ethanporcaro/eric-fulltext-meta huggingface dataset:
First Thoughts on Implementing the Framework for Information Literacy
Author: Jacobson, Trudi E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Educational Practices,Program Implementation,Academic Libraries,Academic Standards,Library Associations,Educational Strategies,Assignments,Teaching Methods,Library Instruction,Instructional Design

Following the action of the ACRL Board in February 2015 in accepting the &quot;Framework for Information Literacy for Higher Education&quot; as one of the &quot;constellation of documents&quot; that promote and guide information literacy instruction and program development, discussion in the library community continues about steps in implementing the &quot;Framework.&quot; The spectrum of possibilities for implementing the &quot;Framework&quot; encompasses both curricular and co-curricular settings within colleges and universities. At this early stage of implementing the &quot;Framework,&quot; we suggest five curricular and instructional structures that can be thought of as a continuum of deepened engagement with its core ideas. The second half of this article presents two examples that show possible ways to incorporate elements of the &quot;Framework&quot;: a redesigned single instruction session and a course that illustrates a hybrid model blending the unit-based assignments with a course redesign.
Seeking Social Justice in the ACRL Framework
Author: Battista, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Citizen Participation,Information Literacy,Librarians,Higher Education,Standards,Social Environment,Power Structure,Consciousness Raising,Cultural Influences,Delphi Technique

The scope of this article is to address the possibilities and challenges librarians concerned with social justice may face when working with the ACRL &quot;Framework.&quot; While the &quot;Framework&quot; recognizes that information emerges from varied contexts that reflect uneven distributions of power, privilege, and authority, it is missing a cogent statement that connects information literacy to social justice. In this article, authors concerned with social justice and civic engagement will share their reflections on the &quot;Framework&quot; from a critical pedagogical and social justice orientation.
Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment
Author: Lundstrom, Kacy
Date: 2015-00-00
Type: Journal Articles
Subjects: Synthesis,Information Skills,Intervention,Scoring Rubrics,Teaching Methods,Instructional Effectiveness,Problem Solving,Measurement Techniques,Library Instruction,Statistical Analysis,Librarian Teacher Cooperation,Skill Development,Academic Libraries

The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they used to assess students' levels of information synthesis demonstrated in their final research essays. A form of counting analysis was also created to see if other methods could help in measuring synthesis. The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they used to assess students' levels of information synthesis demonstrated in their final research essays. A form of counting analysis was also created to see if other methods could help in measuring synthesis. Findings from the rubric analysis revealed that students appear to benefit from the synthesis lesson. The level of synthesis, however, remains low overall. In addition, the study showed that the different measures of synthesis established were able to identify different levels of information integration. Discovering effective ways to measure and teach synthesis continues to be essential in helping students become information literate.
Colleges of Education Librarians in Nigeria: An Investigation into the Self-Perception of ICT-Related Information Literacy Skills
Author: Baro, Ebikabowei Emmanuel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Libraries,Schools of Education,Information Literacy,Information Skills,Questionnaires,Librarians,Skill Analysis,Minimum Competency Testing,Technological Literacy,Educational Needs,Qualifications,Educational Opportunities,Access to Computers,Barriers

The authors of this paper investigated the level of information communication technology-related (ICT) information literacy (IL) skills of librarians in Nigerian Colleges of Education (COE) in order to discover the challenges they face in acquiring these skills. A descriptive survey method was adopted using a questionnaire. Study participants included professionals and para-professional librarians in federal, state and private COE libraries in the South-South and South-East geo-political zones of Nigeria. Findings showed that librarians in the study zone rate their IL skills as average. A correlation of the overall assessment of the librarians' IL skills with variables such as institution, gender, years of experience, and qualifications revealed noteworthy differences among the groups of librarians. The study also revealed that the librarians acquired their IL skills in a wide variety of professional and informal ways, but only a few indicate that they acquired their skills in library school. Lack of training, irregular power supply, poor Internet connectivity, inadequate facilities (computers), and lack of time were identified as some of the challenges in acquiring professional IL skills.
Teaching Information Literacy through &quot;Un-Research&quot;
Author: Hosier, Allison
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Teaching Methods,Research Projects,Student Research,Annotated Bibliographies,Writing Assignments,Citations (References),Scholarship,Curriculum Implementation,Educational Opportunities,Lesson Plans,Academic Libraries

Students who write essays on research topics in which no outside sources are cited and where accuracy is treated as negotiable should generally not expect to receive good grades, especially in an information literacy course. However, asking students to do just this was the first step in the &quot;un-research project,&quot; a twist on the familiar annotated bibliography assignment that was intended to guide students away from &quot;satisficing&quot; with their choice of sources and toward a better understanding of scholarship as a conversation. The project was implemented as part of a credit-bearing course in spring 2014 with promising results, including a more thoughtful choice of sources on students' part. With some fine-tuning, the un-research project can offer an effective alternative to the traditional annotated bibliography assignment and can be adapted for a variety of instructional situations.
Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions
Author: Brooks, Andrea Wilcox
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Information Literacy,Academic Achievement,Student Attitudes,Higher Education,Pretests Posttests,Bibliographies,Journal Articles,Surveys,Pilot Projects,Librarians,Instructional Materials,Blended Learning,Educational Technology,Homework,Technology Uses in Education,Video Technology,Content Analysis,Likert Scales

This article examines the flipped classroom approach in higher education and its use in one -shot information literacy instruction sessions. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model IL instruction. Students from two sections of the same course participated in this study. One section received one-shot information literacy instruction using a flipped approach, while the other section received traditional one-shot instruction. No difference was found between the two groups on a pre- and post-test analysis; however, an analysis of students' final papers from the flipped section showed more bibliography citations to scholarly journal articles. In addition, a survey was conducted showing the majority of students preferred the flipped approach.
Ideology and Critical Self-Reflection in Information Literacy Instruction
Author: Critten, Jessica
Date: 2015-00-00
Type: Journal Articles
Subjects: Ideology,Critical Thinking,Reflection,Information Literacy,Bias,Evaluation Problems,Evaluation Methods,Information Sources,Marxian Analysis,Student Empowerment,Critical Reading,College Students,Praxis,Case Studies

Information literacy instruction traditionally focuses on evaluating a source for bias, relevance, and timeliness, and rightfully so; this critical perspective is vital to a well-formed research process. However, this process is incomplete without a similar focus on the potential biases that the student brings to his or her interactions with information. This paper describes a case study of a semester-long information literacy course that utilized neo-Marxist philosopher Louis Althusser's figurations of ideology and ideological state apparatuses as a site of critical self-reflection for students and a method by which students could become empowered to recognize themselves as not just consumers, but shapers of discourse.
Peer Review of Teaching: Best Practices for a Non-Programmatic Approach
Author: Alabi, Jaena
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,Peer Evaluation,Academic Libraries,Educational Theories,Educational Methods,Teaching Skills,Library Instruction,Librarians,Educational Principles,Educational Practices,Lesson Observation Criteria,Classroom Observation Techniques

Many academic librarians who provide library instruction have never received formal training in educational theory and methods. To bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism.
Connecting Inspiration with Information: Studio Art Students and Information Literacy Instruction
Author: Greer, Katie
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Studio Art,Library Instruction,Partnerships in Education,Integrated Curriculum,Citation Analysis,Feedback (Response),Student Research,Librarian Teacher Cooperation,Information Needs,Art Education,Scaffolding (Teaching Technique),Online Courses,Program Effectiveness,Academic Libraries

This article discusses the partnership between the library and the studio art faculty at Oakland University that led to the integration of information literacy instruction into the studio art curriculum. The author outlines the importance of information literacy to artistic practice and student success, and discusses the program of instruction and learning outcomes. Early assessment of student needs and the program's effectiveness, using both citation analysis and anecdotal feedback, reveals that the program has contributed to the maturation of student research and inquiry skills, and positively affected the relationship between the department and the library, and provides preliminary conclusions about undergraduate studio art information behaviors. An ongoing further program of study to more fully describe the information needs of undergraduate studio art students is also outlined.
Pedagogy for Practical Library Instruction: What Do We &quot;Really&quot; Need to Know?
Author: Montgomery, Molly
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Instruction,Instruction,Librarians,Educational Theories,Pedagogical Content Knowledge,Higher Education,Information Literacy,Learner Engagement,Library Science

The majority of librarians who have taken on instruction responsibilities have had little to no formal training in educational theories or pedagogical practices. We do the best we can without a foundation for our teaching. This Perspectives column looks at how much theory we really need to know, and how can we gain this knowledge in order to become effective and engaging instructors.
&quot;Mind-Blowing:&quot; Fostering Self-Regulated Learning in Information Literacy Instruction
Author: Houtman, Eveline
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Independent Study,Metacognition,Academic Standards,Library Associations,Academic Libraries,Program Implementation,Class Activities,Thinking Skills,Formative Evaluation,Summative Evaluation

The new ACRL &quot;Framework for Information Literacy for Higher Education&quot; 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 &quot;Framework&quot; 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.
Motivational Design in Information Literacy Instruction
Author: Hess, Amanda Nichols
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Motivation Techniques,Instructional Design,Best Practices,Library Instruction,Academic Standards,Teaching Methods,Learning Experience,Online Courses,Conventional Instruction,Educational Practices,Design Preferences

Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best practices for using motivation in information literacy or library-based instruction. The existing research does indicate that librarians who deliver information literacy instruction attempt to implement motivational design theories such as Keller's ARCS model into their teaching, although often at a low level. Furthermore, studies of face-to-face and online library learning environments illustrate that using the ARCS model--and, more broadly, considering student motivation--can impact student learning and achievement. In considering how future information literacy instruction can be most effectively designed, expanding research on the meaningful inclusion of motivational design in information literacy instruction could help to shape this discipline's instructional significance, knowledge retention, and learning application.
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK
Author: Rienties, Bart
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Universities,Foreign Countries,Intervention,Models,Evidence Based Practice,Educational Research,Data Collection,Data Analysis,Evaluation,Data,Electronic Learning,Virtual Classrooms

There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will work towards developing a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is currently being tested and validated at the Open University UK. By working with 18 introductory large-scale modules for a period of two years across the five faculties and disciplines within the OU, Analytics4Action provides a bottom-up-approach for working together with key stakeholders within their respective contexts. A holistic A4AEF has been developed to unpack, understand and map the six key steps in the evidence-based intervention process. By means of an exemplar in health and social science, a practical illustration of A4AEF is provided. In the next 3-5 years, we hope that a rich, robust evidence-base will be presented to show how learning analytics can help teachers to make informed, timely and successful interventions that will help each learner to achieve the module's learning outcomes.
Remote Live Invigilation: A Pilot Study
Author: Lilley, Mariana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Distance Education,Electronic Learning,College Students,Computer Science Education,Student Evaluation,Computer Assisted Testing,Supervision,Cheating,Pilot Projects,Privacy,Information Security,Student Attitudes,Program Evaluation,Summative Evaluation,Formative Evaluation

There has been a growth in online distance learning programmes in Higher Education. This has led to an increased interest in different approaches to the assessment of online distance learners, including how to enhance student authentication and reduce the potential for cheating in online tests. One potential solution for this is the use of remote live invigilation. This work reports on a small scale pilot study where a group of 17 online distance learning Computer Science students from 7 different countries (Egypt, Kenya, Saudi Arabia, Slovakia, Trinidad &amp; Tobago, United Kingdom, Zambia) took part in an online test using remote live invigilation. Some examinees expressed concerns about data security and privacy. Furthermore, some examinees expressed concerns about the extent to which the remote live invigilation process would be intrusive, and impact negatively on their online assessment experience. Overall, findings from this study suggest that the remote live invigilation did not affect the assessment experience of the examinees in any way, with some examinees reporting that knowing that a live proctor was present gave them &quot;peace of mind&quot; in case technical problems occurred during the online test. Additionally, examinees suggested that remote live invigilation should be used more widely in online distance learning programmes as a means to enhance credibility.
Learning Design, Social Ontology and Unintended Functionalism in Education Projects
Author: Johnson, Mark William
Date: 2016-00-00
Type: Journal Articles
Subjects: Philosophy,World Views,Foreign Countries,Educational Innovation,Technological Advancement,Educational Technology,Stakeholders,Research Projects,Technology Uses in Education

For many years there have been well-funded project opportunities for developing educational innovations, both pedagogical and technological, to fulfil the educational ambitions of national governments and European agencies. Projects have been funded on the basis of competitive bidding against themes identified by funders. Calls for funding typically exhibit bold rhetoric as to their ambition and consequently bold claims are made in response. It is not untypical for the results of these projects to fall short of their rhetoric. During the process of project delivery, there can arise what is termed &quot;unintended functionalism&quot; where the fulfilment of the project contract through the regulatory instruments of project management overrides critical challenge of the objectives and rhetorical claims, or reflection about theoretical assumptions. Two contrasting projects are examined to explore this: ITEC, a large-scale technological innovation and implementation project involving schools throughout Europe; and INCLUD-ED, a research project to describe successful educational practice around inclusion. An analysis is presented which draws on Searle's concept of &quot;status functions&quot; to explain anomalies between the declarations concerning the objectives, technologies and concepts of a project and the evidence of project outcomes. It is argued that unintended functionalism arises as a result of common constraints of project regulation which bear upon all project stakeholders. The contrast between ITEC and INCLUD-ED presents an opportunity to ask whether and how, in the light of better knowledge about the dynamics of constraints, the pathology of unintended functionalism might be avoided.
&quot;Talking Point&quot;--Flexible Targeted Online Staff Development That Works
Author: Campbell, Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Universities,Foreign Countries,Professional Development,Electronic Learning,Distance Education,Socialization,Organizational Climate,Morale,Group Membership,Part Time Faculty,Colleges,Higher Education,Employment Potential,Synchronous Communication,Peer Relationship,Case Studies

The UK Open University has a large, highly distributed workforce, particularly within its part-time teaching staff who work mainly from home and who live across the UK and Ireland. In these circumstances it is a challenge to provide professional development which allows for situated learning, peer interaction and community building. In this paper we describe a case study of an online initiative which allows distance staff easily to participate in one-day professional development events focussing on specific topics of relevance to particular groups. Event design incorporates a combination of near-synchronous sessions, synchronous sessions and web-based content. The short duration of the event enhances a sense of presence and can help to create an intense and stimulating development experience. A particular advantage of the design is in providing space which can be used to encourage informal situated learning, peer interaction and community building. The format also can easily bring together a diverse range of colleagues across geographic or subject boundaries. We describe and evaluate three different types of event which have run in this space, showing that the online format encouraged attendance, and the design afforded opportunities for peer engagement, reflection and social learning. The main drawback was the large message base in the event forum, which we mitigated by providing summaries of the discussion topics.