scholarly journals Using Portfolio Items to Assess Information Literacy

2021 ◽  
Author(s):  
Jenny Robins ◽  
Juna Snow
Keyword(s):  
Information Literacy ◽  
Information Structure ◽  
Information Needs ◽  
American Association ◽  
Literacy Skills ◽  
Assessment Tools ◽  
School Librarians ◽  
Constructed Response ◽  
Standard Assessment ◽  
Information Literacy Skills

In 1998, the American Association of School Librarians (AASL) developed nine standards for information literacy skills. Students with these skills are equipped to recognize their learning objectives, identify their information needs, acquire information, evaluate information, and share the results of their effort. These skills are keys to lifelong learning. Standard assessment tools, such as select response, closed-constructed response, and even open-ended-constructed response questions are sufficiently dynamic to align with the real-world experiences of learners exercising information literacy skills. In this study, an information structure was designed for students to use to describe learning activities. These written, student-generated items become part of a student’s portfolio. It is proposed that this information structure can serve as an alternative, authentic tool to assess students’ information literacy skills. Two student portfolio items are presented in this report along with a description of the process used to create assessments.

scholarly journals The Student’s Voice on Information Literacy Skills: Using the 2017 AASL Standards Framework for Learners

2018 ◽  
Author(s):  
Kasey L. Garrison ◽  
Lee FitzGerald ◽  
Alinda Sheerman
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
American Association ◽  
Literacy Skills ◽  
Structured Learning ◽  
Guided Inquiry ◽  
School Librarians ◽  
Learning Tasks ◽  
Information Literacy Skills

The 2017 Standards Framework for Learners designed by the American Association of School Librarians offers educators a support guide for creating, implementing and assessing meaningful, structured learning tasks focused on important information literacy skills for students. In this study, we use the Curate element of the AASL Standards Framework for Learners as a lens to analyse students’ voices and experiences while engaged in a Guided Inquiry unit, focusing particularly on their information seeking and use. Findings indicate students have sophisticated understandings of their own information literacy skills, how they engage with information, and the skills needed to be efficient curators of information, but they feel challenged and unconfident about their own skills in completing research tasks. These findings support the role of the school librarian in scaffolding young researchers through this process.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

scholarly journals Invited guest or wedding crasher?

2021 ◽  
Author(s):  
Nancy Everhart
Keyword(s):  
Information Literacy ◽  
Professional Practice ◽  
Common Core ◽  
Literacy Skills ◽  
School Librarian ◽  
Digital Information ◽  
School Librarians ◽  
National School ◽  
Information Literacy Skills ◽  
The Common

Nationwide education initiatives are underway in various parts of the world, including a push for national curricula in the U.S. and Australia. In Australia, school librarians have been invited guests to provide input into the integration of digital/information literacy across curriculum areas. Conversely, U.S., school librarians crashed the wedding by actively responding to the Common Core Standards initiative by highlighting areas where information literacy skills, dispositions, responsibilities and assessments are integrated – even though they weren’t asked. Other examples of successful and not so successful national school librarian involvement to infuse 21st century skills and implications for professional practice are discussed.

scholarly journals Knowledge Sharing Practices, ICT, Information Literacy, and STEM Career Path Choices Among Girls at the Secondary School Level

2019 ◽  
pp. 227-252
Author(s):  
Mercy A. Iroaganachi ◽  
Promise Ifeoma Ilo ◽  
Loveth Ekwueme ◽  
Idarefame YoungHarry
Keyword(s):  
Secondary School ◽  
Knowledge Sharing ◽  
Information Literacy ◽  
Information Needs ◽  
Career Path ◽  
Literacy Skills ◽  
School Level ◽  
Secondary School Level ◽  
Information Literacy Skills ◽  
Stem Career

This chapter explored literature and discussed the importance of knowledge sharing practices, ICT, and information literacy, and their influence on STEM career path choices among girls at the secondary school level. This was properly situated by examining the concept of knowledge sharing, concept of career path choices, knowledge sharing on career path choices of girls, considered ICT and career path choices of girls, effect of ICT on career path choices of girls, information literacy and career path choices of girls, effect of information literacy on career path choices of girls. It concludes that a culture of knowledge sharing practices among the girls will get the less knowledgeable girls informed for informed STEM career path decisions. The use of ICTs for networking and sharing knowledge among the girls will improve information literacy skills needed by the girls to help identify information needs, access, retrieve, evaluate, and use same career choices. The chapter includes recommendations.

scholarly journals They are never too young to develop research skills

2021 ◽  
Author(s):  
Ingrid Skirrow
Keyword(s):  
Information Literacy ◽  
Educational Programme ◽  
Essential Elements ◽  
Literacy Skills ◽  
School Librarians ◽  
Grade Level Teams ◽  
Information Literacy Skills ◽  
Framework Document ◽  
Primary Years Programme ◽  
Class Teacher

The International Baccalaureate’s Primary Years Programme (PYP) described in the framework document “Making the PYP happen” (2007) promotes learning through guided inquiry. It is an educational programme spanning the years from ages 3 to 12. This paper will introduce the audience to a very brief overview of the five essential elements of the PYP and demonstrate how Information Literacy skills, arguably one of the main charges for school librarians, are embedded within the programme. Mention is made of constructivism to place inquiry and information literacy within this context. Understanding the programme will help the school librarian in developing a programme of authentic learning in the library for the students through collaborative planning with the class teacher or grade level teams.

scholarly journals Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric

2017 ◽  
Vol 105 (2) ◽  
Author(s):  
Gloria Willson, MLIS, MPH ◽  
Katelyn Angell, MLIS, MA
Keyword(s):  
Information Literacy ◽  
Information Needs ◽  
Literacy Skills ◽  
Professional Standards ◽  
Research Papers ◽  
Rater Reliability ◽  
Research Libraries ◽  
Undergraduate Nursing ◽  
Information Literacy Skills ◽  
Nursing Professional

Objective: The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals.Methods: We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability.Results: Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being “fair” or “poor” for all six rubric dimensions.Conclusions: The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices.

scholarly journals Information literacy as a joint competence shaped by everyday life and workplace roles amongst Scottish community councillors

2020 ◽  
Author(s):  
Cruickshank Peter ◽  
◽  
Hazel Hall ◽  
Bruce Ryan ◽  
◽  
...  
Keyword(s):  
Quantitative Analysis ◽  
Everyday Life ◽  
Information Literacy ◽  
Information Needs ◽  
Formal Education ◽  
Analysis Data ◽  
Literacy Skills ◽  
Free Text ◽  
Online Questionnaire ◽  
Information Literacy Skills

Introduction: This paper addresses the information practices of hyperlocal democratic representatives, and their acquisition and application of information literacy skills. Method: 1034 Scottish community councillors completed an online questionnaire on the information-related activities they undertake as part of their voluntary roles, and the development of supporting competencies. The questions related to: information needs for community council work; preparation and onward dissemination of information gathered; factors that influence community councillors’ abilities to conduct their information-related duties. Analysis: Data were summarised for quantitative analysis using Microsoft Excel. Free text responses were analysed in respect of the themes from the quantitative analysis and literature. Results: Everyday life and workplace roles are perceived as the primary shapers of information literacy as a predominantly joint competence. Conclusion: The focus of information literacy development has traditionally been the contribution of formal education, yet this study reveals that prior employment, community and family roles are perceived as more important to the acquisition of relevant skills amongst this group. This widens the debate as to the extent to which information literacy is specific to particular contexts. This adds to arguments that information literacy may be viewed as a collective accomplishment dependant on a socially constructed set of practices.

scholarly journals Strengthening Social Inclusion in Multicultural Societies Through Information Literacy

2013 ◽  
Vol 14 (2) ◽  
pp. 270-290
Author(s):  
Esin Sultan Oğuz ◽  
Serap KURBANOĞLU
Keyword(s):  
Information Literacy ◽  
Social Inclusion ◽  
Information Needs ◽  
Public Libraries ◽  
Linguistic Diversity ◽  
Literacy Skills ◽  
Literacy Programs ◽  
Specific Information ◽  
The Social ◽  
Information Literacy Skills

We live in an increasingly heterogeneous society. The rate of international migration has contributed to cultural diversity in many nations. Libraries of all types have started to address cultural and linguistic diversity while providing information sources and services. According to The IFLA Multicultural Library Manifesto (2008), each individual has the right to a full range of library and information services, and libraries should serve all members of the community without discrimination. Special attention should be paid to cultural and linguistic groups which are underserved such as minorities, refugees, immigrants, including those with temporary residence permits. Public libraries are considered useful social instruments in the democratization of information. They are agents for social change and excellent tools for the integration of immigrants. They prepare immigrants for citizenship by introducing them to the values of their new nation, and frequently sustain them through the initial period of adaptation. They are spaces where patrons can readily access information, not only to increase their knowledge, but also to improve their abilities and skills in order to participate in society. As the key for life-long learning and success not only in school and the work place but also in daily life, information literacy skills must be developed by immigrants, refugees and foreign residents in order for them to integrate into their adopted country. Knowing how to access, use and communicate information effectively will enable the social inclusion of newcomers. Therefore, developing special information literacy programs to equip such groups with information literacy skills should be among the priorities of public libraries. In this study, the importance of information literacy skills in multicultural societies in terms of the social inclusion of immigrants will be underlined. Findings of a survey which has been conducted to ascertain information needs of foreign residents in Turkey and the level of fulfillment of their information needs will be presented. The findings of the research will also be used to make suggestions for developing information literacy programs which address the specific information needs of culturally and linguistically diverse communities.

scholarly journals Librarian’s Information Literacy Skills to Fulfilling Library Users' Needs A Public Library in Bogor, Indonesia

2019 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Alfia Hasanah ◽  
Margareta Aulia Rachman
Keyword(s):  
Information Literacy ◽  
Information Needs ◽  
Public Library ◽  
Literacy Skills ◽  
Library Science ◽  
The Public ◽  
Component Selection ◽  
Library Users ◽  
Information Literacy Skills ◽  
The City

Background of the study: literacy skills of librarianPurpose: This study aims to identify the information literacy skills of librarians in meeting the information needs a user at the public library in the city of Bogor.Method: This study used a qualitative approach with the case study method. Data were collected through observation and interview. The informants of six people selected using purposive sampling, with the criteria set librarian of Library Science education. Information literacy models used in this study are a model Empowering Eight, consisting of identification, exploration, selection, organization, creation, presentation, assessment and application information..Findings: The results showed that the information literacy librarian at the public library in the city of Bogor in meeting the information needs user already applied include a component on the identification, exploration, presentation, assessment, and application.Conclusion: There are some capabilities that cannot be applied to the maximum, including component selection, organization and creation of information.

scholarly journals Creating Partnerships for Information Literacy in Jamaican Schools

2021 ◽  
Author(s):  
Myrtle E. Harris
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Information Literacy ◽  
Literacy Skills ◽  
Specific Reference ◽  
School Librarians ◽  
Strategic Partnerships ◽  
Information Literacy Skills

This paper looks at the collaboration between teachers and school librarians necessary for the effective teaching of information literacy skills in schools with specific reference to secondary schools in Jamaica. It discusses the barriers that school librarians sometimes face in seeking to teach collaboratively as a result of perceptions held of their role in the delivery of the curriculum. It argues that, if the goal of information literacy is to be achieved, school librarians will need to forge strategic partnerships with stakeholders who can help to influence change.

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