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• 11. [Article] A Decade of Critical Information Literacy: A Review of the Literature

  As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature ...

  Citation × Citation Citation Abstract Copy Title: A Decade of Critical Information Literacy: A Review of the Literature Author: Tewell, Eamon Year: 2015 As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information's complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging and challenging approach to information literacy. Title: A Decade of Critical Information Literacy: A Review of the Literature Author: Tewell, Eamon Year: 2015 As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information's complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging and challenging approach to information literacy. Close

• 12. [Article] Using Assessment Data to Inform Library Instruction for First Year Students

  Seeking ways to develop information literacy skills among first year college students, librarians at our institution developed a pilot program to measure the effects of a multiple library instruction session ...

  Citation × Citation Citation Abstract Copy Title: Using Assessment Data to Inform Library Instruction for First Year Students Author: Gilbert, Julie Year: 2010 Seeking ways to develop information literacy skills among first year college students, librarians at our institution developed a pilot program to measure the effects of a multiple library instruction session module on students' research skills in the first semester. The pilot program incorporates a substantial assessment model consisting of a pretest, posttest, and a citation analysis of final papers. Results demonstrate that students who had multiple library instruction sessions during the first semester report higher levels of confidence and greater use of library resources than students who had only a single instruction session. Title: Using Assessment Data to Inform Library Instruction for First Year Students Author: Gilbert, Julie Year: 2010 Seeking ways to develop information literacy skills among first year college students, librarians at our institution developed a pilot program to measure the effects of a multiple library instruction session module on students' research skills in the first semester. The pilot program incorporates a substantial assessment model consisting of a pretest, posttest, and a citation analysis of final papers. Results demonstrate that students who had multiple library instruction sessions during the first semester report higher levels of confidence and greater use of library resources than students who had only a single instruction session. Close

• 13. [Article] Same Song, Different Verse: Developing Research Skills with Low Stakes Assignments

  The research component of college writing and composition courses is often only practiced as part of high stakes assignments. This paper proposes a collaborative approach to helping students develop foundational ...

  Citation × Citation Citation Abstract Copy Title: Same Song, Different Verse: Developing Research Skills with Low Stakes Assignments Author: Stewart-Mailhiot, Amy Year: 2014 The research component of college writing and composition courses is often only practiced as part of high stakes assignments. This paper proposes a collaborative approach to helping students develop foundational research skills that builds on the success of the low stakes writing movement. Using Elbow's 1997 article "High Stakes and Low Stakes in Assigning and Responding to Writing" as a framework, the low stakes research model centers around providing students multiple opportunities to practice research skills in a manner that alleviates library research anxiety and increases research quality. Key to the success of this model is a collaborative relationship between the classroom faculty member and the librarian. Title: Same Song, Different Verse: Developing Research Skills with Low Stakes Assignments Author: Stewart-Mailhiot, Amy Year: 2014 The research component of college writing and composition courses is often only practiced as part of high stakes assignments. This paper proposes a collaborative approach to helping students develop foundational research skills that builds on the success of the low stakes writing movement. Using Elbow's 1997 article "High Stakes and Low Stakes in Assigning and Responding to Writing" as a framework, the low stakes research model centers around providing students multiple opportunities to practice research skills in a manner that alleviates library research anxiety and increases research quality. Key to the success of this model is a collaborative relationship between the classroom faculty member and the librarian. Close

• 14. [Article] Information Literacy Rubrics within the Disciplines

  This paper reports the results of a pilot project in which the authors developed rubrics for assessing information literacy in the disciplines and examined whether rubrics are a feasible and effective ...

  Citation × Citation Citation Abstract Copy Title: Information Literacy Rubrics within the Disciplines Author: Fagerheim, Britt, Shrode, Flora Year: 2010 This paper reports the results of a pilot project in which the authors developed rubrics for assessing information literacy in the disciplines and examined whether rubrics are a feasible and effective method for librarians to assess their students' information literacy skills. We developed rubrics for capstone classes in chemistry and psychology based on benchmarks appropriate for each major. We then used the rubrics to assess the research and information literacy skills the students displayed in their papers or projects. Title: Information Literacy Rubrics within the Disciplines Author: Fagerheim, Britt, Shrode, Flora Year: 2010 This paper reports the results of a pilot project in which the authors developed rubrics for assessing information literacy in the disciplines and examined whether rubrics are a feasible and effective method for librarians to assess their students' information literacy skills. We developed rubrics for capstone classes in chemistry and psychology based on benchmarks appropriate for each major. We then used the rubrics to assess the research and information literacy skills the students displayed in their papers or projects. Close

• 15. [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

• 16. [Article] Predictors of Student's Attitudes toward Science Literacy

  Being information and science literate are crucial in an age when scientific developments influence the political arena and vice versa. In order to become active and responsible citizens, students must ...

  Citation × Citation Citation Abstract Copy Title: Predictors of Student's Attitudes toward Science Literacy Author: Holden, Irina Year: 2012 Being information and science literate are crucial in an age when scientific developments influence the political arena and vice versa. In order to become active and responsible citizens, students must understand such issues as global warming and stem cell research. Furthermore, they must be lifelong learners, capable of researching and educating themselves about new scientific developments. These are some of the complex issues that information literacy educators must address. This article reports on the results of a survey of student's attitudes towards science literacy and lifelong learning, and on variables associated with their attitudes. Most of the students' attitudes were positive, especially those who majored in one of the science disciplines. Title: Predictors of Student's Attitudes toward Science Literacy Author: Holden, Irina Year: 2012 Being information and science literate are crucial in an age when scientific developments influence the political arena and vice versa. In order to become active and responsible citizens, students must understand such issues as global warming and stem cell research. Furthermore, they must be lifelong learners, capable of researching and educating themselves about new scientific developments. These are some of the complex issues that information literacy educators must address. This article reports on the results of a survey of student's attitudes towards science literacy and lifelong learning, and on variables associated with their attitudes. Most of the students' attitudes were positive, especially those who majored in one of the science disciplines. Close

• 17. [Article] Engaging Beyond the First College Year: Exploring the Needs of Second-year Students

  This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. ...

  Citation × Citation Citation Abstract Copy Title: Engaging Beyond the First College Year: Exploring the Needs of Second-year Students Author: Black, Elizabeth Year: 2014 This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to further information literacy instruction. Title: Engaging Beyond the First College Year: Exploring the Needs of Second-year Students Author: Black, Elizabeth Year: 2014 This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to further information literacy instruction. Close

• 18. [Article] Developing Students' Information and Research Skills via Blackboard

  This paper summarizes work undertaken at De Montfort University (Leicester, UK) to develop students' information and research skills using the Blackboard Virtual Learning Environment. It outlines how ...

  Citation × Citation Citation Abstract Copy Title: Developing Students' Information and Research Skills via Blackboard Author: Weetman DaCosta, Jacqui, Jones, Becky Year: 2007 This paper summarizes work undertaken at De Montfort University (Leicester, UK) to develop students' information and research skills using the Blackboard Virtual Learning Environment. It outlines how a traditionally delivered and assessed program was reviewed and revised in order to produce a blended learning experience for students. The librarians involved undertook this project with students from the Faculty of Health and Life Sciences during March/April 2005, teaching two groups in parallel--one group using Blackboard and another using the traditional teaching method. Both groups were given a diagnostic evaluation to gauge their confidence levels with both information skills and using Blackboard, and to obtain their perceptions of their experiences. Both groups underwent a formal summative assessment with one group using Blackboard and the control group having a paper-based assignment. The Blackboard sessions were very popular with students and this method of teaching has subsequently been extended to other modules within the university. Students appeared to be more motivated and appreciated the constant availability of the learning materials. This project was the first example within the university of students undertaking a formal online assessment using Blackboard, and the librarians received a Curriculum Development and Innovation Award. The work was subsequently disseminated within the university, where it was well received. Title: Developing Students' Information and Research Skills via Blackboard Author: Weetman DaCosta, Jacqui, Jones, Becky Year: 2007 This paper summarizes work undertaken at De Montfort University (Leicester, UK) to develop students' information and research skills using the Blackboard Virtual Learning Environment. It outlines how a traditionally delivered and assessed program was reviewed and revised in order to produce a blended learning experience for students. The librarians involved undertook this project with students from the Faculty of Health and Life Sciences during March/April 2005, teaching two groups in parallel--one group using Blackboard and another using the traditional teaching method. Both groups were given a diagnostic evaluation to gauge their confidence levels with both information skills and using Blackboard, and to obtain their perceptions of their experiences. Both groups underwent a formal summative assessment with one group using Blackboard and the control group having a paper-based assignment. The Blackboard sessions were very popular with students and this method of teaching has subsequently been extended to other modules within the university. Students appeared to be more motivated and appreciated the constant availability of the learning materials. This project was the first example within the university of students undertaking a formal online assessment using Blackboard, and the librarians received a Curriculum Development and Innovation Award. The work was subsequently disseminated within the university, where it was well received. Close

• 19. [Article] Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum

  As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills ...

  Citation × Citation Citation Abstract Copy Title: Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum Author: Ford, Emily, Lottes, Jost, Izumi, Betty T., Richardson, Dawn Year: 2014 As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills and competencies, including information literacy skills. Despite new teaching technologies and pedagogical approaches, it remains difficult for instruction librarians to lead experimentation. As a result, librarians depend on collaborative relationships with disciplinary faculty to experiment with pedagogies and tools like badging. At Portland State University, however, librarians are leading a collaborative digital badges project with Community Health Faculty to develop, deliver, assess, and track student achievements in information literacy. In this session Library and Community Health faculty presenters will discuss the ins-and-outs of integrating digital badges into course curriculum to certify information literacy and other achievements. Title: Badge It! Using Digital Badges to Certify Information Literacy Skills within Disciplinary Curriculum Author: Ford, Emily, Lottes, Jost, Izumi, Betty T., Richardson, Dawn Year: 2014 As technology in higher education rapidly changes, new pedagogical tools are being tested, developed, and implemented. Digital badges systems are one such tool that can be used to certify student skills and competencies, including information literacy skills. Despite new teaching technologies and pedagogical approaches, it remains difficult for instruction librarians to lead experimentation. As a result, librarians depend on collaborative relationships with disciplinary faculty to experiment with pedagogies and tools like badging. At Portland State University, however, librarians are leading a collaborative digital badges project with Community Health Faculty to develop, deliver, assess, and track student achievements in information literacy. In this session Library and Community Health faculty presenters will discuss the ins-and-outs of integrating digital badges into course curriculum to certify information literacy and other achievements. Close

• 20. [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