scholarly journals Review of Faculty-Librarian Collaborations: Integrating the Information Literacy Framework into Disciplinary Courses

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Cathy Troupos
Keyword(s):  
Information Literacy ◽  
Research Libraries ◽  
Literacy Framework

Faculty-Librarian Collaborations: Integrating the Information Literacy Framework into Disciplinary Courses. Edited by Stöpel, M., Piotto, L., Goodman, X., and Godbey, S. (Chicago, IL: Association of College and Research Libraries 2020. 238pp.

scholarly journals Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries

2017 ◽  
Vol 105 (4) ◽  
Author(s):  
Stephanie J. Schulte ◽  
Maureen Knapp
Keyword(s):  
Conceptual Framework ◽  
Information Literacy ◽  
Health Sciences ◽  
Teaching Approach ◽  
Academic Librarians ◽  
Significant Shift ◽  
Years Of Experience ◽  
Academic Health ◽  
Research Libraries ◽  
Literacy Framework

Objective: In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework.Methods: This study utilized a descriptive electronic survey.Results: Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction.Conclusion: The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.

scholarly journals ACRL:n informaatiolukutaidon kehykset korkeakoulukirjastoissa Suomessa ja Yhdysvalloissa

2018 ◽  
Vol 37 (1) ◽  
Author(s):  
Kati Syvälahti ◽  
Janika Asplund
Keyword(s):  
Applied Sciences ◽  
Information Literacy ◽  
Academic Libraries ◽  
Academic Library ◽  
The United States ◽  
Online Questionnaire ◽  
Research Libraries ◽  
Universities Of Applied Sciences ◽  
Pros And Cons ◽  
Literacy Framework

This article discusses the international IL framework in the Finnish academic library context. In our online questionnaire conducted in May 2017, we researched how Finnish academic libraries in the universities and universities of applied sciences have received the Information literacy framework launched by The ACRL (Association of College and Research Libraries) in 2015. In the article, we discuss the current awareness of the frames in Finland and show practical examples of using the frames. The usefulness as well as the pros and cons of the frames are being analyzed. This article compares the current interpretation of the frames in Finland with the recent discussion in the academic libraries in the United States. Moreover, we address the transition from the IL standards to the Information literacy framework, and discuss similarities in the themes discussed in the States and Finland. Our conclusion was that in Finland, the majority of the libraries are aware of the IL frames and some of the libraries have already used the framework in developing information literacy in higher education.

“StatLit: tactical interventions for strategic transformation”

2017 ◽  
Vol 34 (9) ◽  
pp. 10-14
Author(s):  
Seth Porter ◽  
Ameet Doshi
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Statistical Significance ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Content Type ◽  
Research Libraries ◽  
Biennial Conference ◽  
Strategic Transformation

Purpose This paper was inspired by an Association of College and Research Libraries Biennial Conference 2017 roundtable that aimed to transform existing notions about statistical literacy in information literacy instruction. Design/methodology/approach In Baltimore, the authors facilitated an in-person discussion and synchronous virtual dialogue via Twitter and Periscope about teaching basic statistical concepts (such as mean vs median) and the real implications of “statistical significance”. Findings A recording of the roundtable is available here: http://bit.ly/StatLit. Originality/value The goal of the StatLit roundtable was to inspire transformational thinking for teaching basic statistical reasoning to students within a library context.

scholarly journals Teaching Foundational Data Skills in the Library

2017 ◽  
Author(s):  
Adam Beauchamp ◽  
Christine Murray
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Literacy Instruction ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Data Literacy ◽  
Research Libraries ◽  
Reference Services ◽  
Effective Teaching Strategies

In Databrarianship: The Academic Data Librarian in Theory and Practice, edited by Linda Kellam and Kristi Thompson. Chicago: Association of College and Research Libraries, 2015.Undergraduate students often struggle when asked to locate, evaluate, and use data in their research, and librarians have an opportunity to support them as they learn data literacy skills. Much of the literature on data librarianship in this area focuses on data reference services, but there is a lack of scholarship and guidance on how to translate data reference expertise into effective teaching strategies. In this chapter, the authors will bridge that gap between data reference and information literacy instruction.

scholarly journals Computer and information literacy framework

2019 ◽  
pp. 13-23
Author(s):  
Julian Fraillon ◽  
John Ainley ◽  
Wolfram Schulz ◽  
Daniel Duckworth ◽  
Tim Friedman
Keyword(s):  
Information Literacy ◽  
Literacy Framework ◽  
Computer And Information Literacy

Information Literacy

2011 ◽  
pp. 1178-1182
Author(s):  
Elaine Fabbro
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Research Libraries ◽  
Information Literacy Skills ◽  
The Creation ◽  
Need For Information

The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education defines information literacy as the ability to recognize the need for information, and be able to locate, evaluate, and use the information effectively (2000, p.2). Information literacy is essential in the creation of lifelong learners (Wallis, 2005, p. 221). Educators struggle continually to ensure that students are not only able to successfully navigate through the plethora of information available, but that they are able to think critically about information, and put it to use in all aspects of their lives. Information literacy skills instruction can serve as a method to help meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and the benefits it offers to students, educators, and higher education institutions as a whole.

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