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.

Academic Libraries' Mobile Initiatives and Research from 2010 to the Present

2016 ◽  
pp. 118-139 ◽  
Author(s):  
Barbara Blummer ◽  
Jeffrey M. Kenton
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
Academic Library ◽  
Academic Librarians ◽  
Library Services ◽  
Quick Response ◽  
Qr Codes ◽  
Library Websites ◽  
Support Students

An examination of the literature from 2010 to the present reveals a variety of academic library mobile initiatives. In addition to creating mobile library websites, librarians utilized iPads to support roving reference, rounding library services, as well as information literacy instruction. IPads were also offered to patrons for circulation and librarians conducted research to enhance their understanding of students' use of iPads. Articles documented the availability of Quick Response (QR) codes in academic libraries to support students' access to materials. Despite the diversity of these mobile initiatives, academic librarians' employed similar strategies to foster their development including: obtaining support, collecting data, as well as promoting and assessing the projects. One or more of these strategies remained characteristic of libraries' mobile initiatives identified in the literature during these years.

scholarly journals A constellation to guide us

2016 ◽  
Vol 44 (4) ◽  
pp. 544-551 ◽  
Author(s):  
Christine Bombaro ◽  
Pamela Harris ◽  
Kerri Odess-Harnish
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Methodology ◽  
Literacy Program ◽  
Academic Librarians ◽  
University Of Illinois ◽  
Content Type ◽  
Practical Advice ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education. Design/methodology/approach This is an interview. Findings Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy. Research limitations/implications Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed. Practical implications Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program. Originality/value Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.

scholarly journals An investigation into the attitudes of academic librarians towards Internet plagiarism of HE students.

2011 ◽  
Vol 35 (110) ◽  
pp. 29-42
Author(s):  
Rebecca Bartlett ◽  
Biddy Casselden
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Delphi Study ◽  
Academic Librarians ◽  
The Internet ◽  
Education Students ◽  
The University

This paper aims to report an investigation into the attitudes of academic librarians towards Internet plagiarism by higher education students, particularly, how they define Internet plagiarism, their perceived role in combating this phenomenon, and the skills and techniques they have or will adopt to achieve this. A Delphi study was undertaken using a sample of 10 respondents. The responses demonstrated that plagiarism is a multifaceted term and not easily definable, however respondents were unanimous in their opinion that the Internet has made it easier to plagiarise. The potential for active collaboration between librarians and academics to jointly address Internet plagiarism was seen as vital by all respondents, although opinion was divided on the role of librarians and academics. A blended approach is recommended, which involves involving policing and prevention; in addition to ensuring that students are achieving information literacy well before they reach the gates of the University.

Academic Libraries' Mobile Initiatives and Research from 2010 to the Present

2018 ◽  
pp. 83-104
Author(s):  
Barbara Blummer ◽  
Jeffrey M. Kenton
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
Academic Library ◽  
Academic Librarians ◽  
Library Services ◽  
Quick Response ◽  
Qr Codes ◽  
Library Websites ◽  
Support Students

An examination of the literature from 2010 to the present reveals a variety of academic library mobile initiatives. In addition to creating mobile library websites, librarians utilized iPads to support roving reference, rounding library services, as well as information literacy instruction. IPads were also offered to patrons for circulation and librarians conducted research to enhance their understanding of students' use of iPads. Articles documented the availability of Quick Response (QR) codes in academic libraries to support students' access to materials. Despite the diversity of these mobile initiatives, academic librarians' employed similar strategies to foster their development including: obtaining support, collecting data, as well as promoting and assessing the projects. One or more of these strategies remained characteristic of libraries' mobile initiatives identified in the literature during these years.

The New Age “Information Dowser” and Mobile Learning Opportunities

2011 ◽  
pp. 265-284
Author(s):  
Tom Adamich
Keyword(s):  
Higher Education ◽  
Information Retrieval ◽  
Information Literacy ◽  
Mobile Technology ◽  
Academic Library ◽  
Learning Opportunities ◽  
The Other ◽  
Student Centered ◽  
Robert Morris ◽  
The University

The other challenge is to determine if the resulting use of contextual identification (using library classification and subject headings) accessible via a mobile device is appropriate for a particular institution’s information/material retrieval needs, user population, and budget (in this case, a small academic library). The result is the development of the “RMU Information Dowser” project by the Robert Morris University (RMU) Libraries. This project, also designed to possibly satisfy the RMU Libraries mandate to assist in university-wide application of the ACRL Information Literacy Competency Standards for Higher Education in the future, will profile how the university has been exploring use of a combination of mobile technology and reference processes to create a tool to promote rapid library catalog information retrieval and materials access in a student-centered, socially-friendly context.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

scholarly journals Engelond: A Model for Faculty-Librarian Collaboration in the Information Age

2017 ◽  
Vol 19 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Scottt Walter
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Library ◽  
Instructional Program ◽  
Academic Librarians ◽  
Pilot Program ◽  
Medieval Studies ◽  
Academic Curriculum ◽  
Information Literacy Instruction ◽  
Further Development

The question of how best to incorporate information literacy instruction into the academic curriculum has long been a leading concern of academic librarians. In recent years, this issue has grown beyond the boundaries of professional ibrarianship and has become a general concern regularly addresssed by classroom faculty, educational administrators, and even regional accrediting organizations and state legislatures. This essay reports on the success of a pilot program in course-integrationi nformation literacy instruction in the field of medieval studies. The author's experience with the "Engelond" project provides a model for the ways in which information literacy instruction can be effectively integrated into the academic curriculum, and for the ways in which a successful pilot program can both lead the way for further development of the general instructional program in an academic library, and serve as a springboard for future collaborative projects between classroom faculty and academic librarians.

scholarly journals On the Space/Time of Information Literacy, Higher Education, and the Global Knowledge Economy

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Karen Nicholson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Knowledge Economy ◽  
Academic Library ◽  
Skills Training ◽  
Space Time ◽  
Global Knowledge ◽  
Spatial Turn ◽  
Space And Time ◽  
Information Work

Local sites and practices of information work become embroiled in the larger imperatives and logics of the global knowledge economy through social, technological, and spatial networks. Drawing on human geography’s central claim that space and time are dialectically produced through social practices, in this essay I use human/critical geography as a framework to situate the processes and practices—the space and time—of information literacy within the broader social, political, and economic environments of the global knowledge economy.  As skills training for the knowledge economy, information literacy lies at the intersection of the spatial and temporal spheres of higher education as the locus of human capital production. Information literacy emerges as a priority for academic librarians in the 1980s in the context of neoliberal reforms to higher education: a necessary skill in the burgeoning “information economy,” it legitimates the role of librarians as teachers. As a strategic priority, information literacy serves to demonstrate the library’s value within the university’s globalizing agenda. While there has been a renewed interest in space/time within the humanities and social sciences since the 1980s, LIS has not taken up this “spatial turn” with the same enthusiasm—or the same degree of criticality—as other social science disciplines. This article attempts to address that gap and offers new insights into the ways that the spatial and temporal registers of the global knowledge economy and the neoliberal university produce and regulate the practice of information literacy in the academic library. Pre-print first published online 12/09/2018

scholarly journals 2019 Special Issue: Psychological Wellbeing and Distress in Higher Education

2019 ◽  
Vol 10 (3) ◽  
pp. i-vi
Author(s):  
Abi Brooker ◽  
Lydia Woodyatt
Keyword(s):  
Higher Education ◽  
Associate Professor ◽  
Mental Wellbeing ◽  
Psychological Wellbeing ◽  
Special Issue ◽  
The Us ◽  
Strategic Policy ◽  
Policy And Planning ◽  
The University ◽  
Support Students

Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodyatt from Flinders University, Adelaide and Dr Abi Brooker from the University of Melbourne are guest editors for this very special issue which includes a collection of articles from scholars and practitioners in Australia, Canada, the US, UK and Germany addressing student (and staff) psychological wellbeing in higher education. Broadly, articles discuss the scope of  mental wellbeing and psychological distress, identify specific cohorts (including international students and refugees), profile targeted means of support (via the curriculum, the co-curriculum and strategic policy and planning initiatives) and also identify the need for ‘psychological literacy’ via leadership.

scholarly journals Microaggressions as a Barrier to Effective Collaboration Between Teaching Faculty and Academic Librarians: An Analysis of the Results of a US and Canadian Survey

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Ahmed Alwan ◽  
Joy Doan ◽  
Eric Garcia
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Quantitative Data ◽  
Information Science ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Working Relationships ◽  
Teaching Faculty ◽  
Effective Collaboration ◽  
And Performance

Facilitating effective collaboration with teaching faculty (TF) for the purposes of student success and performance is often a priority for academic librarians (AL). The topic of effective partnerships between these two groups has received a great deal of scholarly attention within the field of library and information science (LIS). However, in practice, harmonious working relationships can be difficult to establish and maintain. This is in part due to the lack of understanding of the role and status of AL by TF. The existing divide between these parties has led to discourse and dismissive actions on the part of TF that may be perceived by some AL as microaggressive. While some work has been done on microaggressions in higher education, little quantitative data exists on status-based microaggressions by TF towards AL and its effect on collaboration in the context of information literacy (IL). In early 2016, the researchers surveyed U.S. and Canadian AL in order to collect data on perceived status-based microaggressive experiences. Analysis of the data indicates that status-based microaggressions, although not ubiquitous, do exist. Moreover, the data indicates that some librarians may experience more frequent instances of status-based microaggressions based on self-reported demographic characteristics.

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