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• 1. [Article] How It Got Here: Teaching 'Format as Process' in an Era of Web-Scale Discovery

  What has the growth in web-scale discovery services meant for information literacy instruction? And what kind of threshold concepts do students need to grasp before they can use these tools effectively? ...

  Citation × Citation Citation Abstract Copy Title: How It Got Here: Teaching 'Format as Process' in an Era of Web-Scale Discovery Author: Seeber, Kevin Year: 2014 What has the growth in web-scale discovery services meant for information literacy instruction? And what kind of threshold concepts do students need to grasp before they can use these tools effectively? This presentation addresses the concept of “format as process,” which emphasizes that evaluating information should focus on how it was produced, rather than how it is accessed. As students navigate discovery tools which combine a wide variety of source types into a single results list, their understanding of this concept is vital to evaluating resources and selecting those which are the most relevant. Learn about how “format as process” can be applied to library instruction sessions though classroom examples, as well as review assessments that help sustain and grow information literacy instruction in a shifting research environment. Title: How It Got Here: Teaching 'Format as Process' in an Era of Web-Scale Discovery Author: Seeber, Kevin Year: 2014 What has the growth in web-scale discovery services meant for information literacy instruction? And what kind of threshold concepts do students need to grasp before they can use these tools effectively? This presentation addresses the concept of “format as process,” which emphasizes that evaluating information should focus on how it was produced, rather than how it is accessed. As students navigate discovery tools which combine a wide variety of source types into a single results list, their understanding of this concept is vital to evaluating resources and selecting those which are the most relevant. Learn about how “format as process” can be applied to library instruction sessions though classroom examples, as well as review assessments that help sustain and grow information literacy instruction in a shifting research environment. Close

• 2. [Article] Teaching “Format as a Process” In an Era of Web-scale Discovery

  Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to ...

  Citation × Citation Citation Abstract Copy Title: Teaching “Format as a Process” In an Era of Web-scale Discovery Author: Seeber, Kevin Year: 2014 Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach- This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings- Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications- These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value- The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL’s Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14493. Title: Teaching “Format as a Process” In an Era of Web-scale Discovery Author: Seeber, Kevin Year: 2014 Purpose- Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach- This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings- Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications- These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value- The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL’s Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed. The presentation associated with this article can be accessed at http://archives.pdx.edu/ds/psu/14493. Close