scholarly journals Visual Literacy and Library Instruction: A Critical Analysis

2017 ◽  
Vol 27 (1) ◽  
pp. 5 ◽  
Author(s):  
Nerissa Nelson
Keyword(s):  
Information Literacy ◽  
Teaching Methods ◽  
Critical Analysis ◽  
Visual Literacy ◽  
Library Instruction ◽  
Specific Content ◽  
Teaching Information

This paper discusses the concept of visual literacy and its implications for librarians teaching information literacy components. The author concludes that, while visual teaching methods should be incorporated in library instruction, teaching visual literacy competencies is most effectively done in connection with discipline-specific content and thus falls outside librarians' role.

scholarly journals Advocating for students through encouragement: Communication on a human level

2019 ◽  
Vol 80 (9) ◽  
pp. 528
Author(s):  
Toccara D. Porter
Keyword(s):  
Information Literacy ◽  
Library Instruction ◽  
Teaching Information

Don’t give up.” “You’ve got this!” The manner in which we communicate with students is not always measurable when assessing a librarian’s performance. Nevertheless, honesty and encouragement factor into how I communicate with students during library instruction. This essay details an approach that I have used in eight years of teaching information literacy sessions to advocate for and talk with students on a human level.

scholarly journals DEVELOPING METHOD OF TEACHING ‘INFORMATION LITERACY IN TIMES OF DISASTER’ IN JAPANESE LANGUAGE TEACHING

2018 ◽  
Vol 14 (2) ◽  
pp. 15-21
Author(s):  
Akiko Honda
Keyword(s):  
International Students ◽  
Information Literacy ◽  
Teaching Methods ◽  
Japanese Society ◽  
Native Speakers ◽  
Language Education ◽  
Literacy Education ◽  
Japanese Language ◽  
Developing Method ◽  
Teaching Information

This paper discusses the need for education in ‘Information Literacy in Times of Disaster’ in Japanese language education for non-native speakers of Japanese who are staying in Japan. ‘Information Literacy in Times of Disaster’ refers to the ability to obtain necessary information and transmit it as appropriate in the circumstances when a major natural disaster occurs, such as an earthquake. After the April 2016 Kumamoto earthquake, the author investigated the behavior of international students when the earthquake occurred, the criteria for their decisions, their means of collecting information and other matters. The results revealed the issue that international students’ behavior frequently relied on others’ words and they could not make decisionsindependently. The factors causing these issues include: (1) lack of knowledge and understanding of Japanese language and Japanese society; (2) psychological distance from information in Japanese; and (3) capacity to analyze information. This report proposes the development of methods of teaching ‘Information Literacy in Times of Disaster’ to resolve these issues and discusses how the development of these teaching methods will contribute to furthering information literacy education in Japanese languageeducation.

iTech in library instruction: tips and best practices

2016 ◽  
Vol 33 (1) ◽  
pp. 9-10
Author(s):  
Susanna Eng-Ziskin ◽  
Jamie Johnson
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Design Methodology ◽  
California State University ◽  
Library Instruction ◽  
State University ◽  
Trial And Error ◽  
Content Type ◽  
Freshmen Seminar ◽  
Teaching Information

Purpose – This paper aims to describe some best practices and tips for librarians who will be teaching in iPad classrooms. Design/methodology/approach – California State University Northridge librarians recently began teaching information literacy sessions to freshmen seminar students in a dedicated iPad classroom. Prior to this, they scoured the literature to find information on how to use the iPads to enhance their instruction. The kinds of papers they were looking for did not seem to exist so they began a process of trial and error during their instruction sessions to formulate their own best practices which are enumerated in this paper. Findings – A list of best practices for teaching information literacy sessions with iPads. Originality/value – This paper will be of value to instruction librarians who will be teaching in iPad or tablet classrooms. A search of the library literature shows there are no similar articles with practical tips and best practices for librarians.

scholarly journals Book Review: The One-Shot Library Instruction Survival Guide, 2nd ed.

2017 ◽  
Vol 56 (4) ◽  
pp. 297
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Information Literacy Skills ◽  
The One ◽  
Teaching Information

Many instruction librarians face the challenge of teaching information literacy skills successfully and engagingly during one-shot library instruction sessions. In their new edition of The One-Shot Library Instruction Survival Guide, Heidi Buchanan and Beth A. McDonough offer guidance on incorporating ACRL’s Framework for Information Literacy for Higher Education (adopted in 2016) into one-shot library instruction sessions.

The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

scholarly journals Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program

2012 ◽  
Vol 7 (1) ◽  
pp. 82 ◽  
Author(s):  
Melissa Bowles-Terry
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Student Experiences ◽  
Library Instruction ◽  
Grade Point ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Upper Level ◽  
Different Levels

Abstract Objectives – This study examines the connection between student academic success and information literacy instruction. Locally, it allowed librarians to ascertain the institution’s saturation rate for information literacy instruction and identify academic programs not utilizing library instruction services. In a broader application, it provides an argument for a tiered program of information literacy instruction and offers student perspectives on improving a library instruction program. Methods – Focus groups with 15 graduating seniors, all of whom had attended at least one library instruction session, discussed student experiences and preferences regarding library instruction. An analysis of 4,489 academic transcripts of graduating seniors identified differences in grade point average (GPA) between students with different levels of library instruction. Results – Students value library instruction for orientation purposes as beginning students, and specialized, discipline-specific library instruction in upper-level courses. There is a statistically significant difference in GPA between graduating seniors who had library instruction in upper-level courses (defined in this study as post-freshman-level) and those who did not. Conclusions – Library instruction seems to make the most difference to student success when it is repeated at different levels in the university curriculum, especially when it is offered in upper-level courses. Instruction librarians should differentiate between lower-division and upper-division learning objectives for students in order to create a more cohesive and non-repetitive information literacy curriculum.

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