Library instruction and information literacy 2022

IF 1.3 4区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE Reference Services Review Pub Date : 2023-11-22 DOI:10.1108/rsr-08-2023-0061
Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson, Wendolyn Vermeer
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Abstract

PurposeThis paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.Design/methodology/approachThis article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.FindingsThe paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.Originality/valueThe information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.
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图书馆指导和信息扫盲 2022
目的 本文旨在介绍最近出版的有关图书馆指导和信息素养的资料。它提供了一份介绍性概述和一份出版物注释书目选编,这些出版物按主题编排,详细介绍了研究人群、结果和研究背景。对于学术图书馆从业人员、图书馆学专业学生以及希望了解其他背景下的信息素养的人来说,所选书目有助于有效地跟上图书馆教学的发展趋势。设计/方法/方法本文对 2022 年发表的 340 篇有关图书馆教学和信息素养的英文期刊文章、论文、论著和报告进行了注释。资料来源选自 EBSCO 平台的《图书馆、信息科学与技术文摘》(LISTA)、教育资源信息中心(ERIC)、爱思唯尔 SCOPUS 和 ProQuest Dissertations and Theses。所选资料发表于 2022 年,在标题、主题词或作者提供的关键词中包含 "信息素养"、"图书馆指导 "或 "信息流畅性"。这些资料均在 Zotero 中进行了整理。对资料进行了注释总结,重点是研究结果或影响。论文简要介绍了 144 种独特出版物中的 340 个来源,并重点介绍了包含独特或重要学术贡献的出版物。原创性/价值该信息主要供学术图书馆员、研究人员和任何感兴趣的人使用,可作为 2022 年出版的图书馆教学和信息扫盲文献的快速、全面参考。
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来源期刊
Reference Services Review
Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
3.20
自引率
10.00%
发文量
16
期刊介绍: Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.
期刊最新文献
Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territories Editorial: Start the conversation: impactful reading on reference and instruction Non-familial White Sponge Nevus, an Innocuous yet Clinically Significant Entity: Report of a Case with Review of the Literature. Implementing universal design for learning in the library and across campus to promote more inclusive pedagogy
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