scholarly journals Advocating for students through encouragement: Communication on a human level

2019 ◽  
Vol 80 (9) ◽  
pp. 528
Author(s):  
Toccara D. Porter
Keyword(s):  
Information Literacy ◽  
Library Instruction ◽  
Teaching Information

Don’t give up.” “You’ve got this!” The manner in which we communicate with students is not always measurable when assessing a librarian’s performance. Nevertheless, honesty and encouragement factor into how I communicate with students during library instruction. This essay details an approach that I have used in eight years of teaching information literacy sessions to advocate for and talk with students on a human level.

iTech in library instruction: tips and best practices

2016 ◽  
Vol 33 (1) ◽  
pp. 9-10
Author(s):  
Susanna Eng-Ziskin ◽  
Jamie Johnson
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Design Methodology ◽  
California State University ◽  
Library Instruction ◽  
State University ◽  
Trial And Error ◽  
Content Type ◽  
Freshmen Seminar ◽  
Teaching Information

Purpose – This paper aims to describe some best practices and tips for librarians who will be teaching in iPad classrooms. Design/methodology/approach – California State University Northridge librarians recently began teaching information literacy sessions to freshmen seminar students in a dedicated iPad classroom. Prior to this, they scoured the literature to find information on how to use the iPads to enhance their instruction. The kinds of papers they were looking for did not seem to exist so they began a process of trial and error during their instruction sessions to formulate their own best practices which are enumerated in this paper. Findings – A list of best practices for teaching information literacy sessions with iPads. Originality/value – This paper will be of value to instruction librarians who will be teaching in iPad or tablet classrooms. A search of the library literature shows there are no similar articles with practical tips and best practices for librarians.

scholarly journals Visual Literacy and Library Instruction: A Critical Analysis

2017 ◽  
Vol 27 (1) ◽  
pp. 5 ◽  
Author(s):  
Nerissa Nelson
Keyword(s):  
Information Literacy ◽  
Teaching Methods ◽  
Critical Analysis ◽  
Visual Literacy ◽  
Library Instruction ◽  
Specific Content ◽  
Teaching Information

This paper discusses the concept of visual literacy and its implications for librarians teaching information literacy components. The author concludes that, while visual teaching methods should be incorporated in library instruction, teaching visual literacy competencies is most effectively done in connection with discipline-specific content and thus falls outside librarians' role.

scholarly journals Book Review: The One-Shot Library Instruction Survival Guide, 2nd ed.

2017 ◽  
Vol 56 (4) ◽  
pp. 297
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Information Literacy Skills ◽  
The One ◽  
Teaching Information

Many instruction librarians face the challenge of teaching information literacy skills successfully and engagingly during one-shot library instruction sessions. In their new edition of The One-Shot Library Instruction Survival Guide, Heidi Buchanan and Beth A. McDonough offer guidance on incorporating ACRL’s Framework for Information Literacy for Higher Education (adopted in 2016) into one-shot library instruction sessions.

scholarly journals Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program

2012 ◽  
Vol 7 (1) ◽  
pp. 82 ◽  
Author(s):  
Melissa Bowles-Terry
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Student Experiences ◽  
Library Instruction ◽  
Grade Point ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Upper Level ◽  
Different Levels

Abstract Objectives – This study examines the connection between student academic success and information literacy instruction. Locally, it allowed librarians to ascertain the institution’s saturation rate for information literacy instruction and identify academic programs not utilizing library instruction services. In a broader application, it provides an argument for a tiered program of information literacy instruction and offers student perspectives on improving a library instruction program. Methods – Focus groups with 15 graduating seniors, all of whom had attended at least one library instruction session, discussed student experiences and preferences regarding library instruction. An analysis of 4,489 academic transcripts of graduating seniors identified differences in grade point average (GPA) between students with different levels of library instruction. Results – Students value library instruction for orientation purposes as beginning students, and specialized, discipline-specific library instruction in upper-level courses. There is a statistically significant difference in GPA between graduating seniors who had library instruction in upper-level courses (defined in this study as post-freshman-level) and those who did not. Conclusions – Library instruction seems to make the most difference to student success when it is repeated at different levels in the university curriculum, especially when it is offered in upper-level courses. Instruction librarians should differentiate between lower-division and upper-division learning objectives for students in order to create a more cohesive and non-repetitive information literacy curriculum.

scholarly journals How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?

2008 ◽  
Vol 48 (3) ◽  
pp. 509-525 ◽  
Author(s):  
Lana Ivanitskaya ◽  
Susan DuFord ◽  
Monica Craig ◽  
Anne Marie Casey
Keyword(s):  
Information Literacy ◽  
Library Instruction

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

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