Information Literacy in the Seminary (original) (raw)
Related papers
2013
Every time I write or speak about our struggles with making information literacy a genuine and strong element of academia, I feel uneasy. Paul Zurkowski coined the term "information literacy and proposed an ambitious plan to make the United States substantially information literate within 10 years. At his time of writing, he estimated that only about 20% of the population was information literate. Today, as I look at the information landscape of our society, I would estimate that about 20% of the population is information literate. The bottom line is that we do not seem to be making many gains.
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.
The Framework for Information Literacy and Theological Education
Theological Librarianship, 2015
The Framework for Information Literacy for Higher Education arose out of a revision of the Information Literacy Competency Standards for Higher Education introduced by the Association of College and Research Libraries (ACRL) in 2000. The task force that worked on the revision recognized that a new approach was needed which focused not on standards but on key concepts that guide scholarship in research. In the words of the task force, the Framework "is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards, learning outcomes, or any prescriptive enumeration of skills." 1 Essential to the new version is the "threshold concept," which can be defined as a key insight that forms a doorway into a new understanding. The use of threshold concepts in the Framework is based on the work of Wiggins and McTighe 2 which was adapted to an information literacy setting by Townsend, Brunetti, and Hofer. 3 Why were threshold concepts chosen as the essential structure for the Framework? First, they open the door to a deeper understanding of information literacy within scholarship, thus providing a means for librarians and faculty to build more significant information literacy instruction into the curriculum. Second, the threshold concept is increasingly being adopted within academia as a whole, thus providing a common understanding between librarians, professors, and academic administrators. 4 There are six threshold concepts in the Framework, though others may appear in future versions. They are Authority Is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration. In the Framework document each concept comes with "Knowledge Practices" (activities that demonstrate competent use of the concept) and "Dispositions" (mindsets and attitudes arising from the concept). The concepts, taken together, describe the nature of scholarship and scholarly inquiry, 5 though each discipline will view the Framework though its own filter. It is essentially from this adaptability of the Framework document that the most criticisms have come. The Framework, not being a set of standards, becomes difficult to conceptualize and challenging to translate into particular information literacy skill-sets, especially when each discipline views the Framework differently. It
Information Literacy Instructional Classes as a Part of the Higher Education Program
Педагогіка формування творчої особистості у вищій і загальноосвітній школах, 2022
http://pedagogy-journal.kpu.zp.ua/archive/2022/80/part\_1/46.pdf Purpose. The purpose of the paper is to define the place and the role of the Information Literacy teaching courses organized at academic libraries to instruct the students to perceive the curricula included into academic programs, and reviews the issues related with the teaching of these types of courses within the institutional framework in order to enhance and optimize the library-information services to community members, to stay abreast with the requirements of the modern era and to arm the library users with necessary information searching methods and tools. Design / methodology / approach. Main part of the research conveys the generalized experiences covered in related literature and open source materials, statistics retrieved from annual reports of the ADA University Library, and also conclusions derived from communications with field librarians. On the course of the research it is concluded that only one library and/or the librarian is not enough to carry out the task of teaching information literacy to students and sometimes to Faculty. All librarians should be involved in these library activities through self-development and lifelong learning. Research limitations / implications. Comparing the results of the Information Literacy activities in local environment would enrich the research output, but unfortunately this type of activity is not widely spread in academic libraries of Azerbaijan. Further implementation and application of the results of the current study is recommended. Originality / value. In terms of describing Information Literacy activities in Azerbaijan, it would be interesting source for librarians and information professionals. This papers also provides valuable sources of information on basic skills and knowledge required to understand the essence of Information Literacy.
The Role of the Faculty in Information Literacy Instruction
CERN European Organization for Nuclear Research - Zenodo, 2022
This paper presents an extract from the cross sectional study conducted at the University of Lusaka to assess the information literacy of skills of students. Information literacy has been found to be the necessary skill for students at the tertiary level of education. This has been necessitated by the advancement in technology coupled with the exponential growth of information, both physical and in digital format, which demands that students should have necessary competencies for them to effectively, and efficiently access, use and share the information to solve problems and create new knowledge. The study adopted a mixed method research approach. The survey design was used for data collection. The survey followed a cross-sectional approach and employed questionnaires as instruments of data collection. The Statistical Package for Social Sciences (SPSS), Version 16, was used for data analysis. The study population was made up of full-time university students from all the five faculties of the university. These were the faculties of Law, Business, Education, Social Sciences & Technology (ESST), Health Sciences and Graduate Studies. The sample size of One hundred students were sampled using the proportional stratified random sampling. The findings from the study revealed that the students faced challenges to find the required information in the library. The challenges included their inability to access the needed information, synthesise their work and provide references. The findings were attributed to many factors which included the lack of a systematic approach information literacy skills.
2008
This paper is based on a study conducted with a group of university lecturers in Sri Lanka. The objective was to examine how faculty-library collaboration can be used for linking Information Literacy (IL) to their teaching process. The study was initiated because the use of linked-IL in teaching could eventually break down barriers to acceptance of IL by students, if IL components are used and modeled effectively in teaching with the support of the librarian. Developing information skills among university students will help to make them effective users of information. Information literacy cannot be introduced in isolation. Linking of IL in teaching is needed in connection to the teaching in the classroom. Hence, collaboration becomes a key concept. The study group consisted of a librarian and 26 lecturers from various disciplines who had from 1 to 19 years of teaching experience. This study group engaged in four 30 minutes sessions from January to March 2005 with the librarian, discussing the importance of IL in the university system, how to link IL to the curriculum, how to link IL with student assessment, the role of the lecturer and the university librarian in adopting and implementing IL in their work, and how to implement IL programs in collaboration with librarians. After the discussion sessions, the lecturers were interviewed. Before the discussion sessions, the number of lecturers who linked IL to their teaching was 8, and this number increased to 26 after the completion of the discussion sessions. The feedback of the participating lecturers showed that all 100% of them were interested to collaborate with librarians in the area of linking information literacy in teaching. These preliminary findings will be discussed to emphasize the continuation of these programs to foster an information literacy culture in the Sri Lankan university system in view of producing information literate output which will support the development of the country.