scholarly journals Information Literacy and Instruction: Using Universal Design for Instruction to Make Library Instruction Accessible

2021 ◽  
Vol 59 (3/4) ◽  
Author(s):  
JJ Pionke ◽  
Lorelei Rutledge
Keyword(s):  
Information Literacy ◽  
Universal Design ◽  
Library Instruction ◽  
Universal Design For Instruction

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 Constructing authority: Using the ACRL Framework to connect with underserved students

2020 ◽  
Vol 81 (10) ◽  
pp. 508
Author(s):  
Andy Foskey ◽  
Amanda Roper
Keyword(s):  
Community College ◽  
Adult Students ◽  
Information Literacy ◽  
Library Instruction ◽  
College Level ◽  
Supportive Services ◽  
Underserved Students ◽  
Returning Adult Students ◽  
Underserved Groups ◽  
Innovative Instruction

At the community college level, rethinking library instruction in light of the ACRL Framework for Information Literacy for Higher Education often feels like a puzzle. But like many things we do at the library, it all comes back to helping our most vulnerable students. In this column, we outline our library’s outreach efforts to engage with two intersecting and underserved groups: returning adult students and students in the LGBTQ+ community. As job markets become more competitive, older adults are returning to community colleges in order to obtain degrees and earn credentials. As awareness and acceptance of the LGBTQ+ community increases, so does the need to provide supportive services for these students. At our library, engaging with the Framework provided an opportunity to design innovative instruction and programming.

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.

Teaching and assessing students of information literacy in a single session—The case of the University of the West Indies Mona library

2021 ◽  
pp. 095574902110635
Author(s):  
Genevieve Jones-Edman ◽  
Karlene Patricia Robinson
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Library Instruction ◽  
Cooperative Teaching ◽  
Daunting Task ◽  
Writing Course ◽  
Digital Pedagogy ◽  
The University

Assessing the performance of information literacy (IL) students can be a daunting task for librarians globally. Most IL sessions are taught in 1 to 2 hours where any meaningful assessments are difficult to achieve. This research demonstrated how this feat was achieved in an active learning environment through the use of Google Forms. This mixed method study shows how this was effectively achieved to test both lower and higher order skills in a 2 hour session to one hundred and seventy-two foundation writing course students.The research tested a rarely examined feature of Google Forms which is the tool’s effectiveness in enabling comprehensive assessment, facilitating active learning, and identifying instructional errors in an IL instruction session. The findings show that Google Forms can be used to teach and administer a quiz using both multiple-choice as well as open-ended questions to assess both low and higher order learning skills in IL. Students were able to actively respond to questions while they were being taught, the data gathered and analyzed and used to inform future library instruction. It also showed that Google Forms are useful not simply to administer multiple-choice quizzes at the end of teaching but can be used in executing real-time assessment and support active learning. Because Google Forms support the easy creation of charts and downloading/exporting of statistics, results of assessments can be shared among librarians, faculty, and students to motivate and encourage digital pedagogy. It allows for greater collaboration with faculty in the cooperative teaching of students in single sessions where there is usually difficulty in having dialogue with faculty once a session ends. This case study is based on a limited number of students; thus, the findings of this research may not be generalized but the methodology and some skills in teaching the concepts encountered by librarians may be replicated.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 1673-1684
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

Multimodal Information Literacy in Higher Education

2020 ◽  
pp. 97-120
Author(s):  
Marlee Givens ◽  
Liz Holdsworth ◽  
Ximin Mi ◽  
Fred Rascoe ◽  
Alison Valk ◽  
...  
Keyword(s):  
Information Literacy ◽  
First Year ◽  
Technology In Education ◽  
Library Instruction ◽  
Multimodal Texts ◽  
First Year Composition ◽  
Composition Instructors ◽  
Multimodal Information ◽  
Integrated Or ◽  
University Setting

This chapter addresses technology in education, multimodal texts, and information literacy in a STEM research-focused university setting. Students produce multimodal content in first year composition classes, but composition instructors lack the skills required to teach students multimedia technology. Librarians respond to the needs of the faculty and students they support. Library instruction takes place within the composition class (course-integrated or “one-shot” instruction) or in a multimedia classroom at the library. The librarians bring technical skills as well as a grounding in information literacy, and their instruction increases students' written, sonic, visual and data literacy. As a result, students become more savvy content consumers as well as creators.

Library instruction and information literacy – 2003

2004 ◽  
Vol 32 (4) ◽  
pp. 413-442 ◽  
Author(s):  
Anna Marie Johnson ◽  
Sarah Jent
Keyword(s):  
Information Literacy ◽  
Library Instruction

Library instruction and information literacy 2014

2015 ◽  
Vol 43 (4) ◽  
pp. 533-642 ◽  
Author(s):  
Robert Detmering ◽  
Anna Marie Johnson ◽  
Claudene Sproles ◽  
Samantha McClellan ◽  
Rosalinda Hernandez Linares
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
English Language ◽  
Annotated Bibliography ◽  
Library Instruction ◽  
Content Type ◽  
Introductory Overview

Purpose – This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types. Design/methodology/approach – It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014. Findings – It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

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