Authentic learning in cultural anthropology: Editing Wikipedia for real-world impact

2021 ◽  
Author(s):  
Jessica L. Lott ◽  
Jennifer L. Sullivan
Keyword(s):  
Information Literacy ◽  
Real World ◽  
Literacy Practices ◽  
Cultural Anthropology ◽  
Literacy Skills ◽  
Global Perspective ◽  
Course Content ◽  
Sex And Sexuality ◽  
Information Literacy Skills ◽  
Upper Level

Jennifer L. Sullivan (academic librarian) and Jessica Lott (anthropology professor) are invested in pedagogical approaches that help learners apply course content to their everyday lives. With this goal in mind, we created a flexible Wikipedia-based assignment for an upper-level anthropology course, Gender, Sex, and Sexuality: A Global Perspective, as a way to teach information literacy skills in a real-world setting while also enriching course content. As the course’s culminating assignment, learners researched an information gap on Wikipedia addressing gender. Learners were also asked to use their experience on Wikipedia to reflect on the significance of the documented gender bias in Wikipedia. This chapter discusses the advantages of Wikipedia as a platform for cultivating authentic information literacy practices. In particular, we address ACRL’s Framework for Information Literacy in Higher Education, information literacy as a social justice imperative, and disciplinary information literacy. We taught this assignment four times over the period summer 2017–summer 2020 and draw from our experiences collaborating on this assignment. We hope that learning from our successes and failures will inspire those who wish to adapt it for their instruction.

scholarly journals Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

2005 ◽  
Vol 4 (4) ◽  
pp. 335-343 ◽  
Author(s):  
John R. Porter
Keyword(s):  
Information Literacy ◽  
Cell Biology ◽  
Scientific Literature ◽  
Biology Education ◽  
Literacy Skills ◽  
Undergraduate Biology ◽  
Information Literacy Skills ◽  
Subject Areas ◽  
Upper Level ◽  
A Current

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a“ state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.

The Long Road Ahead: Information Literacy Instruction in Canada’s Public Libraries

2013 ◽  
Author(s):  
Heidi Julien
Keyword(s):  
Information Literacy ◽  
National Survey ◽  
Literacy Instruction ◽  
Potential Role ◽  
Literacy Practices ◽  
Public Libraries ◽  
Literacy Skills ◽  
Information Literacy Instruction ◽  
Information Literacy Skills

This paper reports a study of information literacy practices in Canadian public libraries. The project explored the actual and potential role of public libraries in developing the public’s information literacy skills, and included a national survey of instruction and visits to public libraries where staff and library customers were interviewed.Cet article présente une étude sur les pratiques de la culture de l’information dans les bibliothèques publiques canadiennes. Le projet a exploré le rôle actuel et potentiel des bibliothèques publiques dans le développement de la compétence en matière de culture de l’information, et inclus un sondage national sur l’enseignement et les visites dans les bibliothèques publiques où le personnel et les usagers des bibliothèques ont été interviewés. 

Information Literacy Practices Using Active Teaching-Learning Methodologies in Higher Education

2021 ◽  
pp. 124-144
Author(s):  
Cristina Marchetti Maia ◽  
Ariadne Chloe Furnival
Keyword(s):  
Information Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Learning Approaches ◽  
Active Teaching ◽  
Literacy Initiatives ◽  
The World ◽  
Information Literacy Skills ◽  
Teaching Learning ◽  
Positive Results

Libraries play a fundamental pedagogical role in teaching information literacy skills which include the use of digital tools that take into consideration user rights and duties, a commitment to the cultural collective, the development of an understanding of the current information scenario, and the constant transformations that occur within it. Based on a literature review, this chapter aims to describe and comprehend active teaching-learning approaches used in information literacy initiatives in HE institutions around the world, where the adoption of such innovative approaches can deliver positive results and ensure greater effectiveness in student learning.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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.

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