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• 1. [Article] Information Literacy at Augustana: A Programmatic Approach

  Information literacy programs, and the factors that influence their development and structure, can vary significantly from institution to institution. Credit-bearing discipline-specific information literacy ...

  Citation × Citation Citation Abstract Copy Title: Information Literacy at Augustana: A Programmatic Approach Author: Goebel, Nancy, Neff, Paul Year: 2007 Information literacy programs, and the factors that influence their development and structure, can vary significantly from institution to institution. Credit-bearing discipline-specific information literacy courses are a rare and valuable component of an undergraduate educational experience and form the basis of Augustana's information literacy program. This article provides an overview of the development, implementation, successes, and drawbacks of the credit-bearing discipline-specific information literacy courses at the Augustana Campus of the University of Alberta (Camrose, Alberta, Canada). Additional program components including Augustana's annual information literacy workshop, information literacy awards, information literacy DVD, and marketing/branding, are discussed. Title: Information Literacy at Augustana: A Programmatic Approach Author: Goebel, Nancy, Neff, Paul Year: 2007 Information literacy programs, and the factors that influence their development and structure, can vary significantly from institution to institution. Credit-bearing discipline-specific information literacy courses are a rare and valuable component of an undergraduate educational experience and form the basis of Augustana's information literacy program. This article provides an overview of the development, implementation, successes, and drawbacks of the credit-bearing discipline-specific information literacy courses at the Augustana Campus of the University of Alberta (Camrose, Alberta, Canada). Additional program components including Augustana's annual information literacy workshop, information literacy awards, information literacy DVD, and marketing/branding, are discussed. Close

• 2. [Article] Measuring Library Impacts through First Year Course Assessment

  This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. ...

  Citation × Citation Citation Abstract Copy Title: Measuring Library Impacts through First Year Course Assessment Author: Luetkenhaus, Holly, Hvizdak, Erin, Johnson, Corey, Schiller, Nicholas Year: 2017 This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a “Proficient First Year” level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning. Title: Measuring Library Impacts through First Year Course Assessment Author: Luetkenhaus, Holly, Hvizdak, Erin, Johnson, Corey, Schiller, Nicholas Year: 2017 This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a “Proficient First Year” level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning. Close

• 3. [Article] Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?

  For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training ...

  Citation × Citation Citation Abstract Copy Title: Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs? Author: Davies-Hoffman, Kimberly, Alvarez, Barbara, Costello, Michelle, Emerson, Debby Year: 2013 For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program's content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship. Title: Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs? Author: Davies-Hoffman, Kimberly, Alvarez, Barbara, Costello, Michelle, Emerson, Debby Year: 2013 For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program's content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship. Close

• 4. [Article] Teaching Near The Edge of Chaos: Dynamic Systems, Student Choices and Library Research

  This article is an investigation of the Dynamic Systems theory and its application to instruction and the learning process. Curricular suggestions are provided from the authors' collaborative uses of ...

  Citation × Citation Citation Abstract Copy Title: Teaching Near The Edge of Chaos: Dynamic Systems, Student Choices and Library Research Author: Hautala, Robert, Miyagishima, Bryan Year: 2008 This article is an investigation of the Dynamic Systems theory and its application to instruction and the learning process. Curricular suggestions are provided from the authors' collaborative uses of library instruction within university academic courses. These suggestions address the use of environmental (classroom) and task manipulations to provide students with choices within activities related to conducting literature reviews. A Four-Step Teaching Model, based on the "Ecological Task Analysis Model" (Davis and Burton, 1991), is also outlined, to give readers a step-by-step procedure to use when developing classroom curricula and delivery plans. Title: Teaching Near The Edge of Chaos: Dynamic Systems, Student Choices and Library Research Author: Hautala, Robert, Miyagishima, Bryan Year: 2008 This article is an investigation of the Dynamic Systems theory and its application to instruction and the learning process. Curricular suggestions are provided from the authors' collaborative uses of library instruction within university academic courses. These suggestions address the use of environmental (classroom) and task manipulations to provide students with choices within activities related to conducting literature reviews. A Four-Step Teaching Model, based on the "Ecological Task Analysis Model" (Davis and Burton, 1991), is also outlined, to give readers a step-by-step procedure to use when developing classroom curricula and delivery plans. Close

• 5. [Article] Information Literacy Instruction for an Honors Program First-Year Orientation: Lessons Learned over 15 Years of a Sustainable Partnership

  The information literacy literature contains many articles highlighting new instruction initiatives but few articles documenting sustainable ones. This article examines the literature on library partnerships ...

  Citation × Citation Citation Abstract Copy Title: Information Literacy Instruction for an Honors Program First-Year Orientation: Lessons Learned over 15 Years of a Sustainable Partnership Author: Johnson, Anna Marie Year: 2013 The information literacy literature contains many articles highlighting new instruction initiatives but few articles documenting sustainable ones. This article examines the literature on library partnerships in general and Honors Programs specifically and reports on the evolution of an ongoing fifteen year partnership between the University of Louisville Honors Program and the Ekstrom Library. It then discusses the development of this partnership and the changes in the information literacy program engendered by this partnership. It ends by defining some of the elements that made the partnership sustainable, ones that could potentially be transferred to other such partnerships. Title: Information Literacy Instruction for an Honors Program First-Year Orientation: Lessons Learned over 15 Years of a Sustainable Partnership Author: Johnson, Anna Marie Year: 2013 The information literacy literature contains many articles highlighting new instruction initiatives but few articles documenting sustainable ones. This article examines the literature on library partnerships in general and Honors Programs specifically and reports on the evolution of an ongoing fifteen year partnership between the University of Louisville Honors Program and the Ekstrom Library. It then discusses the development of this partnership and the changes in the information literacy program engendered by this partnership. It ends by defining some of the elements that made the partnership sustainable, ones that could potentially be transferred to other such partnerships. Close

• 6. [Article] Analyzing Archival Intelligence: A Collaboration Between Library Instruction and Archives

  Although recent archival scholarship promotes the use of primary sources for developing students' analytical research skills, few studies focus on standards or protocols for teaching or assessing archival ...

  Citation × Citation Citation Abstract Copy Title: Analyzing Archival Intelligence: A Collaboration Between Library Instruction and Archives Author: Hensley, Merinda, Murphy, Benjamin, Swain, Ellen Year: 2014 Although recent archival scholarship promotes the use of primary sources for developing students' analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives' Student Life and Culture Archival Program (SLC Archives) at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for meeting and exceeding learning outcomes for archival intelligence more successfully. Title: Analyzing Archival Intelligence: A Collaboration Between Library Instruction and Archives Author: Hensley, Merinda, Murphy, Benjamin, Swain, Ellen Year: 2014 Although recent archival scholarship promotes the use of primary sources for developing students' analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives' Student Life and Culture Archival Program (SLC Archives) at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for meeting and exceeding learning outcomes for archival intelligence more successfully. Close

• 7. [Article] The ILE project: a scalable option for customized information literacy instruction and assessment

  With the vast amount of information available today, information literacy (IL) education is a critical component of undergraduate education necessary to prepare students for tomorrow's world. Instructors ...

  Citation × Citation Citation Abstract Copy Title: The ILE project: a scalable option for customized information literacy instruction and assessment Author: Borrelli, Steve, Johnson, Corey, Cummings, Lara Year: 2010 With the vast amount of information available today, information literacy (IL) education is a critical component of undergraduate education necessary to prepare students for tomorrow's world. Instructors want students to demonstrate critical thinking skills and are often disappointed with student submissions resulting from undeveloped IL skills. Library Instruction programs are often tasked with addressing this educational need and often struggle to find a scalable method to provide IL instruction to the student body. The Information Literacy Education (ILE) Project is an asynchronous learning environment tailored to deliver instruction and assessment. Posited as a customizable option to present IL instruction, this flexible learning environment can be tailored to develop skills not taught in the classroom setting, but often expected of the students as they complete their research projects. Applications of ILE at a major research institution are presented demonstrating the variety of ways the Library Instruction department has integrated ILE into its curriculum. Title: The ILE project: a scalable option for customized information literacy instruction and assessment Author: Borrelli, Steve, Johnson, Corey, Cummings, Lara Year: 2010 With the vast amount of information available today, information literacy (IL) education is a critical component of undergraduate education necessary to prepare students for tomorrow's world. Instructors want students to demonstrate critical thinking skills and are often disappointed with student submissions resulting from undeveloped IL skills. Library Instruction programs are often tasked with addressing this educational need and often struggle to find a scalable method to provide IL instruction to the student body. The Information Literacy Education (ILE) Project is an asynchronous learning environment tailored to deliver instruction and assessment. Posited as a customizable option to present IL instruction, this flexible learning environment can be tailored to develop skills not taught in the classroom setting, but often expected of the students as they complete their research projects. Applications of ILE at a major research institution are presented demonstrating the variety of ways the Library Instruction department has integrated ILE into its curriculum. Close

• 8. [Article] Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests

  A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, ...

  Citation × Citation Citation Abstract Copy Title: Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests Author: Benjes-Small, Candice, Dorner, Jennifer, Schroeder, Robert Year: 2009 A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, the information literacy landscape is getting more complex. Simultaneously, the time allotted for library instruction is remaining essentially the same. In order to market the breadth of content available for library instruction sessions and to promote collaboration between librarians and teaching faculty in order to create optimal instruction sessions an 'a la carte menu' approach to library instruction requests was adopted by Radford University in 2004. Since the late 1990s a number of community colleges and universities have included some type of menu in their instruction request forms or documentation and the authors desired to understand what approach these institutions had taken and whether they were effective in marketing instruction and improving communication between library instructors and teaching faculty. They analyzed forty-seven adaptations of the menu available on the web and surveyed the librarians who created them. In this article the authors present the findings of the web analysis and the survey, and recommendations are given for using the menu approach to library instruction requests. Title: Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests Author: Benjes-Small, Candice, Dorner, Jennifer, Schroeder, Robert Year: 2009 A challenging situation has developed in regards to library instruction. With increases in both the quantity of information and the variety of information technologies being made available to researchers, the information literacy landscape is getting more complex. Simultaneously, the time allotted for library instruction is remaining essentially the same. In order to market the breadth of content available for library instruction sessions and to promote collaboration between librarians and teaching faculty in order to create optimal instruction sessions an 'a la carte menu' approach to library instruction requests was adopted by Radford University in 2004. Since the late 1990s a number of community colleges and universities have included some type of menu in their instruction request forms or documentation and the authors desired to understand what approach these institutions had taken and whether they were effective in marketing instruction and improving communication between library instructors and teaching faculty. They analyzed forty-seven adaptations of the menu available on the web and surveyed the librarians who created them. In this article the authors present the findings of the web analysis and the survey, and recommendations are given for using the menu approach to library instruction requests. Close

• 9. [Article] Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom

  This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed ...

  Citation × Citation Citation Abstract Copy Title: Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom Author: Whitver, Sara, Lo, Leo Year: 2017 This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers also noted the use of visual aids and storytelling as tools to engage students in conversation. The variety of tools and techniques observed in this study indicate that librarians exercise a great amount of autonomy in the classroom while working towards standardized learning outcomes. Title: Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom Author: Whitver, Sara, Lo, Leo Year: 2017 This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers also noted the use of visual aids and storytelling as tools to engage students in conversation. The variety of tools and techniques observed in this study indicate that librarians exercise a great amount of autonomy in the classroom while working towards standardized learning outcomes. Close