ethanporcaro/eric-fulltext-meta huggingface dataset:
Promising Practices in Instruction of Discovery Tools
Author: Buck, Stefanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Educational Practices,Library Instruction,Librarian Attitudes,Teacher Attitudes,Interviews,Academic Libraries,Educational Strategies,Teaching Methods,Information Literacy,Online Surveys,Search Engines,Search Strategies,Active Learning,Instructional Materials,Information Skills

Libraries are continually changing to meet the needs of users; this includes implementing discovery tools, also referred to as web-scale discovery tools, to make searching library resources easier. Because these tools are so new, it is difficult to establish definitive best practices for teaching these tools; however, promising practices are emerging. A promising practice is &quot;a program, activity, or strategy&quot; that shows early promise for being effective in the long term and generalizable across institutions (Dare Mighty Things, n.d.). The researchers used three methods to develop a list of promising practices for teaching discovery tools--a review of the current literature on the tools, a survey for practicing instruction librarians, and interviews with teaching librarians. More research and assessment is needed to determine whether these promising practices are in fact best practices for teaching discovery tools.
Minding the Gaps: Exploring the Space between Vision and Assessment in Information Literacy Work
Author: Jacobs, Heidi L. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Educational Change,Academic Libraries,Academic Standards,Library Instruction,Educational Practices,Teaching Methods,Library Role,Change Strategies,Library Associations

The current &quot;ACRL Information Literacy Competency Standard Review Task Force&quot; presents information literacy practitioners with an engaging intellectual endeavor: how might these standards be revised, rethought, re-envisioned? Regardless of what the review yields, the process is an excellent opportunity for us to think broadly and creatively about the &quot;Standards&quot; and to remember that they are not a fixed set of rules but a malleable and evolving document. Asking questions about the practical, pedagogical, and theoretical implications of the &quot;Standards&quot; and considering alternative approaches will yield engaging, fruitful, and necessary conversations not only about the teaching of information literacy but about our role as librarians within the educational mandates of our institutions.
An Integrative Lesson on Searching, Tracking Citations, and Evaluating a Scholarly Article
Author: Ragains, Patrick
Date: 2013-00-00
Type: Journal Articles
Subjects: Search Strategies,Citations (References),Academic Discourse,Information Literacy,Undergraduate Students,Honors Curriculum,Student Research,Research Skills,Teaching Methods,Educational Practices,Library Instruction

In this column, the author discusses a lesson in the credit-bearing information literacy course for honors undergraduates at the University of Nevada, Reno (UNR). The lesson comes last in a unit including resource instruction, search practice, and culminating in the reading and evaluation of a scholarly work. The course, Honors 235: Research in the Information Age, is a one-credit elective in UNR's Honors Program. It is designed to introduce students to general research concepts, as well as search processes, information sources, and research management tools needed to conduct a thorough literature review for a senior thesis in their discipline.
Time for a Paradigm Shift: The New ACRL Information Literacy Competency Standards for Higher Education
Author: Banks, Marcus
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Competence,Higher Education,Academic Libraries,Standards,Library Administration,Library Associations,Criticism,College Libraries,Citations (References),Scholarship,Information Sources,Librarians

Academic librarians should expand our understanding of what counts as an authoritative resource, and be unafraid to challenge long-established wisdom in this domain. Wikipedia is far from perfect, but neither is the Encyclopedia Britannica. Wikipedia is updated daily, while the Britannica is no longer printed. If we cling to the Britannica as a symbol of authoritativeness, we will become obsolete ourselves. One way to prevent this fate is to reframe our collective thinking. In 2014 the Association of College and Research Libraries (ACRL) will issue a revised version of the Information Literacy Competency Standards for Higher Education. The task force shepherding this revision (ACRL, 2012) argues that the standards &quot;should not be reapproved as they exist but should be extensively revised&quot; (pg. 1). This is because the Internet has profoundly altered the ways in which we create, share, analyze and validate information. To be credible, the new ACRL standards must take full account of this change.
Proposing a Metaliteracy Model to Redefine Information Literacy
Author: Jacobson, Trudi E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Definitions,Models,Educational Practices,Multiple Literacies,Higher Education,Metacognition,Competency Based Education,Educational Change

Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.
Evaluating the Effectiveness of Tools for Online Database Instruction
Author: Mery, Yvonne
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Instructional Material Evaluation,Instructional Effectiveness,Tutorial Programs,Information Literacy,Information Skills,Undergraduate Students,Control Groups,Experimental Groups,Teaching Methods,Pretests Posttests,Statistical Significance,Multiple Choice Tests,Statistical Analysis

The intent of this study was to evaluate the Guide on the Side (Gots), an online learning tool developed by the University of Arizona Libraries, and a screencast tutorial for teaching information literacy and database searching skills. Ninety undergraduate students were randomly assigned into three groups: group 1 completed a GotS tutorial; group 2 viewed a screencast presenting identical content; and a control group. Each group completed an identical 16-item post-test. An analysis of variance revealed statistically significant differences between the control group and both treatment groups, however there was no statistical difference between treatment groups. Limitations of the study and future research areas are also discussed.
A Reconsideration of Information Literacy
Author: Wilder, Stanley J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Academic Libraries,Measurement,Criticism,Library Role

This article is a reflection on the author's 2005 Chronicle of Higher Education article &quot;Information Literacy Makes All the Wrong Assumptions.&quot; In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's &quot;vertical&quot; disciplinary agendas, while information literacy serves its &quot;horizontal&quot; institution-wide agenda.
Information Literacy and Digital Literacy: Competing or Complementary?
Author: Cordell, Rosanne Marie
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Administration,Standards,Media Literacy,Library Associations,Definitions,Schematic Studies,Academic Libraries

Digital literacy is a more recent concept than information literacy and can relate to multiple categories of library users in multiple types of libraries. Determining the relationship between information literacy and digital literacy is essential before revision of the ACRL &quot;Standards&quot; can proceed.
Building a Library Subculture to Sustain Information Literacy Practice with Second Order Change
Author: Wilkinson, Carrol Wetzel
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,Organizational Change,Organizational Culture,Academic Libraries,Library Instruction,Organizational Development,Educational Practices,Educational Environment,Library Administration,Needs Assessment,Participative Decision Making,Resistance to Change,Strategic Planning,Change Strategies

This article addresses development for information literacy (IL) practice through building internal library organizational culture. Using an analysis of relevant literature and reflection on lived experience, the authors explore issues and concepts for instruction librarians and leaders to consider as they advance and sustain IL initiatives. Through a lens of second order change the article proposes change agency theory and organizational development as theoretical approaches; calling on librarians to adopt roles and techniques that honor personal learning and continuing education while simultaneously focusing on student learning. It additionally suggests a flexible roadmap for managed change processes including organizational assessment techniques, inspiration for conversations and inclusive dialogues, reasons for and ways to address resistance, and steps to implement action plans. The authors conclude IL initiatives will be more effective if supported by an internal library culture that is embraced and implemented by knowledgeable instruction librarians and their leaders.
Marketing Information Literacy
Author: Seale, Maura
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Librarians,Library Administration,Technological Advancement,Technological Literacy,Influence of Technology,Library Development,Technology Integration,Internet,Higher Education,Access to Information

In 2012, more than a decade after the original Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (hereafter the Standards) were institutionalized as the goal of academic library instruction, the Information Literacy Competency Standards Review Task Force convened by ACRL recommended in a memo that the Standards &quot;should not be approved as they exist but should be extensively revised&quot; (ACRL, 2012, p. 1). More recent models of information literacy informed this decision, as well as &quot;changes in technology, scholarly communication, and the information life cycle&quot; (p. 2). It is clear, the memo asserted, that &quot;the scope of literacy is changing and we must respond&quot; (p. 4). Maura Seale writes that as a critic of the original Standards, she was pleased to hear that they would be revisited and revamped. She takes the position that the 1999 document conceptualized information literacy as universalizing and apolitical, reiterated dominant discourses around the information society, and elided inequities in information access and creation. Seale argues that the individual standards, indicators, and outcomes failed to articulate the processes that lead to information literacy, relied on conventional notions of objectivity and authority, ignored the politics of knowledge production, and represented the information landscape as natural and inevitable. While the revised Standards have not yet been published, two documents that hint at the shape of the revised Standards have been released: the aforementioned memo submitted by the Task Force to the ACRL Information Literacy Standards Committee (ACRL, 2012; hereafter &quot;memo&quot;), and more recently, &quot;A Prospectus for Revision,&quot; submitted by the co-chairs of the Task Force (ACRL, 2013). Seale takes the position that while these changes are certainly welcome, she is also troubled by what these documents reveal. This article presents a discussion of those concerns.
A Thresholds Concepts Approach to the Standards Revision
Author: Hofer, Amy R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Standards,Fundamental Concepts,Review (Reexamination),Information Literacy,Library Associations,Influence of Technology,Educational Change,Change Strategies,Library Instruction,Educational Theories,Academic Libraries,Educational Practices

Thirteen years after being adopted, the Association of College and Research Libraries' (ACRL's) &quot;Information Literacy Competency Standards for Higher Education&quot; are due for a retrofit. The current &quot;Standards&quot; do not account for the post-Google information landscape in which a blizzard of emerging technologies and unprecedented modes of information access have dramatically changed our culture. Threshold concepts are a theory of teaching and learning proposed by two British educators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the &quot;Standards&quot; revision as well. There are five definitional criteria that make a concept a threshold concept: (1) Transformative--cause the learner to experience a shift in perspective; (2) Integrative--bring together separate concepts (often identified as learning objectives or competencies) into a unified whole; (3) Irreversible--once grasped, cannot be un-grasped; (4) Bounded--may help define the boundaries of a particular discipline, are perhaps unique to the discipline; and (5) Troublesome--usually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning (Meyer &amp; Land, 2003). If this learning theory sounds a bit familiar, that may be because it draws on other pedagogical models that librarians have engaged with over the years. What threshold concepts can add to the existing conversation is a focus on the transformative content that is unique to the field. A consistent finding of ongoing research to determine threshold concepts for information literacy is that while the proposed threshold concepts relate to the existing standards, they prioritize content in a way that the current &quot;Standards&quot; do not.
How AASL Learning Standards Inform ACRL Information Literacy Standards
Author: Farmer, Lesley S. J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Academic Standards,Academic Libraries,Library Associations,School Libraries,Developmentally Appropriate Practices,Library Instruction,Adoption (Ideas)

ACRL and other academic librarians are currently re-examining the tough questions of learning, literacy, and education--and the librarians' role in addressing these issues. They can use AASL's learning standards as one springboard for thought, particularly in terms of articulating learning. The result is a developmentally appropriate set of standards that reflects lifelong engagement with, and creation of, recorded information.
The New ACRL Information Literacy Competency Standards: Revising Reception
Author: Harris, Benjamin R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Academic Libraries,Academic Standards,Competency Based Education,Educational Change,Student Characteristics,Relevance (Education),Educational Practices,Library Instruction,Educational Environment

The publication of educational standards inspires a variety of responses, from wholesale acceptance and deployment to criticism and blame. The author of this paper contends that the revision of the ACRL's &quot;Information Literacy Competency Standards for Higher Education&quot; must be accompanied by a critical, conscious, and conscientious reception by librarians and information literacy advocates.
Analyzing Archival Intelligence: A Collaboration between Library Instruction and Archives
Author: Hensley, Merinda Kaye
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperation,Library Instruction,Archives,Primary Sources,Research Skills,Librarians,Library Administration,Student Surveys,Interviews,Outcomes of Education,College Libraries,Undergraduate Students,Online Surveys,Higher Education,Intelligence,Information Literacy

Although recent archival scholarship promotes the use of primary sources for developing students' analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction, and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives' Student Life and Culture Archival Program (SLC Archives) at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for successfully meeting and exceeding learning outcomes for archival intelligence.
Rethinking the 2000 ACRL Standards: Some Things to Consider
Author: Kuhlthau, Carol C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Academic Standards,Information Needs,Information Skills,Holistic Approach,Information Sources,Learning Processes,Models,Independent Study,Educational Practices,Teaching Methods,Academic Libraries,Library Instruction,Review (Reexamination)

I propose three &quot;rethinks&quot; to consider in recasting the ACRL Standards for information literacy for the coming decades. First, rethink the concept of information need. Second, rethink the notion that information literacy is composed of a set of abilities for &quot;extracting information.&quot; Third, rethink the holistic process of learning from a variety of sources of information that is central to information literacy. The necessity for these &quot;rethinks&quot; are grounded in my extensive studies of students' experience in the information search process that reveal an evolving, dynamic, holistic process incorporating a series of feelings (affective), thoughts (cognitive) and actions (physical) as described in the six stage model of the ISP (Kuhlthau, 2004). The challenge is to begin with the premise that information literacy enables a person's deep thoughtful process of learning from a variety of sources that is essential in a dynamic information environment.
Transforming Information Literacy in the Sciences through the Lens of e-Science
Author: Berman, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,STEM Education,Technology Uses in Education,Higher Education,Science Education,Skill Development,Teamwork,Cooperation,Educational Technology

In 2011, the ACRL Science &amp; Technology Section (STS) completed its five-year review of the &quot;Information Literacy Standards for Science and Engineering/Technology.&quot; Predicated by the evolving nature of scholarship and research in the sciences, the reviewing task force strongly recommended that the standards be revised. This paper considers the broad recommendations of the task force, using the framework of e-Science--team-based, data-driven science--to address areas of necessary transformation in information literacy: an advanced team-based model that crosses disciplinary boundaries; a recognition that individuals and groups not only consume information, but also produce it; and stronger interplay between information literacy and complementary literacies. This paper also extrapolates beyond the sciences, referencing broader trends within higher education.
Moving Forward: A Discussion on the Revision of the ACRL Information Literacy Standards for Higher Education
Author: Cahoy, Ellysa Stern
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Academic Standards,Academic Libraries,Library Associations,Review (Reexamination),Educational Change,Educational Practices,Competency Based Education,Conference Papers,Performance Factors,Feedback (Response),Program Descriptions

The first PA Forward Information Literacy Summit was held in State College at the Pennsylvania State University, University Park campus, on Wednesday, July 24, 2013. This summit brought together K-12 and academic librarians from Pennsylvania to discuss current issues in information literacy. This text is a transcript of a discussion between Ellysa Cahoy, past chair of the of the ACRL Information Literacy Competency Standards Committee, and the ACRL Information Literacy Competency Standards Review Task Force, and Craig Gibson and Trudi Jacobson who are currently co-chairs of the ACRL Information Literacy Standards Revision Task Force. This Revision Task Force is charged with reviewing and revising the current ACRL Information Literacy Competency Standards for Higher Education, that were originally adopted by ACRL in 2000. This discussion was about the process by which the Standards came to be under review, some of the issues involved in the review, and the time line for the review and librarian feedback and comment on the process. The PowerPoint presentation which accompanied this discussion, as well as other documents mentioned during the presentation are attached to this transcript as supplemental files. [PowerPoint presentation and other supplemental files are not included in the ERIC version of this document.]
Integrating an Information Literacy Quiz into the Learning Management System
Author: Lowe, M. Sara
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,Tests,Integrated Curriculum,Database Management Systems,Library Instruction,Open Source Technology,Tutorial Programs,Information Skills,Skill Analysis,Teaching Methods,Educational Practices,Online Courses,Student Research,Academic Libraries

The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving faculty and student buy-in. Piloted in nine first-year classes in Fall 2012 then revised and launched in Spring 2013, the quiz has given the library valuable assessment data on first-year student information literacy skills and enhanced the ability of teaching librarians to tailor their instruction to student performance.