scholarly journals Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Nicole Branch ◽  
Keyword(s):  
Social Justice ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Information Literacy ◽  
Critical Information

Socially responsible pedagogy: critical information literacy and art

2019 ◽  
Vol 47 (3) ◽  
pp. 280-293
Author(s):  
Nicole A. Beatty ◽  
Ernesto Hernandez
Keyword(s):  
Social Justice ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Visual Literacy ◽  
Theoretical Concept ◽  
Socially Responsible ◽  
Content Type ◽  
Critical Information ◽  
Literacy Course ◽  
Practical Implications

Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

scholarly journals Overdue: Incorporating social justice into the Framework for Information Literacy for Higher Education

2021 ◽  
Vol 82 (5) ◽  
pp. 210
Author(s):  
Christopher Sweet
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Information Literacy ◽  
Critical Information ◽  
Or Groups ◽  
Knowledge Practice

The Framework for Information Literacy for Higher Education was adopted by the ACRL Board in 2016. Many librarians, particularly those interested in critical librarianship and critical information literacy, were disappointed that social justice did not explicitly appear anywhere in the Framework. To be fair, multiple elements of the Information has Value frame describe social justice work, specifically the Knowledge Practice: “understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information.”

scholarly journals ‘We've Spent too Much Money to Go Back Now’: Credit-Crunched Literacy and a Future for Learning

2011 ◽  
Vol 8 (4) ◽  
pp. 296-314 ◽  
Author(s):  
Tara Brabazon
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Learning Outcomes ◽  
Media Literacy ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Public Funding ◽  
Widening Participation ◽  
Transferable Skills ◽  
New Models

This is an article of activism, application and intervention. It offers new models and modes of teaching and learning by aligning information literacy, media literacy and multiliteracy. The priority is on learning outcomes rather than technological choices, and social justice rather than transferable skills. These are not – obviously – ‘either/or’ categories, but the author wishes to shift thinking to demonstrate the diversity of assessment options that can activate the insights and innovations of literacy theory. The aim is to show, through examples and applications in university assessment, how students can move from everyday competencies and skill development and into disciplinary and transdisciplinary scholarship. With public funding under threat, the time for ‘easy’ technological solutions to complicated problems in widening participation agendas requires renewed commitment to literacy, professional development and academic expertise.

Pensamento reflexivo e gosto informacional: disposições para competência crítica em informação

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Arthur Coelho Bezerra ◽  
Marco Schneider ◽  
Anna Brisola
Keyword(s):  
Information Literacy ◽  
Paulo Freire ◽  
Critical Information

A magnitude das informações circulantes nas sociedades contemporâneas faz com que seja cada vez mais urgente a aquisição de ferramentas necessárias para a absorção, avaliação e utilização dessas informações pelos indivíduos. Defenderemos, no presente artigo, que esse caminho passa pelo pensamento reflexivo e pelo gosto informacional, disposições que se apresentam como contribuições essenciais para o desenvolvimento de uma competência crítica em informação. Para tanto, recorreremos tanto às pesquisas de cientistas da informação sobre a chamada critical information literacy quanto à proposta pedagógica de Paulo Freire para o desenvolvimento do pensamento crítico, incorporando, também, apontamentos de filósofos e outros pensadores que dissertaram a respeito do gosto pelo conhecimento.Palavras-chave: Competência em informação. Competência crítica em informação. Pensamento reflexivo. Gosto. Paulo Freire.Link:http://www.ies.ufpb.br/ojs2/index.php/ies/article/view/31114

A Comparison of the Learning Outcomes for a PBL-based Information Literacy Course in Three Different Innovative Teaching Environments

Libri ◽  
2020 ◽  
Vol 70 (3) ◽  
pp. 213-225 ◽  
Author(s):  
Naicheng Chang ◽  
Zhiqiang Wang ◽  
Sheila Hsuanyu Hsu
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Arcs Model ◽  
Online Study ◽  
Online Mode ◽  
Noticeable Improvement

AbstractThis study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.

scholarly journals Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

2015 ◽  
Vol 90 (7) ◽  
pp. 988-994 ◽  
Author(s):  
Helen Hynes ◽  
Slavi Stoyanov ◽  
Hendrik Drachsler ◽  
Bridget Maher ◽  
Carola Orrego ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Group Concept Mapping ◽  
Group Concept

scholarly journals Beyond Google

2021 ◽  
Author(s):  
Brenda Carter
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Search Strategies ◽  
The Internet ◽  
Online Search ◽  
Research Skills ◽  
First Choice ◽  
Library Resources ◽  
Students First ◽  
Google Search

The internet is often students’ first choice when researching school assignments; however students’ online search strategies typically consist of a basic Google search and Wikipedia. The creation of library intranet pages providing a range of search tools and the teaching of customised information literacy lessons aim to better utilise library resources and improve students’ research skills and learning outcomes.

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