scholarly journals Delivering Information Literacy via Facebook: Here Comes the Spinach!

2019 ◽  
Vol 14 (2) ◽  
pp. 33-50
Author(s):  
A. F. Tyson ◽  
Anton Angelo ◽  
Brian McElwaine ◽  
Kiera Tauro
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Additional Method ◽  
Targeted Interventions ◽  
Student Clubs ◽  
The University ◽  
Library Marketing

Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content.  Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers.  Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

Information Commons and Web 2.0 Technologies

2011 ◽  
pp. 845-854 ◽  
Author(s):  
Elisabeth Pankl ◽  
Jenna Ryan
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Academic Libraries ◽  
University Campus ◽  
Web 2.0 Technologies ◽  
Information Commons ◽  
University Curriculum ◽  
The University

This chapter delves into the transformation of academic libraries in response to two main elements: Information Commons and Web 2.0 technologies, such as blogs and wikis. This transformation carries immense pedagogical significance for academic libraries by asserting a stronger presence of information literacy within the university curriculum. Traditional concepts of space, both virtual and physical, are also challenged by the inclusion of Information Commons and Web 2.0 technologies within academic libraries. Ultimately, what is revolutionized by these additions is the understanding of communication and pedagogy on the university campus.

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

2021 ◽  
Author(s):  
◽  
Simon James Coates
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Qualitative Methodology ◽  
Geographical Location ◽  
Theoretical Framework ◽  
Significant Component ◽  
Faculty Relationships ◽  
Academic Faculty ◽  
The University

<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

scholarly journals Making a Third Space for Student Voices in Two Academic Libraries

2015 ◽  
Vol 55 (2) ◽  
pp. 144
Author(s):  
James Elmborg ◽  
Heidi LM Jacobs ◽  
Kelly McElroy ◽  
Robert L. Nelson
Keyword(s):  
University Students ◽  
Instructional Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Public Perception ◽  
Third Space ◽  
Digital Age ◽  
Student Voices ◽  
The University ◽  
The Web

When we think of voices in the library, we have tended to think of them as disruptive, something to control and manage for the sake of the total library environment. The stereotype of the shushing librarian pervades public perception, creating expectations about the kinds of spaces libraries want to create. Voices are not always disruptive, however. Indeed, developing an academic voice is one of the main challenges facing incoming university students, and libraries can play an important role in helping these students find their academic voices. Two initiatives at two different academic libraries are explored here: a Secrets Wall, where students are invited to write and share a secret during exam time while seeing, reading, commenting on the secrets of others; and a librarian and historian team-taught course called History on the Web, which brings together information literacy and the study of history in the digital age. This article examines both projects and considers how critical perspectives on voice and identity might guide our instructional practices, helping students to learn to write themselves into the university. Further, it describes how both the Secrets Wall and the History on the Web projects intentionally create a kind of “Third Space” designed specifically so students can enter it, negotiate with it, interrogate it, and eventually come to be part of it.

scholarly journals Library, Library, Make Me a Match: Impact of Form-Based Readers’ Advisory on Academic Library Use and Student Leisure Reading

2018 ◽  
Vol 57 (4) ◽  
pp. 254 ◽  
Author(s):  
Kaia Sievert ◽  
Amber Fick ◽  
Becky Adamski ◽  
Ashley Merrill ◽  
Danika LeMay
Keyword(s):  
Student Engagement ◽  
Academic Libraries ◽  
Academic Library ◽  
Information Services ◽  
University Of Minnesota ◽  
Strong Argument ◽  
Leisure Reading ◽  
Library Use ◽  
The University ◽  
Positive Engagement

Staff from the Access and Information Services (AIS) department at the University of Minnesota Libraries developed several readers’ advisory services to promote student engagement. One project was a Book Matchmaking service, for which users completed a web form and were given reading suggestions owned by the libraries. A brief survey was distributed to users of the service during the fall of 2016 to assess impact. The resulting data made a strong argument for further readers’ advisory activities in academic libraries, as libraries and users benefit equally. Participating in the service encouraged positive engagement with the library and encouraged leisure reading.

scholarly journals 6. Do I Do This In My Own Time? Using Induction Week to Maximize Student Engagement

2011 ◽  
Vol 4 ◽  
pp. 31
Author(s):  
Jane Williams
Keyword(s):  
Student Engagement ◽  
Information Literacy ◽  
Education Program ◽  
Potential Problem ◽  
Course Design ◽  
Academic Life ◽  
Student Life ◽  
New Development ◽  
New Students ◽  
The University

This study presents a project undertaken to address a potential problem in getting new students to engage with their academic life. In September 2009, a new course design was introduced into the BA (Hons) Education program at the University of Wales, Newport. The course team was keen to ensure this new development did not lead to a fragmentation of the new cohort, and wanted to develop an approach to aid the formation of a group identity early on. They decided to introduce a non-assessed group activity during induction week: the new cohort was given the task of creating a video guide to information literacy within the first four weeks of the course. The project resulted in the creation of video guides, and demonstrated that students engaged in a focused manner with a range of services and developed a level of awareness and familiarity to support them during their student life.

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

2021 ◽  
Author(s):  
◽  
Simon James Coates
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Qualitative Methodology ◽  
Geographical Location ◽  
Theoretical Framework ◽  
Significant Component ◽  
Faculty Relationships ◽  
Academic Faculty ◽  
The University

<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

scholarly journals Transforming for our transfers: the creation of a transfer student services librarian

2017 ◽  
Vol 45 (3) ◽  
pp. 485-497 ◽  
Author(s):  
Lisa R. Coats ◽  
Anne E. Pemberton
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Student Services ◽  
Academic Libraries ◽  
Military Service ◽  
Relevant Literature ◽  
Transfer Student ◽  
Content Type ◽  
The Creation ◽  
The University

Purpose This paper aims to describe the unique library, research and information literacy skills that transfer students need, specifically at the University of North Carolina Wilmington, which led to the creation, recruitment and appointment of a Transfer Student Services Librarian at William Madison Randall Library (Randall Library). Design/methodology/approach Along with a brief review of the relevant literature, this paper describes the specific needs that were identified that led to the creation of the position; the unique gaps in information skills that transfer students have; how the university was addressing the needs of transfer students; how the library became focused on the needs of this population of students; how the library began collaborating with campus partners to address these needs; and, to date, how the position has impacted transfer students. Findings An increase in the number of transfer students from community colleges, four year institutions and military service combined with the institution’s information literacy curriculum requirements, led to the creation of a new position called “Transfer Student Services Librarian”. Practical implications Academic libraries wishing to explore the creation of such a position, or wanting to assess their own institution’s needs for their transfer student population, will benefit from this paper. Originality/value Few, if any, libraries have adopted a position specifically for transfer student services and this paper addresses how to assess the need and decide on practical applications for other academic libraries.

Modifying an information literacy game for outreach events

2015 ◽  
Vol 43 (4) ◽  
pp. 643-655 ◽  
Author(s):  
Lisa Martin ◽  
Will Martin
Keyword(s):  
North Carolina ◽  
Information Literacy ◽  
Academic Libraries ◽  
Design Methodology ◽  
Academic Library ◽  
Web Based ◽  
Content Type ◽  
University Of North Dakota ◽  
Technical Modifications ◽  
The University

Purpose – The purpose of this paper is to discuss how to use a web-based library game as an outreach tool at events. Games in higher education are a trend that libraries have used for information literacy but less frequently for outreach. Although there are relatively few examples of the use of games in academic library outreach events, games have the potential to be excellent outreach tools by engaging students and presenting them with the opportunity to change their perceptions of the library. Design/methodology/approach – The University of North Dakota (UND) Libraries successfully connected with students at an outreach event by using a modified version of the Information Literacy Game originally developed by the University of North Carolina Greensboro (UNCG). UND Librarians created specific technical modifications and an event workflow, highlighted here, that other academic libraries can adapt for use at outreach events to attract both students who are and those who are not typically users of the library. Findings – The information literacy game, with some specific technical changes, is customizable in relatively inexpensive ways that allow librarians from institutions of all sizes to engage students with a game at outreach events. Originality/value – Games, especially Web-based games, have not previously been used in outreach events. The literature on the use of games in information literacy sessions but outreach is an even more logical fit for gaming. This paper presents a practical, value-oriented method for academic libraries to modify an information literacy game for use in outreach.

scholarly journals Student Success and the Neoliberal Academic Library

2016 ◽  
Vol 1 ◽  
pp. 10-23 ◽  
Author(s):  
Ian Beilin
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Information Literacy ◽  
Academic Library ◽  
Career Goals ◽  
Intellectual Freedom ◽  
Academic Librarians ◽  
Definition Of ◽  
The University ◽  
Support Students

Academic librarians are committed to promoting student success, and information literacy instruction plays a key role in this mission. But the definition of student success is narrowing as the university aligns itself more with neoliberal mandates. Librarians committed to social justice and to basic library values of openness, privacy, and intellectual freedom must increasingly resist this recasting of student success. How can a critical library praxis encourage and support students’ academic and career goals but still remain faithful to the struggle against the system of inequality and oppression that enables success? This article shows how closely linked the idea of success is today to neoliberal imperatives in higher education. It briefly traces the evolution of neoliberalism in higher education and describes and critiques the hallmarks of the neoliberal academic library. It suggests that within the current constraints imposed on them, students can both learn important skills and knowledge to advance themselves and also become better equipped to use those skills and knowledge to challenge and undermine that system and build a better world. Librarians can and must be facilitators of both kinds of success.

scholarly journals Boosting Student Success and Reducing Inequalities with Free Access to Course Materials

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Cheryl Cuillier
Keyword(s):  
Student Success ◽  
Academic Libraries ◽  
Online Resources ◽  
Limited Resources ◽  
Free Access ◽  
Course Materials ◽  
University Of Arizona ◽  
Course Material ◽  
Do It Yourself ◽  
The University

Research shows that COVID-19 has exacerbated student challenges and inequalities. One of the most impactful ways the University of Arizona Libraries foster student success and reduce inequities is through our course material initiatives: providing students with free day-one access to required materials. We are seeing greater demand for online resources, which can be challenging for academic libraries to provide. Our approach leverages campus partnerships, advocacy and education, and a “do-it-yourself” model supplemented with one-on-one assistance as needed. These practices can be replicated at other libraries with limited resources.

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