ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing an Information Literacy Assessment Rubric: A Case Study of Collaboration, Process, and Outcomes
Author: Gola, Christina H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,Case Studies,Scoring Rubrics,Undergraduate Students,Skill Analysis,Needs Assessment,Partnerships in Education,Test Construction,Student Needs,Action Research,Academic Standards,Academic Libraries

A team of four librarians at the University of Houston (UH) Libraries partnered with the UH Office of Institutional Effectiveness and its Director of Assessment and Accreditation Services for General Education to conduct a campus-wide, exploratory assessment of undergraduate information literacy skills. The project evaluated a selection of graduating, senior-level student papers using a rubric developed as part of the collaboration. This paper describes and discusses the collaborative rubric development and rating process, the practical implications for other librarians seeking to conduct a similar assessment, and the impact the project is having on the library instruction program.
Potential Ramifications of Common Core State Standards Adoption on Information Literacy
Author: Eubanks, Jacob Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Information Literacy,Adoption (Ideas),Literature Reviews,Information Skills,Relevance (Education),Educational Opportunities,Educational Change,Educational Practices,Elementary Secondary Education,Library Instruction,Education Work Relationship

As of this writing, 45 United States and four territories have adopted the Common Core State Standards (CCSS). The quick implementation on the part of state policymakers is a marked response to the growing demand for career and college ready high school graduates. Current figures suggest that over the next 15 years the need for post-secondary educated workers will out-pace the graduation rates of post-secondary institutions (Carnevale, 2010, p.16). Among the many expectations of this growing workforce is more information literate employees. This literature review explores the reasoning behind the shift to common educational standards and asks the questions: What potential is there for the CCSS to affect the information literacy skills of K-12 students and what ramifications might this have on post-secondary information literacy instruction?
Refreshing Information Literacy: Learning from Recent British Information Literacy Models
Author: Martin, Justine
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Literacy,Models,Content Analysis,Academic Standards,Guidelines,Higher Education,Holistic Approach,Educational Environment,Media Adaptation,Learning Strategies,Influence of Technology,Educational Practices,Course Evaluation

Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy development. This study analyzes four recently published models from the United Kingdom. The initial findings were presented in a report for an ACRL taskforce reviewing the &quot;Information Literacy Competency Standards for Higher Education.&quot; This article presents complementary, yet distinct findings from the same dataset that focus on reoccurring themes for information literacy practitioners. Taken together, the ACRL report and the findings below present innovative means in which the British models refresh information literacy guidelines in higher education.
Continuing the Conversation: Questions about the &quot;Framework&quot;
Author: Dempsey, Megan E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Academic Libraries,Library Associations,Academic Standards,Models,Advocacy,Organizational Development,Student Evaluation,Curriculum Design,Workplace Literacy,Educational Practices,Performance Factors

This essay raises questions about the future of information literacy in higher education, given the prevalence of the &quot;Information Literacy Competency Standards&quot; in the library profession for the past 15 years, and the heated debate that took place regarding whether the &quot;Framework for Information Literacy&quot; and the &quot;Standards&quot; could harmoniously co-exist. We do not have answers to these questions, but we offer our perspectives on how the &quot;Standards&quot; have served academic librarians in the past and on how we envision the &quot;Framework&quot; and the &quot;Standards&quot; working together to further information literacy instruction. Our conclusion is that the &quot;Framework&quot; and the &quot;Standards&quot; serve different purposes and have different intended audiences and are thus both valuable to the profession.
This Is Really Happening: Criticality and Discussions of Context in ACRL's &quot;Framework for Information Literacy&quot;
Author: Seeber, Kevin P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Academic Libraries,Library Associations,Academic Standards,Context Effect,Curriculum Development,Library Instruction,Criticism,Educational Practices,Models,Educational Change

The development of the ACRL &quot;Framework for Information Literacy&quot; has sparked an immense amount of conversation among academic librarians, though the profession is still far from consensus with regards to if, when, or how the document should be implemented. This essay argues that despite debates over various points within the text, the overall theme of the &quot;Framework&quot; is a call for librarians and educators to recognize the importance of context when discussing information literacy. As this relates to the curriculum of higher education, instruction and assignments can no longer afford to separate &quot;school&quot; from &quot;real life.&quot; Classroom instruction must recognize the political, cultural, and socioeconomic dimensions of information, as well as the systems of privilege and oppression that accompany these dimensions, and encourage students to critically engage with these systems when conducting research and creating information.
A Survey of Librarian Perceptions of Information Literacy Techniques
Author: Yearwood, Simone L.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Libraries,Librarian Attitudes,Information Literacy,Teaching Methods,Library Instruction,Research Methodology,Research Skills,Urban Universities,Surveys,Instructional Effectiveness,Time on Task

Teaching research competencies and information literacy is an integral part of the academic librarian's role. There has long been debate among librarians over what are the most effective methods of instruction for college students. Library Faculty members at a large urban university system were surveyed to determine their perceptions of the effectiveness of common information literacy instruction techniques. The system includes community and senior colleges, as well as graduate and professional degree granting institutions. This research was undertaken for the purpose of better prioritizing institutional teaching activities in the current academic climate. Survey results show that instructional models giving librarians more time with students, particularly highly-engaged students, are believed to be the most effective.
Peering into the Writing Center: Information Literacy as a Collaborative Conversation
Author: Zauha, Janelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,Laboratories,Cooperation,Tutors,Tutoring,Librarians,Libraries,Library Services,Mentors,Academic Libraries,Tutor Training,Tutorial Programs

This column focuses on the conceptual and practical aspects of teaching information literacy and opens with the question: What is a university library's relationship with peer tutoring services on campus? Peaceful coexistence, détente, or active collaboration? Armies of tutors employed through student services may routinely use a university library as a convenient place to meet but have no actual knowledge of the research services, let alone the information literacy objectives of the instruction program. Without making connections with tutoring services universities may be missing an important opportunity to broaden the reach of information literacy across the curriculum. What can assist? It is academic libraries with writing centers or satellites located within their learning commons. Close proximity of research and writing services gives each more visibility. It is convenient for students, facilitating easy referral from librarian to tutor and back. It makes available to the writer and tutor an information and technology-rich environment. Taking some time to get to know each other; planning an initial event that includes casual intermingling of librarians, tutors, and writing center administrators with a common goal of helping students provides real collaboration in peer assisted learning and promises a much richer experience for all as universities form meaningful learning communities together.
Affective Learning and Personal Information Management: Essential Components of Information Literacy
Author: Cahoy, Ellysa Stern
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Management,Psychological Patterns,Information Literacy,Librarians,Library Science,Anxiety,Library Administration,Affective Behavior,Research Skills,Research,Library Skills,Users (Information),Library Instruction,Information Seeking,Resource Materials,Reference Materials,School Libraries

&quot;Affective competence,&quot; managing the feelings and emotions that students encounter throughout the content creation/research process, is essential to academic success. Just as it is crucial for students to acquire core literacies, it is essential that they learn how to manage the anxieties and emotions that will emerge throughout all phases of the learning process. Librarianship that acknowledges students' affective learning needs can be messy, but is always intensely rewarding for the student and the librarian. This article describes a librarian's research sessions with students, in which she asks students questions guided by informal assessment of students' affective needs, and focuses on guiding each student toward continued personal library creation and information management.
Education Training for Instruction Librarians: A Shared Perspective
Author: Brecher, Dani
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Instruction,Information Literacy,Information Science Education,Academic Libraries,Instructional Effectiveness,Educational Practices,Educational Strategies,Professional Development,Capacity Building,Teacher Competencies,Librarians,Educational Needs

This article provides an overview of recent literature illustrating a troubling disconnect between (a) the importance of teaching and information literacy instruction for the future of libraries and (b) the apparent lack of education training many librarians receive during library school. We argue that it is essential for the future success of academic libraries that library schools pay greater attention to instructional pedagogy for training library leaders of the future. We then outline several practical strategies drawn from our own experience that library school students and currently practicing professionals can adopt to expand their understanding of instructional pedagogy as a way to improve their practice as teaching librarians.
Content Analysis of Papers Submitted to &quot;Communications in Information Literacy,&quot; 2007-2013
Author: Hollister, Christopher V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Content Analysis,Information Literacy,Journal Articles,Literature Reviews,Meta Analysis,Bibliometrics,Authors,Peer Evaluation,Professional Identity,Criticism,Writing for Publication,Educational Quality

The author conducted a content analysis of papers submitted to the journal, &quot;Communications in Information Literacy,&quot; from the years 2007-2013. The purpose was to investigate and report on the overall quality characteristics of a statistically significant sample of papers submitted to a single-topic, open access, library and information science (LIS) journal. Characteristics of manuscript submissions, authorship, reviewer evaluations, and editorial decisions were illuminated to provide context; particular emphasis was given to the analysis of major criticisms found in reviewer evaluations of rejected papers. Overall results were compared to previously published research. The findings suggest a trend in favor of collaborative authorship, and a possible trend toward a more practice-based literature. The findings also suggest a possible deterioration in some of the skills that are required of LIS authors relative to the preparation of scholarly papers. The author discusses potential implications for authors and the disciplinary literature, recommends directions for future research, and where possible, provides recommendations for the benefit of the greater community of LIS scholars.
Engaging beyond the First College Year: Exploring the Needs of Second-Year Students
Author: Black, Elizabeth L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Outreach Programs,Academic Libraries,Undergraduate Students,Student Needs,Library Instruction,Librarian Teacher Cooperation,Student Development,Student Characteristics

This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to advance information literacy instruction.
Developing Research Skills with Low Stakes Assignments
Author: Stewart-Mailhiot, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: Research Skills,Assignments,Skill Development,Information Literacy,Teaching Methods,Library Instruction,Educational Practices,Educational Strategies,Student Research,Librarian Teacher Cooperation,Writing Skills,Program Implementation,Academic Libraries

A major responsibility of instruction librarians is to help students develop a more extensive and flexible information literacy repertoire. The teaching and learning of information literacy most often takes place in one of two ways: within the context of single 50-minute library sessions, or at the reference desk. In both cases, it usually takes place when students have received a high stakes assignment. The author believes a low stakes model offers an intriguing alternative to the teaching of research skills (defined here as locating and evaluating sources for inclusion in a paper or project). However, it is first necessary to understand the extent to which students are assigned research; how students emotionally experience the research process; and how they learn and employ research skills. This article discusses the benefits of low stakes writing and research, and provides examples of low stakes research assignments. The model described in this article provides a clear way for faculty and librarians to work together on developing student research skills in a manner that decreases student anxiety and increases student confidence and performance.
Wikipedia and the Wisdom of Crowds: A Student Project
Author: Barnhisel, Greg
Date: 2014-00-00
Type: Journal Articles
Subjects: College Seniors,College English,Encyclopedias,Collaborative Writing,Electronic Publishing,Student Projects,Expertise,Reliability,Validity,Epistemology,Knowledge Level,Student Development,Critical Thinking,Seminars,Writing Assignments,Student Attitudes

Students in a senior English class examined the question of whether the &quot;wisdom of experts&quot; or &quot;the wisdom of crowds&quot; is more reliable and useful in a writing course by engaging in a parallel Wikipedia project. Each student either created a new entry or made significant changes to an existing Wikipedia entry, tracked changes to their contributions, and then wrote a paper and gave a presentation reflecting on what they learned; simultaneously, the class as a whole collaborated on a Wikipedia entry about a local landmark's controversy. Background readings familiarizing students with Wikipedia's procedures, as well as critical and philosophical interpretations of Wikipedia's significance, provided students perspective on Wikipedia's utility. While the instructor expected students to enter with an uncritical understanding of Wikipedia's reliability and then to see Wikipedia's fundamental untrustworthiness, students' work demonstrated that they entered the class skeptical about Wikipedia and that their projects showed them that Wikipedia was mostly reliable and useful. In this experiment, students showed that they were at an intermediate stage of &quot;personal epistemology&quot; and still had not achieved the level of reflective judgment sought by the school's information-literacy competency goals.
A Decade of Critical Information Literacy: A Review of the Literature
Author: Tewell, Eamon
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Literature Reviews,Academic Libraries,Behavioral Objectives,Critical Theory,Criticism,Educational Practices,Educational Theories,Educational Research,Library Instruction

As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information's complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging approach to information literacy.
The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction
Author: Arnold-Garza, Sara
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Models,Teaching Methods,Information Literacy,Library Instruction,Electronic Learning,Lecture Method,Class Activities,Higher Education,Performance Factors,Student Evaluation,Educational Practices,Blended Learning

The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from current higher education and library instruction literature. Pedagogical benefits of the model are highlighted along with potential challenges to its use.
How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian
Author: Ariew, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Libraries,Library Services,Library Instruction,Library Role,Librarians,Information Literacy,Bibliographies,Definitions,Educational History,Educational Trends,Standards

This paper outlines a brief history of the academic teaching library and, in consequence, it examines the changing role of librarians. As part of that history, the paper also discusses distinctions among various terms used to describe instructional activities in teaching libraries, such as &quot;bibliographic instruction&quot; and &quot;information literacy.&quot; Finally, amidst the renewed debates about the changing definition of information literacy and the proposed &quot;Framework for Information Literacy for Higher Education,&quot; it attempts to answer the question, &quot;What is a teaching library?&quot;
Pedagogies of Possibility within the Disciplines: Critical Information Literacy and Literatures in English
Author: Jacobs, Heidi L. M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,English Literature,Teaching Methods,Educational Practices,Critical Theory,Academic Standards,Questioning Techniques,Cataloging,Classification,Literary Criticism,Global Education,Library Instruction,Academic Libraries

While most disciplines have responded to the generic openness of the ACRL Standards by creating discipline-specific guidelines and competencies, there is a need for us to consider other ways to approach information literacy in the disciplines. Critical information literacy reminds us to engage ourselves and our students with what Freire described as &quot;problem-posing education,&quot; which &quot;bases itself on creativity and stimulates true reflection and action upon reality&quot; (84). This article discusses how information literacy work in literatures in English could engage students and librarians in the act of collective problem-posing about the discipline. Drawing upon critical information literacy's emphasis on questions, this article argues for the importance of engaging our students, our colleagues, our campuses, our selves, and our profession in the act of questioning related to information literacy and the disciplines.
Evaluating a Pre-Session Homework Exercise in a Standalone Information Literacy Class
Author: Goetz, Joseph E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Homework,Assignments,Pretests Posttests,Control Groups,Experimental Groups,Reference Materials,Library Instruction,Teaching Methods,Academic Libraries,Graduate Students,Student Surveys,Participant Satisfaction,Achievement Gains,Search Strategies,Quasiexperimental Design

In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for comparison. The treatment group did not demonstrate better thesaurus skills than students who had regular library instruction alone, but results pointed the way to targeted improvements of pre-session learning materials. This approach could inform other information literacy homework applications such as flipping the classroom.
A Pedagogy of Inquiry
Author: Pagowsky, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Inquiry,Library Instruction,Library Associations,Academic Standards,Critical Theory,Neoliberalism,Commercialization,Resistance (Psychology),Educational Change,Educational Practices,Academic Libraries

Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL &quot;Framework for Information Literacy,&quot; the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The &quot;Framework&quot; provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the &quot;Framework&quot; in contrast to changes in higher education presents a challenge. We should consider ways in which the &quot;Framework&quot; can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators.