scholarly journals Knowing when to cry uncle: Balancing instructional initiatives

2020 ◽  
Vol 81 (2) ◽  
pp. 84
Author(s):  
Angie Cox ◽  
Jim Kelly ◽  
Chris Neuhaus
Keyword(s):  
Information Literacy ◽  
University Of Northern Iowa ◽  
Literacy Course ◽  
The University

About five years ago, the University of Northern Iowa Rod Library began building a credit-bearing information literacy course from scratch. Envisioned to be something more than simply “how to use the library,” the course was also designed to focus on Google resources and the trends and issues associated with the online world of information. We named the course Beyond Google. From the start, we aimed to teach students how to be more effective and thoughtful Google users, and more skeptical consumers of information.

scholarly journals An Information Literacy Course for Doctoral Students: Information Resources and Tools for Research

2015 ◽  
Vol 7 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Ann-Louise Paasio ◽  
Kristiina Hintikka
Keyword(s):  
Doctoral Students ◽  
Information Literacy ◽  
Graduate School ◽  
Doctoral Programs ◽  
Information Resources ◽  
University Library ◽  
Literacy Course ◽  
The University ◽  
Doctoral Candidates

The purpose of this paper is to showcase the information literacy course for doctoral students called Information Resources and Tools for Research. Turku University Library organises this course in collaboration with the University of Turku Graduate School. The course, which was started in 2012, has been organised four times so far, twice in English and twice in Finnish. The course offers training to all doctoral Programs in all of the seven disciplines present at the University of Turku and doctoral candidates of the University. In our presentation we will describe the structure and contents of the course and share our experiences of the collaboration with the University of Turku Graduate School. In addition, we will describe how the information specialists of the Turku University Library have collaborated during the course. We will also discuss the challenges of the course. Based on the course feedback, it can be stated that in general, participants have found this course very useful for their research in the University of Turku.

scholarly journals Reframing from the ground up: Redesigning a credit-bearing information literacy course using the Framework for Information Literacy for Higher Education

2019 ◽  
Vol 80 (4) ◽  
pp. 212
Author(s):  
Shonn M. Haren
Keyword(s):  
Higher Education ◽  
General Education ◽  
Information Literacy ◽  
Applied Learning ◽  
Course Structure ◽  
Literacy Course ◽  
Upper Level ◽  
The University ◽  
Academic Year ◽  
Complete Overhaul

LIB 1500 is a three-credit information literacy course offered by the University Library at California State Polytechnic University, Pomona (Cal Poly-Pomona), which is taught by faculty librarians. The course was developed during the 2014–15 academic year and has been offered continuously since. While targeted primarily toward freshmen, in the course inevitably include a number of sophomores and upper-level students seeking to fulfill their lifelong learning General Education requirement, for which LIB 1500 is one of several options. While the development of LIB 1500 has been a labor of love, by the end of Spring Quarter 2017, those of us involved in teaching the class had noticed that the course was becoming dated and needed a complete overhaul. Therefore, during the 2017–18 academic year, librarians at Cal Poly-Pomona fundamentally redesigned LIB 1500 to reflect the threshold concepts described in the ACRL Framework for Information Literacy for Higher Education. In doing so, we learned valuable lessons about course structure, applied learning, and the iterative nature of course revision.

scholarly journals Information Literacy and Instruction: Scaling Instruction to Needs: Updating an Online Information Literacy Course

2016 ◽  
Vol 56 (1) ◽  
pp. 17 ◽  
Author(s):  
Sarah LeMire
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Online Information ◽  
University Of Utah ◽  
Literacy Course ◽  
The University

Scalability is a buzzword in both libraries and higher education these days. As library budgets continue to tighten and technology continues to advance, libraries are flipping classrooms and deploying technology in order to better scale our instructional efforts. The University of Utah is no different. Several years ago, the library moved away from the standard one-shot workshops offered to the University’s undergraduate writing requirement course, Writing 2010, and replaced it with an online information literacy course. The transition has largely been successful, both at reducing the number of low-impact one-shot workshops our librarians teach, and also at involving instructors in information literacy. However, changes in personnel, technology, and curriculum prompted a recent revision and updating of the library’s information literacy course.

scholarly journals Piloting a National Online Tutorial in Slavic Information Literacy: The LOTSE-Slavic Studies Project at Bochum University Library, Germany

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Erda Lapp
Keyword(s):  
Information Literacy ◽  
Institutional Context ◽  
Slavic Languages ◽  
Online Tutorial ◽  
University Library ◽  
German Speaking ◽  
E Learning ◽  
Literacy Course ◽  
The University ◽  
Slavic Studies

The presentation describes the Library Online Tour and Self-Paced Education (LOTSE) project for Slavic Studies (LOTSE-Slavistik) at Bochum University Library, Germany. LOTSE Slavic Studies is an open access online tutorial that provides German-speaking students and researchers an introduction to the most important resources in Slavic languages, literatures and cultures. The tutorial was developed at Ruhr University Bochum by the University Library in cooperation with the Slavic Department / Lotman Institute. It constitutes one module within a group of LOTSE modules (Business and Economics, Education, Engineering, Ethnology, Geography, History, Medicine, Music, Netherlands Studies, Philosophy, Psychology, Spanish Studies, Sociology, Theology). All LOTSE modules are embedded in larger subject portals, which are themselves under the umbrella of the online German national clearinghouse of subject portals, Vascoda. The pedagogically-designed LOTSE module Slavic Studies is intended primarily for students and can be used as a stand-alone e-learning tool or as an element of an integrated Slavic information literacy course. The presentation sets the broader historical and institutional context for the project, describes the content and layout of the LOTSE tutorial and summarizes how it has been used in recent undergraduate courses on Slavic information literacy.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Ciência da Informação e Humanidades Digitais

2019 ◽  
Author(s):  
FRANCISCO CARLOS PALETTA
Keyword(s):  
Labor Market ◽  
Information Literacy ◽  
Digital Library ◽  
Exploratory Study ◽  
Digital Humanities ◽  
Information Science ◽  
Digital Age ◽  
Web Of Data ◽  
The University ◽  
The Web

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

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