Laying the groundwork for information literacy at a research university (original) (raw)
Related papers
2015
The need to teach information literacy skills to undergraduate students is often framed as a 21 st century concern, but debate over the value and practice of teaching this set of skills can be found as far back as the early 1900’s. This article reviews the history of information literacy instruction in academic libraries from its origins to the present, examines the current state of information literacy instruction in academic libraries, and explores possible future directions that this instruction may take. Looking to the past, present and future shows that while library instruction has evolved, many central concerns remain unanswered.
Campus-wide Information Literacy Assessment: An Opportunity for Library Leadership
Library and Leadership Management, 2016
This article reports on an exploratory study of the process for the shared rubric creation in information literacy assessment at the university-level for accreditation purposes. This process can be used as an avenue for librarians to provide leadership and engage faculty in critical campus-wide assessment initiatives. Findings support previous research that showed faculty members perceive room for growth in students’ information literacy competency. Furthermore, findings show faculty members see a connection between information literacy and critical thinking, another core competency. This link can be leveraged for more effective integration of information literacy into curriculum (and instruction) and for more efficient assessment of both competencies through overlaps in assessment rubrics. Librarians can be visible leaders in assessment on campus by addressing faculty concerns and providing resources and services to assist faculty, as well as campus administration, in teaching and ...
College-Level Information Literacy Framework
2021
U.S. K12 education increasingly emphasizes the need for students to be college and career ready; nevertheless, too many student come unprepared to learn effectively. This paper discusses the roles that teacher librarians can play in facilitating such readiness, especially in light of information and digital literacy. First, the American Association of School Librarians standards for 21st century learners and the Association of College and Research Libraries new Information Literacy Framework are detailed, noting implications for education and librarians. Next, models of effective articulation do exist, and strategies for optimizing articulation should be considered. Teacher librarians should collaborate with their post-secondary librarian counterparts; by articulating curriculum either to identify equivalencies or to build upon prior learning, librarians can promote seamless transfer from one level to another – including to the workplace.
College & Research Libraries, 2021
Michael Stopel and a team of editors have crafted a unique celebration of faculty-librarian collaborations that highlights the relevance of the ACRL Framework for Information Literacy for Higher Education to all disciplines. This publication is a product of an AMICAL workshop developed to encourage faculty-librarian collaborations in the development of courses that integrated the ACRL Framework for Information Literacy. AMICAL is a consortium of 29 higher education institutions located in 22 countries across Europe, Africa, the Middle East, and Central and Southern Asia. They are accredited by American Agencies and are members of the Association of American International Colleges and Universities (AAICU). Workshop participants committed to codesigning their instruction and teaching the course the following year. The book offers a thoughtful selection of these codesigned instruction sessions that demonstrate the value and impact of librarian-faculty collaborations in information lite...
The Reference Librarian, 2005
While there is much discussion today about information literacy, proper implementation of it within university campuses is still a struggle, often due to the fact that librarians and teaching faculty have different "cultures" that create different priorities. Librarians focus more on process and faculty more on content, though the two are not mutually exclusive. Past attempts by librarians to collaborate with faculty to produce information literate students have had limited success. A bolder plan-to imbed information literacy credit courses within existing departments-shows promise to avoid cultural conflict while creating a proper climate for collaboration.
2011
It is often assumed that incoming graduate students are information literate, yet many of them lack the skills needed to effectively organize and critically evaluate research. Supporting students in acquiring information literacy skills is a critical role for universities, as it improves the quality of student research and enhances students' opportunities for lifelong learning. The literature in this area has focused on the partnership between librarians and course instructors, which has been shown to produce the most effective library instruction. However, additional research is needed concerning the collaborative approach to teaching information literacy to graduate students. The current study used action research to gather information on students' perceptions of a blend of two methods of library instruction: a web-based tutorial and an in-class library instruction session. While few students indicated engagement with the online tutorial, most students appreciated the in-class session. Recommendations for information literacy instruction and further research are included.
Information Literacy for Branch Campuses and Branch Libraries
Library Philosophy and Practice, 2007
Although information literacy objectives are a constant, teaching methods and pedagogy must be structured differently in different teaching-learning environments. The Libraries of Indiana University of Pennsylvania (IUP) created a new model of library instruction for its branch libraries and branch campuses, based on the embedded or college librarian model. Librarians for music, science, education, and the IUP Northpointe campus have been integrated into the instruction and curricular activities of those locations, some of which include distance education programs. While this model has logistical and political challenges, it has proved beneficial in improving information literacy for both faculty and students, and for providing visibility, opportunities, and recognition for library faculty.
2018
This article looks at how librarians, who are the experts in information dissemination can collaborate with faculty to effectively teach students basic information literacy skills, integrating information literacy skills into the curriculum and how this process can make students learning experience meaningful and successful. It has become imperative for everyone, in the age of knowledge economy to be skilled in information literacy in the current dispensation of information technology. The authors believe that an effective way to achieve this goal is for faculty and librarians to collaborate and fine ways to teach these skills to students, because it is important that students acquire the required skills to evaluate, storage, organization, access, and effectively utilize information. Librarians and faculty members have equal stakes in ensuring that students acquired information literacy skills that will help them succeed not only during their years of university education, but als...