standards

Diversity in higher education calls for process oriented information literacy (IL) practitioners rather than source oriented practitioners. They must be generalists because e.g. students with different backgrounds to a higher degree bring multi- and interdisciplinarity into the situation of creating knowledge and problem solving. It is a situation where counselling is about how to prioritise and combine the multidisciplinarity rather than knowing a subject in depth. The purposes of this workshop are: To facilitate answers to the challenges IL practitioners meet in their work in an educational environment characterized by diversity To go through a process from pedagogical reflection to practical ideas about teaching or counselling. The participants will be challenged on their pedagogical awareness, competencies and creativity and on their understanding of information literacy. The participants will not be given the answers, but in order to live up to the concept of a workshop, we must all work and participate in the exploration for answers. The workshop will be a mix of understandings of IL, investigations of diversity and creating knowledge, pedagogical tools, examples of teaching materials, theoretical concepts and creative processes. We will deal with the following questions: How does IL fit into the process of creating knowledge? How should we look at information literacy? As a defined set of skills, qualifications and competencies or as a readiness to handle certain intellectual or academic situations? Does diversity mean the end of information literacy standards?

scholarly journals Book Review: Not Just Where to Click: Teaching Students How to Think about Information

2015 ◽  
Vol 55 (2) ◽  
pp. 171
Author(s):  
Pamela Louderback
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Assessment Instruments ◽  
Knowledge Practices ◽  
Literacy Standards

Fifteen years ago, information literacy standards brought information literacy into higher education conversations and advanced the library field. ACRL’s current revision of Framework for Information Literacy for Higher Education provides further direction for contextualizing and integrating information literacy into the curriculum and offers a deeper understanding of the knowledge practices and dispositions that an information-literate student should develop. With this in mind, Not Just Where to Click provides recommendations to help librarians develop appropriate resources, practices, and assessment instruments for information literacy.

scholarly journals A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

2014 ◽  
Vol 75 (2) ◽  
pp. 232-248 ◽  
Author(s):  
Nancy E. Adams
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Information Literacy ◽  
Information Quality ◽  
Evidence Based Practice ◽  
Research Question ◽  
Evidence Based ◽  
Literacy Practice ◽  
Research Libraries ◽  
Literacy Standards

Evidence-based practice (EBP), like information literacy, is concerned with an individual’s knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied health fields, and public policy. A comparison of the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education with the commonly accepted EBP model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information.

scholarly journals Information literacy views of the teacher candidates registered to pedagogical formation certificate program on Pedagojik formasyon sertifika programına kayıtlı öğretmen adaylarının bilgi okuryazarlığına ilişkin görüşleri

2019 ◽  
Vol 16 (1) ◽  
pp. 249
Author(s):  
Burcu Umut Zan
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Teacher Candidates ◽  
English Summary ◽  
Literacy Studies ◽  
Certificate Program ◽  
Research Libraries ◽  
General Terms ◽  
Literacy Standards

It is known that different studies are carried out for information literacy standards. In the first step of this study, information literacy standards; which were published by Association of College and Research Libraries (ACRL), was examined chronogically. These standards are “Information Literacy Standards for Higher Education”, “Framework for Information Literacy for Higher Education” and “Information Literacy Standards for Teacher Education” respectively. The qualifications required for an appropriate person for information literacy are generally defined according to these standards. Then, in the related literature of information literacy studies which are conducted on teacher, teacher candidates and undergraduate students were examined. This study was carried out in Çankırı Karatekin University in 2016-2017 academic period with the teacher candidates who were in the position of being graduated from different sciences, 106 teacher candidates. Different questions about information literacy were directed to those 106 student and answers received. A qualitative analysis study was carried out by evaluating the answers that received. NVIVO programme was used to analyse the answers. The answers of the teacher candidates were evaluated according to the qualifications determined in the examined standards. As a result, it is seen that teacher candidates are able to define the qualifications of aperson, who is defined as an information literature, are defined as with general terms however they suffer difficulties in details.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBilgi okuryazarlığı standartlarına yönelik olarak farklı çalışmaların yapıldığı bilinmektedir. Bu çalışmada ilk olarak, Amerika Üniversite ve Araştırma Kütüphaneleri Derneği (ACRL: Association of College and Research Libraries) tarafından yayımlanan “Yüksek Öğretimde Bilgi Okuryazarlığı Yetkinlik Standartları”, “Öğretmen Eğitimi için Bilgi Okuryazarlığı Standartları” ve “Yükseköğretim İçin Bilgi Okuryazarlığı Çerçevesi” dokümanları kronolojik olarak değerlendirilmiş ve bilgi okuryazarı olarak tanımlanan bir bireyde olması gereken nitelikler genel olarak tanımlanmıştır. Çalışmanın sonraki aşamasında; ilgili literatürde, öğretmen, öğretmen adayı ve lisans öğrencileri üzerine yürütülen bilgi okuryazarlığı çalışmaları incelenmiştir. Araştırmanın son bölümünde; 2016-2017 akademik döneminde, Çankırı Karatekin Üniversitesinde, Formasyon eğitimi alan fen ve sosyal bilimler alanlarından 106 öğretmen adayına bilgi okuryazarlığı ile ilgili farklı soruların yöneltilmesi ve alınan yanıtların nitel olarak değerlendirilmesini içeren uygulama çalışmasına yer verilmiştir. Değerlendirme aşamasında, NVİVO 12 programı kullanılmış, alınan yanıtlar derinlemesine analiz edilmiştir. Öğretmen adaylarından alınan yanıtlar, incelenen standartlarda belirlenen nitelikler doğrultusunda değerlendirilmiştir. Sonuç olarak öğretmen adaylarının genel ifadeler ile bilgi okuryazarı bir bireyde olması gereken nitelikleri tanımladıkları ancak detaylarda zorlandıkları dikkat çekmiştir.

scholarly journals FILL for Future (F4F) – Framework Information Literacy Lessons digital

2021 ◽  
Vol 55 (7) ◽  
pp. 394-415
Author(s):  
Tessa Sauerwein
Keyword(s):  
Higher Education ◽  
Information Literacy

Zusammenfassung Das Framework for Information Literacy for Higher Education macht einfallsreich und erfinderisch – gerade in Coronazeiten und darüber hinaus. Der Beitrag berichtet über die aktuellen Fortschritte des preisgekrönten Konzeptes FILL (Framework Information Literacy Lessons), das sich in seiner digitalen Weiterentwicklung als FILL for Future (F4F) präsentiert. Mit innovativen und spielerischen Impulsen aus dem Framework reichert es bibliothekarische Schulungspraxis an. Damit gilt F4F als beispielhaftes Projekt in der globalisierten Informationswelt. Es präsentiert sich offen und vernetzt, wie etwa Teaching Libraries mit ihren Zielgruppen. Ganzheitlich gestaltet tragen die vielfältigen Aktivitäten von F4F zur Verbreitung des US-amerikanischen Frameworks weiter und nachhaltig bei.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

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