scholarly journals Information Literacy and Instruction: How Can This Column Help You?

2017 ◽  
Vol 56 (2) ◽  
pp. 75 ◽  
Author(s):  
Esther Grassian ◽  
Sarah LeMire
Keyword(s):  
Information Literacy ◽  
Universal Design ◽  
Biographical Information ◽  
Editorial Responsibility ◽  
Course Assessment ◽  
Emerging Topics

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.

scholarly journals Applying Universal Design to Information Literacy

2009 ◽  
Vol 49 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Lisa O’Connor ◽  
Ted Chodock ◽  
Elizabeth Dolinger
Keyword(s):  
Information Literacy ◽  
Universal Design

scholarly journals Information Literacy: Business and Workplace Information Literacy: Three Perspectives

2017 ◽  
Vol 57 (2) ◽  
pp. 79 ◽  
Author(s):  
Elizabeth Malafi ◽  
Grace Liu ◽  
Stéphane Goldstein
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Rapid Change ◽  
Know How ◽  
Work Related ◽  
Valid Evidence ◽  
Problem Solvers ◽  
Emerging Topics

Businesses want workers who are critical thinking problem-solvers, who know how to find, evaluate, and use information to address work-related issues, and communicate effectively regarding those issues,1 much like the information literacy (IL) or media and information literacy (MIL) efforts worldwide recently described in this column.2 In businesses at all levels and in the workplace, IL/MIL is not a familiar phrase. Undaunted, however, librarians in many types of libraries try to help their users with these very issues. Those librarians face challenges, including constant and rapid change in directions and needs, little or no grasp of the availability of data (or lack thereof), especially on emerging topics, and the need to address and communicate work-related issues speedily, yet with valid evidence. The challenge for librarians in all types of libraries is how to support each other through sharing materials and approaches, perhaps in a new repository for workplace-related IL. The discussions that follow take a first step in that direction. Next steps could include analyzing the contents of such a repository and developing sequential supportive curricula and materials for librarians and for their users to extend and expand their business and workplace IL.—Esther Grassian, Co-Editor

scholarly journals The mapping of information landscapes as a tool to develop IL

2020 ◽  
Author(s):  
Andrew Whitworth
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Online Discussions ◽  
Discursive Practice ◽  
Course Assessment ◽  
Information Horizons ◽  
Mind Maps ◽  
The University ◽  
Information Landscape

In her discussion of information literacy, Annemaree Lloyd (2010) developed the notion of the information landscape as a way of conceptualising the informational and technological resources arrayed around individuals and groups, and which they must learn to navigate. She alludes (p. 2) to the idea of mapping this landscape as a way by which actors learn these navigational skills and, thus, develop information literacy. But she offers no detail in this work or others regarding what mapping might actually mean as an educational practice, and how it might be employed in the teaching and learning of information literacy. This paper will report on research conducted on data generated in different ways from a course in which mapping is integrated, as both a graphical and discursive practice. At the start of this course, students are asked to collaborate on drawing mind maps that depict their information landscape as they see it at this point, and these maps can be analysed as depictions of their information horizons, in ways similar to the study of Sonnenwald, Wildemuth and Harmon (2001). In addition, data have been generated from online discussions undertaken throughout the course, which record how within small groups, students negotiate and build the information landscape that they use to complete the course assessment. By suggesting and/or validating the judgments of members, the group develops an agreed-upon representation of their landscape that can be the basis for further judgments. Thus, from the dialogue emerges a discursive map of this landscape. It will be argued that the process of negotiating this map is a productive one when considering how information literacy sklills can be developed in ways that will transfer effectively outside the university.

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

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.

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

Diagnostica ◽  
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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