Showing papers in "Journal of Information Literacy in 2015"
TL;DR: In this paper, the authors investigated whether participants would describe themselves as teachers, whether they are influenced by teaching theories and which ones, and whether they were actually teaching or training, and the results suggest that further support and training for librarians and library and information science students would be beneficial.
Abstract: Librarian roles in the education sector increasingly include teaching responsibilities, therefore librarians need to know more about teaching theory and techniques in order to provide high-quality information literacy (IL) teaching. There has been little published research into how librarians conceive of their teaching, their skills and themselves as teachers. This research, initially conducted for a Masters dissertation in the Information School at the University of Sheffield, investigates the variation in conceptions of their own teaching skills among academic librarians who teach IL in higher education (HE). It was investigated whether participants would describe themselves as teachers, whether they are influenced by teaching theories (and which ones), and whether they are actually teaching or training. Firstly the literature on pedagogy for IL, approaches to teaching IL in HE, and librarians as teachers, was reviewed before the research and its findings are discussed. A phenomenographic approach was used. A purposive sample of six librarians who teach IL in HE institutions in the north of England was chosen, selected to ensure maximum variation between participants and the resulting conceptions. Six interviews were conducted using phenomenographic techniques to encourage participants to talk about their conceptions, and the interviews were then transcribed and analysed. The data gives rise to four categories of description, each of which describes a conception that librarians hold of themselves and their teaching:: teacher-librarian; learning support; librarian who teaches; and trainer. The variation between categories is determined by interviewees’ conceptions of themselves, their teaching, IL, and other teachers. The results suggest that further support and training for librarians and library and information science (LIS) students would be beneficial and more in-depth and larger-scale research is recommended to test these conceptions and understand in greater detail the training experience and needs of librarians who teach. This article is based on a paper presented at LILAC 2015.
52 citations
TL;DR: In this paper, the authors present the findings of a study carried out by librarians in Champlain College who developed a two-pronged authentic assessment approach to measure the information literacy (IL) levels and determine the information seeking habits of students while conducting research for academic purposes.
Abstract: This paper presents the findings of a study carried out by librarians in Champlain College who developed a two-pronged authentic assessment approach to measure the information literacy (IL) levels and determine the information seeking habits of students while conducting research for academic purposes. Librarians devised and developed an IL rubric and a citation analysis checklist for the assessment of first-year annotated bibliography assignment papers. This paper illustrates the merits of rubric-based, citation analysis assessment measures using authentic student coursework as a highly effective method of determining student outcomes assessment and information seeking habits while engaging in academic research. Findings from this study also suggest that authentic assessment is an extremely useful tool for instruction librarians to identify areas of IL that require further instructional support. This study is of importance to librarians wishing to adopt rubric-based and citation analysis authentic methods for student outcomes assessment. This paper is based on a presentation of the same name delivered at LILAC 2014.
21 citations
TL;DR: It is suggested that some aspects of Minecraft’s design effectively induce players to seek out game-related information in affinity spaces, select appropriate sources, evaluate the information shared by fellow gamers and decide which information best satisfies their needs.
Abstract: Some research suggests that a significant number of Generation Z teenagers (those born in the late 1990s or early 2000s) display an insufficient level of information literacy (IL) to function effectively in an information-based society. Yet many of them are gamers who succeed at accomplishing game-related tasks that require a number of IL skills such as information seeking, the critical assessment of sources and relevance ranking of information. This paper describes the results of an interpretive case study of the information behaviours of teenage gamers that supports the hypothesis that the online game Minecraft supports the development of such IL skills. The online interactions of 510 participants of a public discussion forum on Minecraft and interviews from eight teenage Minecraft gamers, as well as the game itself, were analysed. This study suggest that some aspects of Minecraft ’s design effectively induce players to seek out game-related information in affinity spaces (online informal learning spaces), select appropriate sources, evaluate the information shared by fellow gamers and decide which information best satisfies their needs.
20 citations
TL;DR: A recently conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice as mentioned in this paper, and these findings and a reinterpretation of those of several other studies into IL experience appear to show that such experience is always focused on context-specific knowledge creation.
Abstract: A recently-conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice. These findings and a re-interpretation of those of several other studies into IL experience, appear to show that such experience is always focused on context-specific knowledge creation. This suggests that those definitions of IL which focus on information gathering processes but not on their outcomes could be refined in a way which shows its role and value in a more explicit manner. Such a refinement might yield greater understanding and prominence for IL outside the information professions.
20 citations
TL;DR: In this paper, the authors describe the creation and implementation of an information literacy curriculum map (ILCM) in addressing the needs of stakeholders at colleges and universities, which has facilitated and increased communication among teaching faculty, administrators, and academic librarians at Berkeley College.
Abstract: Many academic libraries are coping with limited library staff, a burgeoning student population, and constantly evolving curriculum. How can academic librarians ensure that students are receiving a systematic and hierarchical set of information literacy (IL) competencies that will make them agile and adept information seekers and users who can cope with changing modes of information delivery and access? How can they be accountable to students, themselves, and to their institutions? Creating and implementing an information literacy curriculum map (ILCM) can provide a cohesive delivery of IL across the curriculum. A map aligns IL competencies with core courses, specific courses in a discipline, and assessment points. This article will describe the creation and implementation of an ILCM in addressing the needs of stakeholders at colleges and universities. The process of creating and use of the ILCM has facilitated and increased communication among teaching faculty, administrators, and academic librarians at Berkeley College. It has allowed the librarians to be more intentional in their teaching and assessment strategies. Furthermore, an ILCM used in conjunction with an assessment plan has served to make the IL programme and activities more transparent to the institution, thereby ensuring accountability to internal stakeholders and external reviewers.
18 citations
TL;DR: The Amazing Library Race (ALR) as discussed by the authors encourages first-year students to complete challenges regarding different departments and services in an engaging way, and assesses this initiative's success using observational and artifact-based data, addressing the challenge of evaluating the impact of library orientation sessions.
Abstract: Seeking to introduce first-year students to library resources and services in an engaging way, an orientation titled The Amazing Library Race (ALR) was developed and implemented at a university library. Informed by the pedagogy of problem-based learning, the ALR asks students to complete challenges regarding different departments and services. This study assesses this initiative’s success using observational and artifact-based data, addressing the challenging prospect of evaluating the impact of library orientation sessions. Two rubrics were developed to measure student involvement and student learning comprehension. More than 14 hours of in-class observations were used to track engagement, and 64 artifacts of student learning were collected and coded to evaluate learning comprehension. After coding, interrater reliability was established using the intraclass correlation coefficient to establish the validity of the ratings. This paper will outline these methodologies, present the results of the data analysis, and discuss the possibilities and difficulties of measuring student engagement in information literacy instruction centred upon active learning.
15 citations
TL;DR: The findings of a qualitative thematic content analysis of library student exam answer texts provide a student view of whether it would be appropriate to designate a stand-alone module specifically for the delivery of information literacy principles.
Abstract: Theoretical and practical principles of information literacy (IL) are generally embedded into the wider course structure of Library and Information Studies (LIS) Master’s programmes. This paper discusses the findings of a qualitative thematic content analysis of library student exam answer texts, which provide a student view of whether it would be appropriate to designate a stand-alone module specifically for the delivery of these principles. The key concepts of IL are currently found embedded within the core programme. It is suggested that the introduction of a distinct module may more appropriately reflect stakeholder requirements, including LIS students’ combined needs as producer-consumers of IL interventions in their study and practice. There is an increasing requirement for them to develop, deliver and evaluate good-practice interventions in the workplace. This work builds on existing discussions around IL as a discipline and the changing role of the librarian. The analysis is substantially informed by the participants’ views. It suggests that while embedding IL in the library school curriculum can address the consumer-IL needs of the participants as students, a more explicit focus will support development of their professional-IL needs.
15 citations
TL;DR: An overview of connectivist theory, the theory’s relationship to IL, and the use of tablets during instruction is presented and examples of a connectivist approach to IL instruction that incorporates theUse of iPads are provided.
Abstract: Connectivism provides a lens for librarians to design meaningful information literacy (IL) instruction because it integrates student learning with the digital age and with the constantly-evolving nature of information. The purpose of this paper is to extend the discussion on connectivism and IL to the use of tablet devices. Mobile devices, such as smartphones and tablets, are popular on college campuses and are gaining ground as an educational tool. However, prior to implementing new technology in the classroom, educators should be able to explain the instructional purpose of the technology and how it will enhance or enable learning. This article presents an overview of connectivist theory, the theory’s relationship to IL, and the use of tablets during instruction. The author provides examples of a connectivist approach to IL instruction that incorporates the use of iPads.
14 citations
TL;DR: It is argued, from the project findings and the existing higher education literature on strategic student behaviour online, that while students value short visual IL tutorials, librarians’ time and effort in producing these risks being wasted if it is simply assumed that students will find and use them unprompted.
Abstract: This small-scale practical action research project set out to investigate how undergraduate Primary Teacher Education students in a UK university find and evaluate information, and whether short online tutorials hosted in the university’s Virtual Learning Environment (VLE) could support their information literacy development. Surveys and focus groups were used to explore students' information-seeking behaviours. Students then collaborated with the researcher in selecting, designing and creating a series of short video tutorials demonstrating key information literacy-related Library tools. The project found that many students navigate both physical and online information environments with their focus on immediate short-term goals, without exploring; that key IL messages only communicated once are quickly forgotten; and that without frequent reminders of Library tools students devise their own workarounds to their IL problems, with varying degrees of success. The article therefore argues, from the project findings and the existing higher education literature on strategic student behaviour online, that while students value short visual IL tutorials, librarians’ time and effort in producing these risks being wasted if it is simply assumed that students will find and use them unprompted. These findings have implications for professional practice in terms of how such resources are positioned and promoted. This is believed to be one of the first studies within the librarianship literature exploring the effect of students’ strategic navigation of online environments on their awareness of information literacy tools and resources, and suggesting tactics to address the resulting issues. It is also unusual in having collaborated with students in designing and producing information literacy resources.
10 citations
TL;DR: In this paper, the authors describe the value of ethnographic methodology in information literacy curriculum design, focusing specifically on a case study in which students completed a mapping and observation exercise in a freshman seminar course as their library tour.
Abstract: Driven by a need to make their library orientations more meaningful, a group of academic librarians used ethnography as a pedagogy to create a series of exercises based on participant observation and reflection. This article describes the value of ethnographic methodology in information literacy (IL) curriculum design, focusing specifically on a case study in which students completed a mapping and observation exercise in a freshman seminar course as their library tour. This assignment was more successful than a previous, more traditional approach to the freshman seminar in which the librarian pointed out elements of the space and then guided students through a subscription database. The new ethnographic approach gave students the opportunity to be critically reflective about how they interacted with their surroundings and also extrapolate what function certain areas of the library space might serve from their experiences.
10 citations
TL;DR: Results show that new students are better at evaluating sources than they are at citing them, and that ethical aspects of plagiarism are discussed and comparisons drawn between students coming directly from upper secondary school and those who have some previous higher education.
Abstract: This study aims to document first-year undergraduate students’ information literacy (IL) skills at a typical university college in Norway. This research is the first of its kind in Norway as previous studies on new students have focused mainly on the literature search. Prior to library instruction a selection of these students completed a survey with questions on the critical evaluation of sources, on plagiarism and on citing sources. Survey questions were designed to reflect the content of the library course in IL. Although most students were confident that they could avoid plagiarism when writing, many had large gaps in their knowledge, and lacked essential skills. Results also show that new students are better at evaluating sources than they are at citing them. Ethical aspects of plagiarism are discussed and comparisons drawn between students coming directly from upper secondary school and those who have some previous higher education.
TL;DR: How the findings of this study can be implemented when developing future library courses on information searching are discussed are discussed.
Abstract: The aim of this study was to investigate whether or not the library courses in information literacy (IL) taught at Ostfold University College had an impact on the students’ search behaviour. To find out, 19 students were interviewed and observed about this topic. The results showed that there were only slight differences in search behaviour between those who had attended the IL sessions and those who had not. Many students used Google as their starting point for searching for information. In this paper, we discuss how these findings can be implemented when developing future library courses on information searching.
TL;DR: In this article, the authors examine the use of drop-in sessions as an effective format to meet the need for ongoing information literacy (IL) skills, and show that they can provide the desired one-to-one, personalised, hands-on teaching, delivered in an informal environment.
Abstract: Information literacy (IL) skills are increasingly becoming acknowledged as vital lifelong skills, necessary to thrive in education, research and the workplace. IL is taught in a variety of formats in higher education. The purpose of this study is to examine the use of drop-in sessions as an effective format to meet the need for ongoing IL teaching. Although research has previously been carried out on various formats of IL teaching, there is little research specifically investigating the effectiveness of drop-in sessions. This study aims to add to the current body of knowledge by examining the experience of providing drop-in IL sessions at the Medical and Dental Libraries at Queen Mary University of London. These sessions have now been running for five years and data has been gathered from attendance statistics, evaluation forms and follow-up questionnaires in order to evaluate their effectiveness for teaching IL skills. The study shows that drop-in sessions can provide the desired one-to-one, personalised, hands-on teaching, delivered in an informal environment. Good attendance figures, high levels of satisfaction and the perceived positive impact on IL skills demonstrate that drop-in sessions can be used as an effective format for IL teaching. The study provides evidence of good practice for those looking at how best to provide ongoing IL teaching.
TL;DR: "By ‘open access’ to this literature, the authors mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles.
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TL;DR: "By ‘open access’ to this literature, the authors mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles.
Abstract: "By ‘open access’ to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.”
TL;DR: "By ‘open access’ to this literature, the authors mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles.
Abstract: "By ‘open access’ to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.”
TL;DR: Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output and to not be sold commercially in any format or medium without formal permission of the copyright holder.
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