scholarly journals Teaching Algorithmic Bias in a Credit-Bearing Course

2019 ◽  
Author(s):  
Carolyn Gardner
Keyword(s):  
Decision Making ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public University ◽  
Approaches To Teaching ◽  
Collaborative Process ◽  
Evaluation Strategies ◽  
Critical Approaches ◽  
Literacy Course ◽  
Algorithmic Bias

Information literacy instruction has become increasingly nuanced with the widespread adoption of critical approaches to teaching and the ACRL Framework. Librarians are already teaching information evaluation strategies, however, more work can be done in the area of understanding algorithmic decision making and bias. This column describes how a public university integrated lessons on algorithmic bias into a credit-bearing information literacy course for a general undergraduate audience. The activities and readings can be adapted to a one-shot instruction environment and the collaborative process for designing the curriculum is also shared.

scholarly journals Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

2018 ◽  
Author(s):  
Marissa Mourer ◽  
Katia Karadjova
Keyword(s):  
College Students ◽  
Virtual Reality ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Research Study ◽  
Public University ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
University Library ◽  
First Time

A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

scholarly journals Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

2017 ◽  
Author(s):  
Marissa Mourer ◽  
Katia Karadjova
Keyword(s):  
College Students ◽  
Virtual Reality ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Research Study ◽  
Public University ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
University Library ◽  
First Time

A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

scholarly journals Using Wikipedia for project-based learning in information literacy instruction

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Shonn M. Haren ◽  
Erika DeJonghe ◽  
Paul Hottinger ◽  
Sally Romero
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Information Sources ◽  
Project Based Learning ◽  
Final Project ◽  
Information Literacy Instruction ◽  
Online Tutorials ◽  
Online Source ◽  
Literacy Course ◽  
Ambiguous Position

Wikipedia holds an ambiguous position in information literacy instruction. Long the go-to example of an untrustworthy online source to avoid, librarians are increasingly using it to illustrate the application of a variety of information literacy concepts. Beginning in Fall 2017, students enrolled in a credit-bearing information literacy course at Cal Poly Pomona were given as a final project, a Wikipedia stub (a basic, incomplete article) and assigned to apply the concepts they had been taught throughout the semester to add information, sources and images, in order to “improve” it. This paper discusses the incorporation of Wikipedia into a credit-bearing course as a form of project-based learning, the development of the course final over several quarters/semesters of class, the benefits and drawbacks of the use of online tutorials and observation of the results of student engagement with the assignment.

scholarly journals Mindfulness and gamification in the higher education classroom: Friends or foes?

2018 ◽  
Author(s):  
Katia G. Karadjova
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public University ◽  
Education Students ◽  
Scholarly Literature ◽  
Short Overview ◽  
Contemplative Pedagogy ◽  
Innovative Practice ◽  
The Brain

The paper provides short overview of the gamification, mindfulness and contemplative pedagogy approaches in the higher education with focus on specific experiences in the Information Literacy (IL) field in higher education. Students seem to engage eagerly with both mindfulness activities and games in the classroom. Although at first these two might give an impression of activities which stand on opposite sides an evident overlapping has been present through employing games as mindfulness activities. The paper discusses the Brain Booth Initiative at a rural, public university as an example of an innovative practice, which shows how mindfulness and gamification complement each other in helping students optimize learning and support their wellbeing. In addition to the scholarly literature the Brain Booth initiative shows that librarians are well-positioned to adopt contemplative pedagogy in their information literacy instruction and to serve as resources for departmental faculty, who may be willing to explore its use in their courses.

scholarly journals Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study

2010 ◽  
Vol 5 (1) ◽  
pp. 82 ◽  
Author(s):  
Diana K. Wakimoto
Keyword(s):  
Focus Group ◽  
Student Satisfaction ◽  
Student Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
First Year Students ◽  
Information Literacy Instruction ◽  
Information Power ◽  
Literacy Course ◽  
Concept Of Information

Objective— This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured. Methods—The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the regular 2008-2009 academic year at California State University, East Bay. Results— Many students entered the course without any concept of information literacy; however, after taking the course they found information literacy to be personally relevant and were able to articulate connections among information, power, and society. The majority of students were satisfied with the course. The results from analyzing the pre- and post-tests were supported by the findings from the focus group sessions. Conclusion— The results of this study are supported by other studies that show the importance of personal relevancy to student learning. In order to fully assess information literacy instruction and student learning, librarians should consider incorporating ways of assessing student learning beyond testing content knowledge and levels of competency.

scholarly journals Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

2012 ◽  
Vol 73 (4) ◽  
pp. 366-377 ◽  
Author(s):  
Yvonne Mery ◽  
Jill Newby ◽  
Ke Peng
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Test Scores ◽  
Online Course ◽  
Online Information ◽  
Information Literacy Instruction ◽  
Comprehensive Information ◽  
Post Test ◽  
Literacy Course ◽  
Types Of Instruction

This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre- and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students’ needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online.

Information literacy and consciousness

2020 ◽  
Vol 76 (6) ◽  
pp. 1377-1391
Author(s):  
John M. Budd
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Essential Element ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Knowledge Growth ◽  
Critical Approaches ◽  
Information Landscape ◽  
Content Design

PurposeWhile there is a huge literature devoted to information literacy (IL), much of which is devoted to course or content design and some sort of assessment. What is presented in this paper is the proposition that the design of IL would benefit greatly by the infusion of the development of consciousness and conscious states. The understanding of consciousness and its place in the absorption of information, and ultimately, knowledge growth is presented.Design/methodology/approachReviews of information literacy (brief) and consciousness (more extensive) are applied to the proposition that consciousness is an essential element of successful information literacy instruction. The reviews are of a critical nature.FindingsConsciousness and its complexity are explicated to a considerable extent. While there are somewhat varied conceptions of consciousness, a relatively unified definition is suggested. The complexities of consciousness and its development render students more able to explicate the agreements and disagreements in the information landscape. In short, a developed consciousness among students makes for more critical approaches to difficult informational events. Then, the connections between IL and consciousness, which includes the awareness of informational states, conclude the paper.Research limitations/implicationsThis paper offers a new mode for an inquiry into the content and structure of information literacy instruction.Originality/valueThe paper adds a heretofore unattended condition for success in information literacy for instructors and students.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (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.

A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

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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