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• 21. [Article] Situating Information Literacy in the Disciplines: New Opportunities for Sustainable Instruction

  Information literacy educators continue to struggle to get significant instruction into the curriculum through the use of “one-shot” sessions that focus on inculcating generic IL skills. In response, librarians ...

  Citation × Citation Citation Abstract Copy Title: Situating Information Literacy in the Disciplines: New Opportunities for Sustainable Instruction Author: Badke, William, Farrell, Robert Year: 2014 Information literacy educators continue to struggle to get significant instruction into the curriculum through the use of “one-shot” sessions that focus on inculcating generic IL skills. In response, librarians have turned to "embedding" or "situating" discipline-specific IL learning opportunities within disciplinary curricula. But given the limited resources and staff time of most academic libraries, how can we develop and ensure sustainable relationships with the many disciplines on our campuses? Presenters William Badke (Trinity Western University, British Columbia) and Robert Farrell (Lehman College, City University of New York) will highlight systematic theoretical and practical approaches to developing sustainable collaborative relationships with disciplinary colleagues, arguing that information literacy must ultimately be “owned” by the disciplines if meaningful learning is to occur. Following an overview of Badke’s recent book, Teaching Research Processes and Farrell’s recent work to apply Badke’s ideas at the City University of New York, attendees will be invited to discuss challenges faced when librarians seek to locate ownership of information literacy instruction within the disciplinary classroom. Title: Situating Information Literacy in the Disciplines: New Opportunities for Sustainable Instruction Author: Badke, William, Farrell, Robert Year: 2014 Information literacy educators continue to struggle to get significant instruction into the curriculum through the use of “one-shot” sessions that focus on inculcating generic IL skills. In response, librarians have turned to "embedding" or "situating" discipline-specific IL learning opportunities within disciplinary curricula. But given the limited resources and staff time of most academic libraries, how can we develop and ensure sustainable relationships with the many disciplines on our campuses? Presenters William Badke (Trinity Western University, British Columbia) and Robert Farrell (Lehman College, City University of New York) will highlight systematic theoretical and practical approaches to developing sustainable collaborative relationships with disciplinary colleagues, arguing that information literacy must ultimately be “owned” by the disciplines if meaningful learning is to occur. Following an overview of Badke’s recent book, Teaching Research Processes and Farrell’s recent work to apply Badke’s ideas at the City University of New York, attendees will be invited to discuss challenges faced when librarians seek to locate ownership of information literacy instruction within the disciplinary classroom. Close

• 22. [Article] Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change

  This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, ...

  Citation × Citation Citation Abstract Copy Title: Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change Author: Wetzel Wilkinson, Carroll, Bruch, Courtney Year: 2014 This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, the authors explore issues and concepts for instruction librarians and leaders to consider as they advance and sustain IL initiatives. Through a lens of second order change the article proposes change agency theory and organizational development as theoretical approaches; calling on librarians to adopt roles and techniques that honor personal learning and continuing education while simultaneously focusing on student learning. It additionally suggests a flexible roadmap for managed change processes including organizational assessment techniques, inspiration for conversations and inclusive dialogues, reasons for and ways to address resistance, and steps to implement action plans. The authors conclude IL initiatives will be more effective if supported by an internal library culture that is embraced and implemented by knowledgeable instruction librarians and their leaders. Title: Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change Author: Wetzel Wilkinson, Carroll, Bruch, Courtney Year: 2014 This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, the authors explore issues and concepts for instruction librarians and leaders to consider as they advance and sustain IL initiatives. Through a lens of second order change the article proposes change agency theory and organizational development as theoretical approaches; calling on librarians to adopt roles and techniques that honor personal learning and continuing education while simultaneously focusing on student learning. It additionally suggests a flexible roadmap for managed change processes including organizational assessment techniques, inspiration for conversations and inclusive dialogues, reasons for and ways to address resistance, and steps to implement action plans. The authors conclude IL initiatives will be more effective if supported by an internal library culture that is embraced and implemented by knowledgeable instruction librarians and their leaders. Close

• 23. [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

• 24. [Article] Engineering Integration: Building a Quick and Effective Faculty Seminar

  In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science ...

  Citation × Citation Citation Abstract Copy Title: Engineering Integration: Building a Quick and Effective Faculty Seminar Author: Peterson, Kate, Jeffryes, Jon Year: 2012 In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science and Engineering. The seminar's goals included 1.) refreshing and expanding faculty's knowledge of information and 21st century literacies and 2.) creating a community of faculty committed to developing student skills in finding, evaluating and synthesizing information in their academic coursework and into their professional careers. Overall, the seminar increased faculty understanding of services and expertise of the libraries, and 21st century literacies. It also developed and strengthened ties between individual faculty members and their subject librarians, leading to a mix of outcomes from a faculty member partnering on a grant the Libraries applied for to course integrated instruction sessions to faculty participating in an e-textbook pilot. This seminar provides a strong model for re-framing information literacy in the context of teaching and learning in science and engineering, giving librarians an opportunity to strengthen relationships and increase liaison effectiveness. Title: Engineering Integration: Building a Quick and Effective Faculty Seminar Author: Peterson, Kate, Jeffryes, Jon Year: 2012 In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science and Engineering. The seminar's goals included 1.) refreshing and expanding faculty's knowledge of information and 21st century literacies and 2.) creating a community of faculty committed to developing student skills in finding, evaluating and synthesizing information in their academic coursework and into their professional careers. Overall, the seminar increased faculty understanding of services and expertise of the libraries, and 21st century literacies. It also developed and strengthened ties between individual faculty members and their subject librarians, leading to a mix of outcomes from a faculty member partnering on a grant the Libraries applied for to course integrated instruction sessions to faculty participating in an e-textbook pilot. This seminar provides a strong model for re-framing information literacy in the context of teaching and learning in science and engineering, giving librarians an opportunity to strengthen relationships and increase liaison effectiveness. Close

• 25. [Article] Pedagogical Considerations in Developing an Online Tutorial in Information Literacy.

  The article discusses the pedagogical background on which the design of the online tutorial Søk & Skriv ('Search and Write') is based. The tutorial Søk & Skriv is specially designed for distance learning ...

  Citation × Citation Citation Abstract Copy Title: Pedagogical Considerations in Developing an Online Tutorial in Information Literacy. Author: Skagen, Therese, Torras, Maria Carme, Kavli, Solveig, Mikki, Susanne Year: 2009 The article discusses the pedagogical background on which the design of the online tutorial Søk & Skriv ('Search and Write') is based. The tutorial Søk & Skriv is specially designed for distance learning students, but can also be used by students on campus. Søk & Skriv aims at increasing students' information and digital literacy with the ultimate goal of empowering them to gradually become legitimate members of the academic community, as well as lifelong learners. Further, the tutorial sets out to make a contribution to the pedagogical development of user education at the academic library. The article shows how a general didactical model, namely the didactical relationship model (Hiim & Hippe, 1998), has been applied to enrich information literacy education practice, and in this case specifically, to enrich the design of online education. Title: Pedagogical Considerations in Developing an Online Tutorial in Information Literacy. Author: Skagen, Therese, Torras, Maria Carme, Kavli, Solveig, Mikki, Susanne Year: 2009 The article discusses the pedagogical background on which the design of the online tutorial Søk & Skriv ('Search and Write') is based. The tutorial Søk & Skriv is specially designed for distance learning students, but can also be used by students on campus. Søk & Skriv aims at increasing students' information and digital literacy with the ultimate goal of empowering them to gradually become legitimate members of the academic community, as well as lifelong learners. Further, the tutorial sets out to make a contribution to the pedagogical development of user education at the academic library. The article shows how a general didactical model, namely the didactical relationship model (Hiim & Hippe, 1998), has been applied to enrich information literacy education practice, and in this case specifically, to enrich the design of online education. Close

• 26. [Article] Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration

  In this paper we examine how faculty and librarians' own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students' ability to view ...

  Citation × Citation Citation Abstract Copy Title: Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration Author: Gamtso, Carolyn, Paterson, Susanne Year: 2012 In this paper we examine how faculty and librarians' own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students' ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we describe how we have collaborated to craft a Freshman Composition library instruction session that moves beyond developing students' information-gathering expertise by focusing on the development of transferable knowledge and critical thinking skills. Title: Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration Author: Gamtso, Carolyn, Paterson, Susanne Year: 2012 In this paper we examine how faculty and librarians' own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students' ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we describe how we have collaborated to craft a Freshman Composition library instruction session that moves beyond developing students' information-gathering expertise by focusing on the development of transferable knowledge and critical thinking skills. Close

• 27. [Article] Using Blackboard to Deliver Library Research Skills Assessment: A Case Study

  Like other college and university departments, academic libraries are increasingly expected to assess their services and facilities. This article describes an initial step in the development of a comprehensive ...

  Citation × Citation Citation Abstract Copy Title: Using Blackboard to Deliver Library Research Skills Assessment: A Case Study Author: Smale, Maura, Regalado, Mariana Year: 2010 Like other college and university departments, academic libraries are increasingly expected to assess their services and facilities. This article describes an initial step in the development of a comprehensive assessment program for library instruction in the Brooklyn College Library. A pre- and post-quiz were developed based on the curriculum for a required library session in an introductory English composition course. The quizzes were designed to establish a baseline for student knowledge of information literacy as well as measure the effect of library instruction on student learning. We also sought to evaluate the suitability of the Blackboard learning management system for assessment of library instruction. Our discussion of the benefits and limitations of this pilot project will be useful to instruction librarians considering using Blackboard to implement multiple choice quizzes as a means of assessing information literacy and library instruction. Title: Using Blackboard to Deliver Library Research Skills Assessment: A Case Study Author: Smale, Maura, Regalado, Mariana Year: 2010 Like other college and university departments, academic libraries are increasingly expected to assess their services and facilities. This article describes an initial step in the development of a comprehensive assessment program for library instruction in the Brooklyn College Library. A pre- and post-quiz were developed based on the curriculum for a required library session in an introductory English composition course. The quizzes were designed to establish a baseline for student knowledge of information literacy as well as measure the effect of library instruction on student learning. We also sought to evaluate the suitability of the Blackboard learning management system for assessment of library instruction. Our discussion of the benefits and limitations of this pilot project will be useful to instruction librarians considering using Blackboard to implement multiple choice quizzes as a means of assessing information literacy and library instruction. Close

• 28. [Article] Potential Ramifications of Common Core State Standards Adoption on Information Literacy

  In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. ...

  Citation × Citation Citation Abstract Copy Title: Potential Ramifications of Common Core State Standards Adoption on Information Literacy Author: Eubanks, Jacob Year: 2014 In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. The Common Core State Standards theoretically shift K-12 pedagogy towards ability development of critical and extended thinking skills, preparing high school graduates for college and career readiness. This literature review explores the reasoning behind the shift to the Common Core State Standards and asks questions regarding the potential ramifications their adoption might have on post-secondary information literacy instruction. Title: Potential Ramifications of Common Core State Standards Adoption on Information Literacy Author: Eubanks, Jacob Year: 2014 In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. The Common Core State Standards theoretically shift K-12 pedagogy towards ability development of critical and extended thinking skills, preparing high school graduates for college and career readiness. This literature review explores the reasoning behind the shift to the Common Core State Standards and asks questions regarding the potential ramifications their adoption might have on post-secondary information literacy instruction. Close

• 29. [Article] Information Evaluation Instruction: A Three Term Project with a First Year Experience Course

  In response to the recognition that work world success is dependent on locating and effectively utilizing information, the academy has acknowledged the need to produce information literate graduates. There ...

  Citation × Citation Citation Abstract Copy Title: Information Evaluation Instruction: A Three Term Project with a First Year Experience Course Author: Borrelli, Steve, Johnson, Corey Year: 2013 In response to the recognition that work world success is dependent on locating and effectively utilizing information, the academy has acknowledged the need to produce information literate graduates. There needs to be more focus on how to develop the most effective collaborative programs with teaching faculty and benchmark the progress toward research skill mastery. This paper outlines a multiple term collaborative effort targeting student evaluation skill development. Librarians taught hybrid (mostly online with some in-person interaction) lessons to groups of lower undergraduates enrolled in a first year experience seminar. A pre-test/post-test assessment package revealed that students' strongest area of proficiency was in understanding the differences between popular and scholarly sources, with lowest performance concerning understanding the components of a scholarly article. It was also concluded that the academic term with the strongest collaborative ties between librarians and seminar instructors/leaders resulted in the greatest improvement in student learning across all measures. Title: Information Evaluation Instruction: A Three Term Project with a First Year Experience Course Author: Borrelli, Steve, Johnson, Corey Year: 2013 In response to the recognition that work world success is dependent on locating and effectively utilizing information, the academy has acknowledged the need to produce information literate graduates. There needs to be more focus on how to develop the most effective collaborative programs with teaching faculty and benchmark the progress toward research skill mastery. This paper outlines a multiple term collaborative effort targeting student evaluation skill development. Librarians taught hybrid (mostly online with some in-person interaction) lessons to groups of lower undergraduates enrolled in a first year experience seminar. A pre-test/post-test assessment package revealed that students' strongest area of proficiency was in understanding the differences between popular and scholarly sources, with lowest performance concerning understanding the components of a scholarly article. It was also concluded that the academic term with the strongest collaborative ties between librarians and seminar instructors/leaders resulted in the greatest improvement in student learning across all measures. Close

• 30. [Article] Teaching Matters: Developing as a Teacher/Librarian. Web 2.0: Opportunities for Information Literacy Instruction

  Citation × Citation Citation Abstract Copy Title: Teaching Matters: Developing as a Teacher/Librarian. Web 2.0: Opportunities for Information Literacy Instruction Author: Ragains, Patrick Year: 2008 Title: Teaching Matters: Developing as a Teacher/Librarian. Web 2.0: Opportunities for Information Literacy Instruction Author: Ragains, Patrick Year: 2008 Close