Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

Objective – To test the assumption that giving students time to research independently during a one-shot information literacy instruction (ILI) session, combined with scaffolding, is an effective pedagogical practice and a good use of class time. Methods – The study was conducted at a student-focused, four-year undergraduate institution with 8,500 full load equivalent students. Following brief, focused instruction in 10 different ILI sessions, first-, second-, and third-year students in 80-minute one-shot ILI sessions were given time to research independently. The librarian and instructor were present to scaffold the instruction students received. Students were asked to track the research they did during class using a research log and to fill out a short Web survey about their preparedness to do research and the usefulness of the ILI session. Results – Students agreed to have 83 research logs and 73 Web surveys included in the study. Students indicated that they felt more prepared to do research for their assignment after the ILI session and rated individual help from the librarian as the most useful aspect of the instruction session. Students did not rate independent time to do research as valuable as anticipated. Examining the research logs indicated that several things are taking place during the ILI session, including that students are demonstrating what was taught in the session in their searches, that their searches are progressing in complexity, and that students are using feedback from previous searches to inform the formulation of search queries. While students appear to be putting independent search time to good use, many students’ articulation of their thesis statement remains poor and searches continue to be fairly simplistic. Conclusions – This study gives evidence that giving independent research time in ILI sessions, with scaffolding, is an effective use of class time. The study also demonstrates that the majority of students are able to use what is taught during classes and that they are using class time effectively, though searching remains fairly simple. The focus of ILI sessions is on skill development, and future research should be on integrating IL into the curriculum to develop more complex skills and thinking needed in the research process.

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Mapping information literacy using the Business Research Competencies

Reference Services Review ◽

10.1108/rsr-12-2017-0048 ◽

2018 ◽

Vol 46 (4) ◽

pp. 543-564 ◽

Cited By ~ 2

Author(s):

Heather A. Howard ◽

Nora Wood ◽

Ilana Stonebraker

Keyword(s):

Case Studies ◽

Information Literacy ◽

Literacy Instruction ◽

Future Research ◽

Curriculum Mapping ◽

Business Research ◽

Content Type ◽

Information Literacy Instruction ◽

Research Competencies ◽

Project Promise

Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

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Emotional labour, information literacy instruction, and the COVID-19 Pandemic

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.vi19.607 ◽

2020 ◽

Author(s):

Karen Sobel ◽

Lorraine Evans

Keyword(s):

Mixed Methods ◽

Information Literacy ◽

Literacy Instruction ◽

Mixed Methods Research ◽

Future Research ◽

Emotional Labour ◽

Information Literacy Instruction ◽

Evolving Context

The authors of this article, both instruction librarians, have researched the emotional labour that information literacy instruction librarians perform for several years. Several months into the COVID-19 pandemic, they discuss concepts of emotional labour among instruction librarians in that evolving context. They outline common aspects of emotional labour that manifest differently during the pandemic, compared to non-pandemic times. They identify and analyse new layers of emotional labour that many instruction librarians currently experience on top of their “normal” lives and emotional labour. They provide a brief overview of aspects of emotional labour that may be easier or lesser during the pandemic. The article concludes with a call for future research on these concepts, particularly using qualitative and mixed-methods research.

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Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century

10.1533/9781780633718 ◽

2013 ◽

Cited By ~ 2

Author(s):

Nancy W Noe

Keyword(s):

Information Literacy ◽

Literacy Instruction ◽

First Century ◽

Information Literacy Instruction ◽

Twenty First Century

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Critical Pedagogy In Libraries: A Unified Approach

Journal of Critical Library and Information Studies ◽

10.24242/jclis.v1i1.15 ◽

2017 ◽

Vol 1 (1) ◽

Cited By ~ 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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A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais290 ◽

2013 ◽

Author(s):

Heidi Julien

Keyword(s):

Longitudinal Study ◽

Information Literacy ◽

National Survey ◽

Longitudinal Analysis ◽

Academic Libraries ◽

Literacy Instruction ◽

The Third ◽

Information Literacy Instruction ◽

Étude Longitudinale ◽

Etude Longitudinale

This paper reports a longitudinal study of information literacy instruction (ILI) in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results of the third national survey (1995, 2000, and 2005) of ILI are detailed. This research is intended to increase understanding of and to improve ILI.Cet article présente une étude longitudinale sur la formation en recherche d’information (FRI) dans les bibliothèques universitaires canadiennes et est axé sur la manière dont la formation est organisée, offerte et évaluée. Les résultats du troisième sondage national (1995, 2000, 2005) de la FRI sont présentés en détail. Cette recherche est destinée à améliorer la compréhension de la FRI dans le but de son amélioration.

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