scholarly journals In the News

2017 ◽  
Vol 78 (10) ◽  
pp. 533
Author(s):  
David Free
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Fake News ◽  
Information Literacy Instruction ◽  
Insight Into

Welcome to the November 2017 issue of C&RL News. The continued focus on the accuracy of information in both traditional and social media provides an important opportunity for academic and research librarians to provide information literacy instruction that is meaningful to students beyond their classroom assignments. In their article “Says who?” librarians from Aquinas College provide insight into a variety of classroom approaches to addressing “fake news” with undergraduate students.

Conflicting authority

2020 ◽  
Vol 48 (1) ◽  
pp. 201-216 ◽  
Author(s):  
Katherine Lynch ◽  
Shaunna Hunter
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Large Body ◽  
Learning Theories ◽  
Fake News ◽  
Content Type ◽  
Source Evaluation ◽  
Social And Emotional ◽  
Information Literacy Instruction ◽  
Modern Learning

Purpose The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality. Design/methodology/approach The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news. Findings A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective information literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices. Practical implications This paper can be used as a resource for librarians seeking new strategies for information literacy instruction in the post-truth era. Originality/value Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.

Teaching metaliteracy: a new paradigm in action

2014 ◽  
Vol 42 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Donna Witek ◽  
Teresa Grettano
Keyword(s):  
Social Media ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Small Sample Size ◽  
Rhetorical Analysis ◽  
Small Sample ◽  
Social Evaluation ◽  
New Paradigm ◽  
Content Type ◽  
Information Literacy Instruction

Purpose – The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012). Design/methodology/approach – The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework. Findings – The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions. Research limitations/implications – Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners. Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole. Originality/value – Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.

Comparative Gamification Practices for Information Literacy Instruction in Higher Education

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Nikki Squire
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Information Literacy Instruction ◽  
Literacy Outcomes ◽  
Underperforming Students

Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning.

scholarly journals Expectations and Experiences of Information Literacy Instruction

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Saga Pohjola-Ahlin
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Outcome ◽  
Small Scale ◽  
Average Response Rate ◽  
New Methods ◽  
Information Literacy Instruction ◽  
High Level ◽  
Level Of Motivation

In May 2016, 48 third semester undergraduate students enrolled in the physiotherapy program at Karolinska Institutet in Sweden were given three sets of questionnaires; before the information literacy instruction (ILI) started, at the end of the first session, and a week after, at the end of the second and last session.The aim of this small-scale pilot study was to shed some light on students’ motivation to attend ILI, how they value the sessions afterwards and how they assess their learning outcome. Furthermore, it was an attempt to do a "students’ user experience study” in a pedagogical setting, with the intention to evaluate and improve teaching in ILI to meet student expectations.The average response rate for the three questionnaires was 92%. The results show that students’ expectations were similar to the actual content of ILI, and that the students were satisfied with their own learning outcome. Both motivation and the sense of relevance got higher scores after students attended ILI. Motivation rose from 7,4 to 8,12 out of 10. This is positive because a high level of motivation often improves the learning outcome (Schunk, 2012). When asked which areas most needed improvement in order to further enhance their learning outcome, the most common responses were “the pedagogy” and “my own achievement”. It would be interesting to start collaborating with a group of students in order to explore new methods and learning activities.

An empirical investigation of information skills among undergraduate students at Dhaka University

2015 ◽  
Vol 64 (4/5) ◽  
pp. 274-284 ◽  
Author(s):  
Jannatul Ferdows ◽  
S.M. Zabed Ahmed
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Online Information ◽  
Undergraduate Level ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Information And Communication ◽  
Information Skills ◽  
The University

Purpose – The aim of this paper is to empirically investigate the information skills of undergraduate students at the University of Dhaka, Bangladesh. Design/methodology/approach – A questionnaire-based survey was administered to obtain data about undergraduates’ information skills. The questionnaire consisted of demographic information, computer and Internet experiences, and a set of ten questions relating to information skills. A total of 199 undergraduate students responded to the survey. Findings – The results indicate that undergraduates’ information skills were poor. Only a few of them were successful in answering some of the questions correctly. There are significant differences in information skills among respondents in terms of gender, age, possession of personal computers and computer and Internet experience. The main reasons for these differences and the general failure in answering the task questions correctly are mostly attributed to the absence of information literacy instruction within the university, lack of online information resources and inadequate information and communication technology facilities. Practical implications – The findings of this study will help universities in Bangladesh and other developing countries to develop appropriate information literacy instruction at undergraduate level. Originality/value – This is the first time an effort has been made to assess task-based information skills of undergraduate students in Bangladesh. The findings of this study will help universities in Bangladesh and elsewhere in the developing world to introduce information literacy instruction at undergraduate level.

scholarly journals Subramanyam Revisited: Creating a New Model for Information Literacy Instruction

2001 ◽  
Vol 62 (5) ◽  
pp. 455-464 ◽  
Author(s):  
Sheila R. Curl
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Literacy Curriculum ◽  
Technical Literature ◽  
New Model ◽  
Information Literacy Instruction ◽  
Technology Students ◽  
Circular Model ◽  
Engineering And Technology

Krishna Subramanyam arranged scientific and technical literature in a circular model in the 1970s. As a pedagogical construct, the circle conceptualizes the processes of producing and consuming information. Although more than twenty years old, the model is still valid. Can it be adapted to help undergraduate students of today’s information literacy curriculum understand the structure of the information they need to be able to use to succeed as students and as professionals? This paper presents the model, the revision, and its application to the information literacy curriculum for engineering and technology students.

Sign in / Sign up

Export Citation Format

Share Document