scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

2014 ◽  
Vol 75 (2) ◽  
pp. 232-248 ◽  
Author(s):  
Nancy E. Adams
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Information Literacy ◽  
Information Quality ◽  
Evidence Based Practice ◽  
Research Question ◽  
Evidence Based ◽  
Literacy Practice ◽  
Research Libraries ◽  
Literacy Standards

Evidence-based practice (EBP), like information literacy, is concerned with an individual’s knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied health fields, and public policy. A comparison of the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education with the commonly accepted EBP model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information.

Library Instruction in the 21st Century

2013 ◽  
pp. 42-55 ◽  
Author(s):  
Rosanne M Cordell
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Learning Technologies ◽  
Academic Programs ◽  
Library Instruction ◽  
Research Libraries ◽  
Literacy Standards

The adoption of Association of College & Research Libraries (ACRL) information literacy standards, the rapid development of teaching and learning technologies, and the movement toward assessment of academic programs have shaped library instruction programs as formal, conceptual areas of study with increasingly greater presences in their institutions.

scholarly journals Teaching with the Framework: a Cephalonian approach

2017 ◽  
Vol 45 (1) ◽  
pp. 117-130 ◽  
Author(s):  
David A. Hurley ◽  
Robin Potter
Keyword(s):  
Information Literacy ◽  
Practical Experience ◽  
First Year ◽  
Library Instruction ◽  
Content Type ◽  
Flipped Instruction ◽  
Research Libraries ◽  
Hands On ◽  
Library Resources ◽  
Core Concepts

Purpose This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources. Design/methodology/approach The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion. Findings The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions. Originality/value With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.

scholarly journals Information literacy views of the teacher candidates registered to pedagogical formation certificate program on Pedagojik formasyon sertifika programına kayıtlı öğretmen adaylarının bilgi okuryazarlığına ilişkin görüşleri

2019 ◽  
Vol 16 (1) ◽  
pp. 249
Author(s):  
Burcu Umut Zan
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Teacher Candidates ◽  
English Summary ◽  
Literacy Studies ◽  
Certificate Program ◽  
Research Libraries ◽  
General Terms ◽  
Literacy Standards

It is known that different studies are carried out for information literacy standards. In the first step of this study, information literacy standards; which were published by Association of College and Research Libraries (ACRL), was examined chronogically. These standards are “Information Literacy Standards for Higher Education”, “Framework for Information Literacy for Higher Education” and “Information Literacy Standards for Teacher Education” respectively. The qualifications required for an appropriate person for information literacy are generally defined according to these standards. Then, in the related literature of information literacy studies which are conducted on teacher, teacher candidates and undergraduate students were examined. This study was carried out in Çankırı Karatekin University in 2016-2017 academic period with the teacher candidates who were in the position of being graduated from different sciences, 106 teacher candidates. Different questions about information literacy were directed to those 106 student and answers received. A qualitative analysis study was carried out by evaluating the answers that received. NVIVO programme was used to analyse the answers. The answers of the teacher candidates were evaluated according to the qualifications determined in the examined standards. As a result, it is seen that teacher candidates are able to define the qualifications of aperson, who is defined as an information literature, are defined as with general terms however they suffer difficulties in details.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBilgi okuryazarlığı standartlarına yönelik olarak farklı çalışmaların yapıldığı bilinmektedir. Bu çalışmada ilk olarak, Amerika Üniversite ve Araştırma Kütüphaneleri Derneği (ACRL: Association of College and Research Libraries) tarafından yayımlanan “Yüksek Öğretimde Bilgi Okuryazarlığı Yetkinlik Standartları”, “Öğretmen Eğitimi için Bilgi Okuryazarlığı Standartları” ve “Yükseköğretim İçin Bilgi Okuryazarlığı Çerçevesi” dokümanları kronolojik olarak değerlendirilmiş ve bilgi okuryazarı olarak tanımlanan bir bireyde olması gereken nitelikler genel olarak tanımlanmıştır. Çalışmanın sonraki aşamasında; ilgili literatürde, öğretmen, öğretmen adayı ve lisans öğrencileri üzerine yürütülen bilgi okuryazarlığı çalışmaları incelenmiştir. Araştırmanın son bölümünde; 2016-2017 akademik döneminde, Çankırı Karatekin Üniversitesinde, Formasyon eğitimi alan fen ve sosyal bilimler alanlarından 106 öğretmen adayına bilgi okuryazarlığı ile ilgili farklı soruların yöneltilmesi ve alınan yanıtların nitel olarak değerlendirilmesini içeren uygulama çalışmasına yer verilmiştir. Değerlendirme aşamasında, NVİVO 12 programı kullanılmış, alınan yanıtlar derinlemesine analiz edilmiştir. Öğretmen adaylarından alınan yanıtlar, incelenen standartlarda belirlenen nitelikler doğrultusunda değerlendirilmiştir. Sonuç olarak öğretmen adaylarının genel ifadeler ile bilgi okuryazarı bir bireyde olması gereken nitelikleri tanımladıkları ancak detaylarda zorlandıkları dikkat çekmiştir.

scholarly journals Partnering with Your Librarian: Leveraging the Framework for Information Literacy for Higher Education Across Disciplines

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Kathy Butler ◽  
Janna Mattson ◽  
Mary Oberlies
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching Practice ◽  
Academic Disciplines ◽  
Specific Information ◽  
Research Libraries ◽  
Information Literacy Instruction ◽  
Core Concepts ◽  
Dramatic Shift

The Association of College and Research Libraries recently adopted the Framework for Information Literacy in Higher Education, consisting of six core concepts: (1) authority is constructed and contextual, (2) information creation as a process, (3) information has value, (4) research as inquiry, (5) scholarship as conversation, and (6) searching as strategic exploration. A dramatic shift away from the competencies previously used to define information literacy, these core concepts encourage librarians to provide learner-centered, discipline-specific information literacy instruction that asks the learner to examine all information critically.This poster provides an examination of what these core concepts mean in different academic disciplines and how this is reflected in teaching practice. Specific examples of active learning and partnerships between discipline faculty and librarians at Mason will be showcased, focusing on the methods for information literacy instruction and assessment include traditional face to face teaching, extended learning, and eLearning.

Library Instruction in the 21st Century

2016 ◽  
pp. 2157-2170
Author(s):  
Rosanne M. Cordell
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Learning Technologies ◽  
Academic Programs ◽  
Library Instruction ◽  
Research Libraries ◽  
Literacy Standards

The adoption of Association of College & Research Libraries (ACRL) information literacy standards, the rapid development of teaching and learning technologies, and the movement toward assessment of academic programs have shaped library instruction programs as formal, conceptual areas of study with increasingly greater presences in their institutions.

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 Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

scholarly journals Mining writing center data for information literacy practices

2017 ◽  
Vol 45 (1) ◽  
pp. 100-116 ◽  
Author(s):  
Stephanie J. Graves ◽  
Kathy Christie Anders ◽  
Valerie M. Balester
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Writing Center ◽  
Literacy Practices ◽  
Writing Centers ◽  
Literacy Intervention ◽  
Content Type ◽  
Research Libraries ◽  
Institutional Boundaries

Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

Sign in / Sign up

Export Citation Format

Share Document