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 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 Information Literacy Strategies Used by Second- and Third-Year Biology Students

2019 ◽  
Author(s):  
Catherine Lantz ◽  
Paula R Dempsey
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Information Literacy ◽  
Scientific Practice ◽  
Scientific Discovery ◽  
Research Articles ◽  
Primary Research ◽  
Education Students ◽  
Literacy Strategies ◽  
Biology Students

Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. Findings support the value of collaboration between librarians and science faculty to incorporate IL skills in the process of scientific discovery.

Information Literacy

2011 ◽  
pp. 1091-1092
Author(s):  
Elaine Magusin
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Information Literacy Instruction ◽  
Information Literacy Skills ◽  
The Creation

Information literacy is essential in the creation of lifelong learners. As educators struggle continually to ensure that students are able to successfully navigate the plethora of information available, and be able to think critically about this information, it is logical to consider information literacy skills instruction as a method of helping 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 what benefits it offers to students, educators, and higher education institutions as a whole.

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.

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.

Teaching the information literacy Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 461-475
Author(s):  
Irene Korber ◽  
Jodi Shepherd
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Strategy ◽  
Teaching Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Learner Centered

Purpose The purpose of this paper is to outline the concept and creation of choose-your-own-adventure flip-books for use in teaching information literacy in higher education. Design/methodology/approach This is a conceptual paper that examines how to use choose-your-own-adventure style flip-books to teach knowledge practices from the Framework for Information Literacy for Higher Education. Using constructivist theory and active learning methods, the authors discuss how flip-books offer a hands-on learning strategy to build on students’ knowledge and experiences while promoting learner-centered interactions. Findings As academic libraries evolve from teaching bibliographic instruction via lecture to information literacy through student-centered learning, activities such as the one discussed in this paper provide a way for librarians to better engage with students. Creating curriculum based on educational theory and learner-centered approaches is necessary for librarians to use to optimize classroom time. Practical implications This paper provides a practical and pragmatic evaluation of how to incorporate narrative flip-books into information literacy instruction, providing an additional instructional tool for information literacy practitioners. Originality/value The choose-your-own-adventure story narrative has been used as a learning tool through all levels of education, including in university settings, but there is a lack of research on their use in information literacy instruction. This paper provides insight on how this teaching method and teaching tool can be used by librarians in the information literacy classroom.

Information Literacy Skills Among Students of Higher Education Institutions With Special Reference to Tamil Nadu

2020 ◽  
pp. 40-62
Author(s):  
A. Alagu ◽  
S. Thanuskodi
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Tamil Nadu ◽  
Literacy Skills ◽  
Library Services ◽  
Education Students ◽  
Electronic Information Resources ◽  
Information Literacy Skills ◽  
Access Information ◽  
Hybrid Libraries

All academic institutions find rapid growth in computer networks and the use of computerized databases to access information in their libraries. Most academic libraries include hybrid libraries, which have e-library features and traditional library services. It is difficult to use electronic information resources effectively without training. Students need to obtain the skills to get information quickly and efficiently from electronic sources and become what is often referred to as information literate. The human being is blessed with a unique ability to create something from nothing. He creates, originates, innovates, generates, accumulates knowledge, produces works of art, and discovers the truth about the world he lives in. What sets the information age apart from prior periods in history is the label we put on these intellectual creations. These days the economy of nations depends upon buying and selling facts, ideas, knowledge. This chapter explores information literacy skills amongst higher education students.

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