Search

Search Results

• 91. [Article] Job Seeking Learners: Digital Literacy Acquisition Case Study

  This case study investigates the experience of digital literacy acquisition among adult job seekers, offering an overview of the various lab settings accessed by job-seeking learners, as well as the different ...

  Citation × Citation Citation Abstract Copy Title: Job Seeking Learners: Digital Literacy Acquisition Case Study Author: Withers, Elizabeth, Jacobs, Gloria, Pizzolato, Drew, Castek, Jill, Pendell, Kimberly D., Reder, Stephen Year: 2015 This case study investigates the experience of digital literacy acquisition among adult job seekers, offering an overview of the various lab settings accessed by job-seeking learners, as well as the different ways that tutor-facilitated, self-paced learning was organized. Examination of the learner path as experienced by job seekers reveals the challenge for learners of seeing the relevance of digital literacy acquisition when faced with the urgent need of having to find employment. Also discussed in the case study are the significant impact of the relationships that developed between learners and tutors, the role that tutors play in building relevance for the learners, and creating job readiness training opportunities. Implications include the ways that lab coordinators and tutors working with job-seeking learners can support them by acknowledging the reality of the learners’ lives while supporting them through the digital literacy acquisition process. The findings indicate that labs serving job-seeking learners are well situated to introduce individuals to the opportunities available through computer and Internet use that go beyond employment to deeper civic and social engagement. Title: Job Seeking Learners: Digital Literacy Acquisition Case Study Author: Withers, Elizabeth, Jacobs, Gloria, Pizzolato, Drew, Castek, Jill, Pendell, Kimberly D., Reder, Stephen Year: 2015 This case study investigates the experience of digital literacy acquisition among adult job seekers, offering an overview of the various lab settings accessed by job-seeking learners, as well as the different ways that tutor-facilitated, self-paced learning was organized. Examination of the learner path as experienced by job seekers reveals the challenge for learners of seeing the relevance of digital literacy acquisition when faced with the urgent need of having to find employment. Also discussed in the case study are the significant impact of the relationships that developed between learners and tutors, the role that tutors play in building relevance for the learners, and creating job readiness training opportunities. Implications include the ways that lab coordinators and tutors working with job-seeking learners can support them by acknowledging the reality of the learners’ lives while supporting them through the digital literacy acquisition process. The findings indicate that labs serving job-seeking learners are well situated to introduce individuals to the opportunities available through computer and Internet use that go beyond employment to deeper civic and social engagement. Close

• 92. [Article] Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices

  Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount of available information, decide what ...

  Citation × Citation Citation Abstract Copy Title: Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices Author: Michaud, Meredith Esther Year: 2016 Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount of available information, decide what is useful and believable, and apply it in an effective and ethical way. Faculty members have expectations regarding information literacy for students in the first year of college, while students have information literacy practices that may or may not match those expectations. In my study, I examined the alignment of faculty member information literacy expectations and student information literacy practices, focusing on freshman students and faculty members who teach freshman students in a required general education course at a public university in the northwestern United States. Using an exploratory sequential mixed methods research design, I began my study with qualitative interviews of students and faculty members, used data from the interviews to develop a survey instrument, conducted a pilot study with the survey instrument, and used the survey instrument to administer an online quantitative survey to 106 students and 10 faculty members. The survey consisted of 42 items pertaining to student practices and faculty expectations as identified by student and faculty member interview participants. Survey data showed the percentage of faculty members expecting a practice was generally higher than the percentage of students carrying out that practice. Overall, the study findings revealed a gap between faculty expectations and student practices. Title: Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices Author: Michaud, Meredith Esther Year: 2016 Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount of available information, decide what is useful and believable, and apply it in an effective and ethical way. Faculty members have expectations regarding information literacy for students in the first year of college, while students have information literacy practices that may or may not match those expectations. In my study, I examined the alignment of faculty member information literacy expectations and student information literacy practices, focusing on freshman students and faculty members who teach freshman students in a required general education course at a public university in the northwestern United States. Using an exploratory sequential mixed methods research design, I began my study with qualitative interviews of students and faculty members, used data from the interviews to develop a survey instrument, conducted a pilot study with the survey instrument, and used the survey instrument to administer an online quantitative survey to 106 students and 10 faculty members. The survey consisted of 42 items pertaining to student practices and faculty expectations as identified by student and faculty member interview participants. Survey data showed the percentage of faculty members expecting a practice was generally higher than the percentage of students carrying out that practice. Overall, the study findings revealed a gap between faculty expectations and student practices. Close

• 93. [Article] Designing and Implementing an Information Literacy Course in the Humanities

  As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy ...

  Citation × Citation Citation Abstract Copy Title: Designing and Implementing an Information Literacy Course in the Humanities Author: Daugman, Ellen, McCall, Leslie, McMahan, Kaeley Year: 2012 As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities Research Sources and Strategies. In addition to our arts and humanities course content and methodologies, we incorporated web2.0 technologies throughout course design and delivery in order to streamline planning and to facilitate student engagement. In our course preparation, we utilized Google Docs for collaborative brainstorming, planning, organization and self-evaluation. Our students used Google Docs for submitting their course assignments, which included a faculty or practitioner interview and the final project for the course. The project was an annotated bibliography that extended beyond books and journal articles to include additional elements such as scholarly associations, core journals, primary sources, and major special collections related to their topics. A blog was used for the course syllabus, incorporating assignment information and supplementary resources for class topics; student blogging included reflection and feedback on each lecture as well as application of class content to their research topics. A visit to the Library's Rare Books Reading Room exposed the students to the Library's unique holdings and introduced them to rare and archival resources at other libraries. Our article presents this process from start to finish, including the steps we went through to plan the course, the utilization of web2.0 applications, the course syllabus and assignments, marketing efforts, as well as the course implementation in Spring 2009 and 2010, and what we and our students learned from this process. Title: Designing and Implementing an Information Literacy Course in the Humanities Author: Daugman, Ellen, McCall, Leslie, McMahan, Kaeley Year: 2012 As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities Research Sources and Strategies. In addition to our arts and humanities course content and methodologies, we incorporated web2.0 technologies throughout course design and delivery in order to streamline planning and to facilitate student engagement. In our course preparation, we utilized Google Docs for collaborative brainstorming, planning, organization and self-evaluation. Our students used Google Docs for submitting their course assignments, which included a faculty or practitioner interview and the final project for the course. The project was an annotated bibliography that extended beyond books and journal articles to include additional elements such as scholarly associations, core journals, primary sources, and major special collections related to their topics. A blog was used for the course syllabus, incorporating assignment information and supplementary resources for class topics; student blogging included reflection and feedback on each lecture as well as application of class content to their research topics. A visit to the Library's Rare Books Reading Room exposed the students to the Library's unique holdings and introduced them to rare and archival resources at other libraries. Our article presents this process from start to finish, including the steps we went through to plan the course, the utilization of web2.0 applications, the course syllabus and assignments, marketing efforts, as well as the course implementation in Spring 2009 and 2010, and what we and our students learned from this process. Close