scholarly journals Information Literacy in the Changing Landscape of Distance Learning: The Collaborative Design of a Flexible, Digital, Asynchronous Course

2015 ◽  
Vol 3 (2) ◽  
pp. 144-155 ◽  
Author(s):  
Betsy Reichart ◽  
Christina Elvidge
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Information Literacy ◽  
Collaborative Design ◽  
Institutional Factors ◽  
Digital Environment ◽  
Scholarly Journals ◽  
Proprietary College ◽  
Literacy Course

This paper offers a case study of the collaborative development of an information literacy course for students enrolled in an online, proprietary college. This credit-bearing course was created in accordance with ACRL’s Information Literacy Competency Standards for Higher Education as well as the newly adopted Framework for Information Literacy for Higher Education. The course treats information literacy as a meta-competency that encourages students to explore a variety of research tools, from social media to scholarly journals, and to develop critical thinking and research skills. In order to incorporate current best practices in information literacy pedagogy into the course itself, institutional factors needed to be addressed; these factors are reviewed here. This paper also explores implications for the future of the course, including assessment, the need to constantly adapt to the changing needs of students, and the ever-changing digital environment.

Decolonial Information Practices: Repatriating and Stewarding the Popol Vuh Online

2019 ◽  
Vol 48 (3-4) ◽  
pp. 107-119
Author(s):  
Pamela Espinosa de los Monteros
Keyword(s):  
Best Practices ◽  
Indigenous Knowledge ◽  
Digital Library ◽  
Knowledge Society ◽  
Knowledge Work ◽  
Vantage Point ◽  
Cultural Appropriation ◽  
Digital Environment ◽  
Popol Vuh

AbstractThe digitization and online dissemination of the Popol Vuh, a historical indigenous knowledge work, poses distinct ethical, legal, intellectual, and technological concerns for humanities researchers and information practitioners seeking to study and digitally curate works through a decolonized consciousness. Ongoing debates on data sovereignty, the repatriation of cultural artifacts, and cultural appropriation question the ability of researchers and information practitioners to effectively steward indigenous knowledge works in a digital environment. While consensus on best practices for the postcolonial digital library or archive remain to be established, information inequity continues to persist, effacing indigenous knowledge, languages, and content from the knowledge society. The following case study will discuss the results of a 10-year multi-institutional initiative to curate, repatriate, and steward the reproduction of an indigenous knowledge work online. From the vantage point of the library, the case study will explore the project’s successes, failures, and the work left to be done.

E-Information Literacy Index of University Teachers of Maharashtra, India: A Case Study

2017 ◽  
Vol 37 (6) ◽  
pp. 432
Author(s):  
Prakash Bhairu Bilawar ◽  
Shamprasad M Pujar ◽  
Somanath Dasharath Pawar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Information Resources ◽  
Education Sector ◽  
Internet Services ◽  
Present Survey ◽  
University Teachers ◽  
Assistant Professors ◽  
Use Of Internet

The purpose of this paper is to propose an e-information literacy index that provides realistic values to distinguish whether university teachers are literate in regard to awareness and use of e-information resources by explaining the characteristics of e-information literate teacher. The present survey attempts to formulate e-information literacy index of university teachers by taking into consideration three components viz. awareness of e-resources, availability of ICT facilities and use of internet services and search techniques to retrieve e-information. The findings shows that 60.52 per cent teachers are e-information literate. Amongst the teachers, the index for Assistant Professors is highest followed by Professors and Associate Professors. It indicates that Assistant Professors are more e-information literate than their superiors. Amongst the universities, the index of Shivaji University, Kolhapur is highest. As far as author’s consciousness, there are several indices meant for different purposes but in the higher education sector to define the characteristics of e-information literate university teacher in terms of an index is unique and special.

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.

scholarly journals A New Conception of Information Literacy for the Digital Environment in Higher Education

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Sharon Markless
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Information Literacy ◽  
Digital Environment ◽  
Student Reflection ◽  
Nature Of Information ◽  
Intellectual Journey ◽  
Principles Of Learning

This paper outlines the author’s intellectual journey towards a deeper understanding of the nature of information literacy and how IL learning can be supported. This work was stimulated by a consultancy in one UK university to recommend an appropriate IL framework for use on their VLE. The journey described here considers relevant principles of learning, the place of student reflection in IL learning, what IL in HE should encompass, the importance of context in developing IL, and the influence of the digital environment, especially Web 2.0. The main features of existing IL frameworks in HE are critiqued. A new IL framework is then offered along with a rationale for its appearance and use. The conclusion looks forward to continuing development of the ideas covered here.

scholarly journals On peer reviewing: how to nourish an author’s mind and win a JLDHE editor’s heart

2020 ◽  
Author(s):  
Eleanor Loughlin ◽  
Alicja Syska ◽  
Gita Sedghi ◽  
Christina Howell-Richardson
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
Scholarly Journals ◽  
Peer Reviewing ◽  
Good Publication ◽  
Seminar Series ◽  
Learning Development

Editors and publishers of scholarly journals rarely agree on what makes for a good publication; they do, however, agree on the need for a robust peer review process as a crucial means to judge the merits of potential publications. While fraught with issues and inefficiencies, a critical and supportive peer review is not only what editors rely on when assessing scholarship presented for publication but also what authors hope for in order to improve their work. Understanding how peer review may best serve all parties involved: authors, editors, and reviewers, is thus at the heart of this article. The analysis offered here is based on a session the Journal for Learning Development in Higher Education editors gave at the 2020 LD@3 seminar series, entitled ‘The Art of Reviewing’. It explores the different aspects of the peer review process while formulating recommendations regarding best practices and outlining JLDHE initiatives for supporting reviewers’ vital work.

scholarly journals Information literacy outreach between universities and schools

2020 ◽  
Vol 14 (2) ◽  
pp. 44
Author(s):  
Sharon Wagg ◽  
Pam McKinney
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Best Practice ◽  
Single Case ◽  
Situational Analysis ◽  
Structured Interviews ◽  
The North ◽  
Outreach Programme ◽  
The Impact

Research shows that students starting higher education (HE) often lack an essential level of information literacy (IL). To address this issue, a growing number of Higher Education Institutions (HEIs) engage with schools through Information Literacy Outreach Programmes (ILOPs). This paper explores the forces and motivations behind how and why HEIs engage with schools through ILOPs, and discusses their impact on beneficiaries. Using a UK research-led university in the North of England as a single case study (hitherto XXXX), this research project adopted a qualitative case study approach and used Situational Analysis to explore and analyse the data collected. Data collection involved semi-structured interviews with key staff that participated in the IL outreach programme, and a model was developed to illustrate diagrammatically the key outcomes and phases of the IL Outreach Programme. Key findings revealed that the IL Outreach Programme at XXXX is an effective mechanism for bridging the social worlds of schools and HE; for creating partnerships and knowledge sharing between institutions; for breaking down social barriers and inequalities; and for developing critically aware, independent learners. The significance of this paper is that it helps us understand the impact of IL outreach programmes, and how such programmes provide schools and HEIs with an opportunity to work collaboratively and share knowledge and best practice. It also provides a valuable addition to IL literature.

Developing Technology-Centric Best Teaching Practices for Higher Education

2017 ◽  
pp. 159-174 ◽  
Author(s):  
Thomas M. Brinthaupt ◽  
Lawanna S. Fisher ◽  
Justin G. Gardner ◽  
Deana M. Raffo
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Teaching ◽  
Online Classes ◽  
Development Programs ◽  
Conditional Release ◽  
Online Teachers ◽  
Online Course Development

In this chapter, the authors present a case study that describes their experiences in identifying and addressing technology-related challenges in higher education. Based on their experiences, they illustrate how higher education institutions can foster and cultivate faculty expertise and skills in order to enhance their online course development programs and improve the quality of courses and the success of students. The authors' work has focused on the following topics: best practices for online teachers, best practices for and the effects of using conditional release in online classes, and strategies for balancing online teaching activities. All of this work takes a technology-centric perspective on online learning in higher education. Using these domains as examples, the authors describe how administrators can encourage faculty cooperation and collaboration as their institutions implement effective technology-centric strategies.

scholarly journals Is group work beneficial for producing creative designs in STEM design education?

2021 ◽  
Author(s):  
Ji Han ◽  
Dongmyung Park ◽  
Min Hua ◽  
Peter R. N. Childs
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Group Work ◽  
Collaborative Design ◽  
Design Education ◽  
Stem Design ◽  
Design Creativity ◽  
Individual Work ◽  
Study Results

AbstractCreativity is a significant element in design education, and frequently a significant competency during recruitment for design professions. Group work and individual work are widely employed in higher education. Many studies have highlighted the merits of employing group work in design education, cultivating collaborative design abilities and fostering sought-after employability skills. Although the benefits of group work in design practice and education are widely recognised, few studies have shown evidence that group work outperforms individual work regarding creative design activities in higher education contexts. Therefore, the aim of this research is to explore whether group or individual work is more beneficial for fostering students in generating creative designs in STEM design education. A case study, involving two cohorts of second-year undergraduate students studying a UK Engineering degree Industrial Design programme, is reported. The case study compares the design outputs produced by the two cohorts tackling the same design challenge in a product design module but employing individual and group work, respectively. The case study results show that no significant differences have been found between the design outputs produced by group work and individual work, considering novelty, usefulness and overall creativity. Further analysis reveals that a student’s academic performance is not significantly related to the level of creativity of the design produced. This research indicates design educators should employ both group and individual work to complement each other in design education, and suggests potential solutions to enhance students’ design creativity.

scholarly journals Negotiating Open Access Journal Agreements: An Academic Library Case Study

2021 ◽  
Vol 9 (1) ◽  
pp. 49-61
Author(s):  
Mihoko Hosoi
Keyword(s):  
Open Access ◽  
Best Practices ◽  
Case Studies ◽  
Academic Libraries ◽  
Academic Library ◽  
Open Access Journal ◽  
Scholarly Journal ◽  
High Quality ◽  
Scholarly Journals

The COVID-19 pandemic has presented an opportunity for academic libraries to advance open access (OA) to scholarly articles. Awareness among faculty on the importance of OA has increased significantly during the pandemic, as colleges and universities struggle financially and seek sustainable access to high-quality scholarly journals. Consortia have played an important role in establishing negotiation principles on OA journal agreements. While the number of OA agreements is increasing, case studies involving individual libraries are still limited. This paper reviews existing literature on publisher negotiation principles related to OA journal negotiations and reflects on recent cases at an academic library in Pennsylvania, in order to identify best practices in OA journal negotiations. It provides recommendations on roles, relationships, and processes, as well as essential terms of OA journal agreements. This study’s findings are most relevant to large academic libraries that are interested in negotiating with scholarly journal publishers independently or through consortia.

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