scholarly journals Book Review: The Fun of Motivation: Crossing the Threshold Concepts

2020 ◽  
Vol 59 (2) ◽  
pp. 135
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Library Instruction ◽  
Threshold Concepts ◽  
Information Research ◽  
New Curricula ◽  
New Framework ◽  
Student Instructor

When ACRL officially adopted the Framework for Information Literacy for Higher Education in 2016, fun was not a word many librarians would associate with this new Framework, as it required new ways of incorporating information literacy concepts and skills into library instruction sessions. Instead of strict standards, the Framework interconnects ideas and concepts about information, research, and scholarship that will allow the student, instructor, and librarian greater flexibility in developing new curricula.

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 Book Review: Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians

2015 ◽  
Vol 55 (2) ◽  
pp. 172
Author(s):  
Ann Agee
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Contextual Information ◽  
Literacy Skills ◽  
Lesson Plans ◽  
Threshold Concepts ◽  
Core Concepts ◽  
Information Literacy Skills ◽  
Teaching Information

Finalized in early 2015, the Framework for Information Literacy for Higher Education was created by ACRL to provide a roadmap for librarians working to reimagine their approach to information literacy. The Framework seeks to move what librarians teach from the “how” of information literacy skills to the “why” of information creation and use. This is where “threshold concepts” enter in as the six core concepts identified in the Framework as the key to students’ information literacy: Scholarship as Conversation; Research as Inquiry; Authority is Constructed and Contextual; Information Creation as a Process; Searching as Strategic Exploration; and Information has Value.

scholarly journals Book Review: The One-Shot Library Instruction Survival Guide

2015 ◽  
Vol 55 (1) ◽  
pp. 68
Author(s):  
Calantha Tillotson
Keyword(s):  
Information Literacy ◽  
Time Management ◽  
Management Strategies ◽  
Learning Activities ◽  
Traditional Learning ◽  
Library Instruction ◽  
Challenges And Opportunities ◽  
The One ◽  
Traditional Learning Environments

Based on their combined thirty years of experience in information literacy instruction, Heidi Buchanan and Beth McDonough speak honestly of the challenges and opportunities associated with one-shot library sessions and provide readers with practical, creative, and inspirational resources. The authors begin each chapter with an attention-grabbing title, such as “They never told me this in library school” and “There is not enough of me to go around!” After capturing the readers’ attention, they proceed to continually captivate readers which covering relevant topics, such as how to effectively collaborate with departmental instructors, how to create a meaningful session despite severe time constraints, how to utilize active learning activities to engage students, how to instruct in non-traditional learning environments, how to successfully assess instruction sessions, and how to efficiently follow time management strategies.

scholarly journals Book Review: Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice (Vols. 1–6)

2019 ◽  
Vol 58 (2) ◽  
pp. 121
Author(s):  
Marla Lobley
Keyword(s):  
Information Literacy ◽  
Instructional Strategy ◽  
Lesson Plan ◽  
Academic Library ◽  
Library Instruction ◽  
Ideal Class ◽  
Practical Applications ◽  
Literacy Teaching ◽  
Theory Pedagogy

This series successfully multitasks as a resource for lesson plan ideas while also teaching instructional theory and pedagogy. With one volume for each of the six frames in ACRL’s Framework for Information Literacy for Higher Education, this set is about practical applications of the frames in academic library instruction. Each volume includes complete lesson plans, including handouts and assessment ideas. The plans are grouped by discipline and the beginning of each plan designates the intended population and the learning theory, pedagogy, or instructional strategy used in the lesson. What is missing from these descriptions is whether the lesson is best suited to one-shot or multiple sessions, ideal class size, and how long the lesson takes. While such notations would make it easier for readers looking for ideas to quickly implement, this series is better suited to readers looking for clever concepts that they can adapt to their needs.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals Pustakawan akademik sebagai mitra riset di perguruan tinggi

Al Maktabah ◽  
2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Ulpah Andayani
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Research Program ◽  
Education Program ◽  
Academic Librarians ◽  
Sources Of Information ◽  
Research Activities ◽  
Information Research ◽  
Conducting Research

This paper deals with the role of academic librarians in higher education program. The focus ofthe study is to explain the roles of academic librarians as research partner in the higher educationprograms. Based on the analysis of the literatures, it was found that academic librarians have astrategic role in successing the research program. There are three main roles of academic librariansin the research activities, that are providing information research services, conducting research skillstraining, and assisting academic members in publishing and disseminating the research findings.Furthermore, the Librarians serve and assist the researchers individually in performing the researchactivities, as well as arrange and implement programs in groups or classes program in teachingresearch skills through information literacy program. Through the teaching of information literacy,the academicians are provided the ability to identify the sources of information, the ability to searchinformation, and the ability to manage the citations.

scholarly journals Using “threshold concepts” as a framework for teaching information literacy

2020 ◽  
Author(s):  
Veronica Alfredsson ◽  
Tobias Pernler
Keyword(s):  
Higher Education ◽  
Tacit Knowledge ◽  
Information Literacy ◽  
Round Table ◽  
Research Process ◽  
Threshold Concepts ◽  
Information Economy ◽  
Systems Research ◽  
Free Resource ◽  
Form Part

We would like to explore the idea of threshold concepts as a framework for information literacy (IL) instruction in a higher education setting. Threshold concepts are central to a discipline; difficult to learn, but once understood, impossible to “unlearn”. They are implicitly incorporated in practitioners’ day-to-day work, and form part of the tacit knowledge in a profession. Threshold concepts are thus both taken for granted and difficult to teach; they have become so internalized by the expert that it is easy to forget that they were actually learned at some point. This could lead to a failure in appreciating how hard the concepts can be to master for the novice.  According to Hofer, Hanick & Townsend (2018), possible threshold concepts relevant to IL-instruction are: authority; format; information commodities; organizing systems; research process. As we came across these ideas, we asked ourselves how teaching librarians could utilize this approach when helping students cross the IL thresholds. For example, when teaching how to check the authority of a source, how do we help students handle the distinction between trust and truth? When promoting the library as a free resource, how can students understand the information economy?  Starting with a brief presentation of the idea of threshold concepts, and an introduction to the IL-specific concepts, we would like to invite the round table participants to reflect upon their own approaches when teaching IL. The discussion will be structured around questions such as: What concepts do you normally find students have difficulties grasping? When did you yourself master those concepts? How did that happen? How can that understanding help you as a teacher to facilitate your students’ learning of the concepts?  Possible outcomes of the discussion may entail new didactic ideas, as well as tentative new IL-related threshold concepts. 

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