Applying Universal Design to Information Literacy

In recent years, Reference and User Services Quarterly’s “Information Literacy and Instruction” column has covered diverse topics related to information literacy, including MOOCs, universal design, discovery layers, and, of course, assessment. This column has provided a space for librarians from all types of libraries to share how they are engaging with information literacy and instruction in their libraries, as well as to unpack the challenges they faced. As new editors, we will continue to use this space as an opportunity to explore emerging topics in information literacy.As co-editors of “Information Literacy and Instruction,” we bring our own perspectives and experiences to RUSQ, along with some overlapping interests. To better reflect our perspectives, we will alternate editorial responsibility for pieces published in this column, although both editors will be providing feedback. Following is biographical information about each of us, as well as a lengthier description of our column interests.

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Correlation of Attitudes and Beliefs With Actual Abilities of Speech-Language Pathology Students Regarding Aspects of Information Literacy

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_42_f_225 ◽

2015 ◽

Vol 42 (Fall) ◽

pp. 215-225

Author(s):

Bradford Swartz ◽

Ann Ratcliff

Keyword(s):

Information Literacy ◽

Attitudes And Beliefs ◽

Speech Language Pathology ◽

Language Pathology

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Information Literacy Skills in Speech-Language Pathology Students: Skill Differences Across Academic Levels

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_40_s_31 ◽

2013 ◽

Vol 40 (Spring) ◽

pp. 31-39 ◽

Cited By ~ 6

Author(s):

Ann Ratcliff ◽

Bradford Swartz ◽

Lana Ivanitskaya

Keyword(s):

Information Literacy ◽

Literacy Skills ◽

Speech Language Pathology ◽

Language Pathology ◽

Information Literacy Skills

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Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

Perspectives on Issues in Higher Education ◽

10.1044/ihe14.1.21 ◽

2011 ◽

Vol 14 (1) ◽

pp. 21-28

Author(s):

Mary J. Emm ◽

Christine P. Cecconi

Keyword(s):

Student Perceptions ◽

Clinical Supervision ◽

Private Practice ◽

Universal Design ◽

Professional Preparation ◽

Learning Activities ◽

Functional Information ◽

Course Content ◽

Group Activities ◽

Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽

10.1026/0012-1924/a000243 ◽

2020 ◽

Vol 66 (3) ◽

pp. 147-157

Author(s):

Martin Senkbeil ◽

Jan Marten Ihme

Keyword(s):

Information Literacy ◽

Large Scale ◽

Panel Study ◽

Multiple Choice ◽

Ict Literacy ◽

Computer And Information Literacy ◽

Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤ r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

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