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• 41. [Article] One librarian: 1,400 freshmen

  How can librarians provide information literacy instruction for high enrollment courses and not lose our minds? Find out how one librarian at California State University, Fresno, in collaboration with ...

  Citation × Citation Citation Abstract Copy Title: One librarian: 1,400 freshmen Author: Dinscore, Amanda Year: 2014 How can librarians provide information literacy instruction for high enrollment courses and not lose our minds? Find out how one librarian at California State University, Fresno, in collaboration with her colleagues in the Freshman English Program, created a more sustainable, scalable and open approach to instruction by using a blog. By using an approachable writing style, customized content, and a video introduction by the librarian, the blog has a more approachable and personal feel than many digital learning objects and can be used by instructors in many different ways. In this session, the presenter will discuss the blog’s development and integration into two pilot courses as well as plans for improvement and eventual use in all freshman English courses. If you’ve ever felt daunted by the idea of providing instruction to high enrollment courses, this session is for you. Title: One librarian: 1,400 freshmen Author: Dinscore, Amanda Year: 2014 How can librarians provide information literacy instruction for high enrollment courses and not lose our minds? Find out how one librarian at California State University, Fresno, in collaboration with her colleagues in the Freshman English Program, created a more sustainable, scalable and open approach to instruction by using a blog. By using an approachable writing style, customized content, and a video introduction by the librarian, the blog has a more approachable and personal feel than many digital learning objects and can be used by instructors in many different ways. In this session, the presenter will discuss the blog’s development and integration into two pilot courses as well as plans for improvement and eventual use in all freshman English courses. If you’ve ever felt daunted by the idea of providing instruction to high enrollment courses, this session is for you. Close

• 42. [Article] Mapping Standards to Content: Creating Research Guides using ACRL’s Psychology Information Literacy Standards

  Although librarians have embraced online research guides (typically SpringShare’s LibGuides) as a mechanism for informing students of key resources across the disciplines, to what degree have they leveraged ...

  Citation × Citation Citation Abstract Copy Title: Mapping Standards to Content: Creating Research Guides using ACRL’s Psychology Information Literacy Standards Author: Armstrong, Annie, Pendell, Kimberly D. Year: 2013 Although librarians have embraced online research guides (typically SpringShare’s LibGuides) as a mechanism for informing students of key resources across the disciplines, to what degree have they leveraged the full potential of these guides for delivering and supporting instruction? Guided by disciplinary information literacy standards, how could librarians create more instructionally robust guides which both promote and support the development of disciplinary research competencies? Title: Mapping Standards to Content: Creating Research Guides using ACRL’s Psychology Information Literacy Standards Author: Armstrong, Annie, Pendell, Kimberly D. Year: 2013 Although librarians have embraced online research guides (typically SpringShare’s LibGuides) as a mechanism for informing students of key resources across the disciplines, to what degree have they leveraged the full potential of these guides for delivering and supporting instruction? Guided by disciplinary information literacy standards, how could librarians create more instructionally robust guides which both promote and support the development of disciplinary research competencies? Close

• 43. [Article] Mixing and Matching: Assessing Information Literacy

  This paper discusses learning outcomes assessments, so readers of this article will be able to • Understand the importance of assessment in order to have a rationale for developing assessments for information ...

  Citation × Citation Citation Abstract Copy Title: Mixing and Matching: Assessing Information Literacy Author: McCulley, Carol Year: 2010 This paper discusses learning outcomes assessments, so readers of this article will be able to • Understand the importance of assessment in order to have a rationale for developing assessments for information literacy. • Evaluate assessment models in order to use them to design library class assessments to improve student outcomes and teaching of information literacy concepts. • To better understand the process of assessing information literacy instruction through examining some specific methods used by one librarian in order to assess information literacy in their own libraries. Title: Mixing and Matching: Assessing Information Literacy Author: McCulley, Carol Year: 2010 This paper discusses learning outcomes assessments, so readers of this article will be able to • Understand the importance of assessment in order to have a rationale for developing assessments for information literacy. • Evaluate assessment models in order to use them to design library class assessments to improve student outcomes and teaching of information literacy concepts. • To better understand the process of assessing information literacy instruction through examining some specific methods used by one librarian in order to assess information literacy in their own libraries. Close

• 44. [Article] A Program for Introducing Information Literacy to Commercial Art and Design Students

  This paper describes the process of developing and implementing a comprehensive, school-wide, and sustainable information literacy program at a commercial art and design school. The program requires that ...

  Citation × Citation Citation Abstract Copy Title: A Program for Introducing Information Literacy to Commercial Art and Design Students Author: Walczak, David, Sammet, Diane, Reuter, Monika Year: 2010 This paper describes the process of developing and implementing a comprehensive, school-wide, and sustainable information literacy program at a commercial art and design school. The program requires that information literacy student learning outcomes be included in specific General Education and art and design courses across the curriculum. The results of this multi-year effort indicate that while the program is sound, teaching information literacy is an on-going effort requiring much more training of faculty and students. Best practices in information literacy in library science and art and design literature are reviewed Title: A Program for Introducing Information Literacy to Commercial Art and Design Students Author: Walczak, David, Sammet, Diane, Reuter, Monika Year: 2010 This paper describes the process of developing and implementing a comprehensive, school-wide, and sustainable information literacy program at a commercial art and design school. The program requires that information literacy student learning outcomes be included in specific General Education and art and design courses across the curriculum. The results of this multi-year effort indicate that while the program is sound, teaching information literacy is an on-going effort requiring much more training of faculty and students. Best practices in information literacy in library science and art and design literature are reviewed Close

• 45. [Article] Integrating an Information Literacy Quiz into the Learning Management System

  The [Library Name] [Department Name] developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated ...

  Citation × Citation Citation Abstract Copy Title: Integrating an Information Literacy Quiz into the Learning Management System Author: Lowe, M., Booth, Char, Tagge, Natalie, Stone, Sean Year: 2014 The [Library Name] [Department Name] developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving buy-in at the faculty and student level. Piloted in nine first-year classes in Fall 2012 then revised and launched in Spring 2013, the Quiz has given the Library valuable assessment data on first-year student IL skills and enhanced the ability of teaching librarians to tailor their instruction to student performance. Title: Integrating an Information Literacy Quiz into the Learning Management System Author: Lowe, M., Booth, Char, Tagge, Natalie, Stone, Sean Year: 2014 The [Library Name] [Department Name] developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving buy-in at the faculty and student level. Piloted in nine first-year classes in Fall 2012 then revised and launched in Spring 2013, the Quiz has given the Library valuable assessment data on first-year student IL skills and enhanced the ability of teaching librarians to tailor their instruction to student performance. Close

• 46. [Article] Frame Works: Using Metaphor in Theory and Practice in Information Literacy

  The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can ...

  Citation × Citation Citation Abstract Copy Title: Frame Works: Using Metaphor in Theory and Practice in Information Literacy Author: Holliday, Wendy Year: 2017 The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of teaching librarians. This article explores the metaphoric entailments of the Framework as a way to deepen our understandings and practices of information literacy. Title: Frame Works: Using Metaphor in Theory and Practice in Information Literacy Author: Holliday, Wendy Year: 2017 The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of teaching librarians. This article explores the metaphoric entailments of the Framework as a way to deepen our understandings and practices of information literacy. Close

• 47. [Article] Building a "Seamless Environment" for Assessment of Information Literacy: Libraries, Student Affairs, and Learning Outside the Classroom

  Assessment has been a topic of interest in higher education for decades, with its recent growth rooted in a number of scholarly traditions, as well as the broader interest in "accountability" that has ...

  Citation × Citation Citation Abstract Copy Title: Building a "Seamless Environment" for Assessment of Information Literacy: Libraries, Student Affairs, and Learning Outside the Classroom Author: Walter, Scott Year: 2010 Assessment has been a topic of interest in higher education for decades, with its recent growth rooted in a number of scholarly traditions, as well as the broader interest in "accountability" that has been characteristic of American education since the 1980s. Many previous studies have demonstrated that the literature of assessment in higher education is a rich resource for those wishing to identify effective approaches to the assessment of information literacy. This piece invites readers to pay attention to the lessons taught by faculty development experts as well as by scholars of the science of teaching and learning, but also to remember that student learning takes place both inside the classroom and outside the classroom. Title: Building a "Seamless Environment" for Assessment of Information Literacy: Libraries, Student Affairs, and Learning Outside the Classroom Author: Walter, Scott Year: 2010 Assessment has been a topic of interest in higher education for decades, with its recent growth rooted in a number of scholarly traditions, as well as the broader interest in "accountability" that has been characteristic of American education since the 1980s. Many previous studies have demonstrated that the literature of assessment in higher education is a rich resource for those wishing to identify effective approaches to the assessment of information literacy. This piece invites readers to pay attention to the lessons taught by faculty development experts as well as by scholars of the science of teaching and learning, but also to remember that student learning takes place both inside the classroom and outside the classroom. Close

• 48. [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

• 49. [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

• 50. [Article] "Mind-Blowing": Fostering Self-Regulated Learning in Information Literacy Instruction

  The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, ...

  Citation × Citation Citation Abstract Copy Title: "Mind-Blowing": Fostering Self-Regulated Learning in Information Literacy Instruction Author: Houtman, Eveline Year: 2015 The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students' self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction. Title: "Mind-Blowing": Fostering Self-Regulated Learning in Information Literacy Instruction Author: Houtman, Eveline Year: 2015 The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students' self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction. Close