Pub Date : 2019-01-01DOI: 10.15760/COMMINFOLIT.2019.13.1.1
Christopher V. Hollister
{"title":"Engaging the Global Community","authors":"Christopher V. Hollister","doi":"10.15760/COMMINFOLIT.2019.13.1.1","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2019.13.1.1","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.1.5
Grace Haynes
{"title":"Review of The New Instruction Librarian: A Workbook for Trainers and Learners","authors":"Grace Haynes","doi":"10.15760/COMMINFOLIT.2018.12.1.5","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.1.5","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67426872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.2.10
H. Perry
Libraries have long existed to assist users in accessing accurate information for their needs. Industry has long been motivated to spread disinformation to promote their industry’s message to the public. Although corporate disinformation techniques perfected by the tobacco industry in the 1950’s were exposed, instead of disappearing they have only grown more influential with the rise of the internet. Many industries from petroleum to pharmaceuticals use scientific research to promote their corporate message and have contributed to harming the public. Users need information literacy (IL) to provide them with the skills they need to critically evaluate information and reject the techniques of disinformation. This essay will argue that librarians should provide instruction about conflict of interest (COI) while instructing users in evaluation, and that the Framework for Information Literacy (2016) can provide a structure for this instruction. Libraries can help their patrons exercise critical skepticism when evaluating information to avoid becoming disinformed. It concludes with a call for librarians to be more cognizant of issues of money and power when evaluating information to assist users with making the choices that best meet their information needs.
{"title":"Understanding financial conflict of interest: Implications for information literacy instruction","authors":"H. Perry","doi":"10.15760/COMMINFOLIT.2018.12.2.10","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.2.10","url":null,"abstract":"Libraries have long existed to assist users in accessing accurate information for their needs. Industry has long been motivated to spread disinformation to promote their industry’s message to the public. Although corporate disinformation techniques perfected by the tobacco industry in the 1950’s were exposed, instead of disappearing they have only grown more influential with the rise of the internet. Many industries from petroleum to pharmaceuticals use scientific research to promote their corporate message and have contributed to harming the public. Users need information literacy (IL) to provide them with the skills they need to critically evaluate information and reject the techniques of disinformation. This essay will argue that librarians should provide instruction about conflict of interest (COI) while instructing users in evaluation, and that the Framework for Information Literacy (2016) can provide a structure for this instruction. Libraries can help their patrons exercise critical skepticism when evaluating information to avoid becoming disinformed. It concludes with a call for librarians to be more cognizant of issues of money and power when evaluating information to assist users with making the choices that best meet their information needs.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67426791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.2.11
Lore Guilmartin
{"title":"Book Review: Information Literacy in the Workplace","authors":"Lore Guilmartin","doi":"10.15760/COMMINFOLIT.2018.12.2.11","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.2.11","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67426601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.2.5
Brianne Markowski, L. McCartin, S. Evers
The authors conducted a performance-based assessment of information literacy to determine if students in a first-year experience course were finding relevant sources, using evidence from sources effectively, and attributing sources correctly. A modified AAC&U VALUE rubric was applied to 154 student research papers collected in fall 2015 and fall 2016. Study results indicate that students in the sample were able to find relevant and appropriate sources for their research papers; however, they were not using evidence to effectively support an argument or attributing sources correctly. The authors discuss changes to the library instruction curriculum informed by the assessment results.
{"title":"Meeting Students Where They Are: Using Rubric-based Assessment to Modify an Information Literacy Curriculum","authors":"Brianne Markowski, L. McCartin, S. Evers","doi":"10.15760/COMMINFOLIT.2018.12.2.5","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.2.5","url":null,"abstract":"The authors conducted a performance-based assessment of information literacy to determine if students in a first-year experience course were finding relevant sources, using evidence from sources effectively, and attributing sources correctly. A modified AAC&U VALUE rubric was applied to 154 student research papers collected in fall 2015 and fall 2016. Study results indicate that students in the sample were able to find relevant and appropriate sources for their research papers; however, they were not using evidence to effectively support an argument or attributing sources correctly. The authors discuss changes to the library instruction curriculum informed by the assessment results.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/comminfolit.2018.12.2.8
Conrad Pegues
Information literacy classes are becoming common on college campuses to help first year students learn information search skills necessary for higher education. Free speech debates on some college campuses have bred a level of student activism not seen since the 1960s. Academic librarians can play a key role to educate students in First Year Information Literacy (FYIL) classes with a social justice context inclusive of race, gender and free speech.
{"title":"Engendering Social Justice in First Year Information Literacy Classes","authors":"Conrad Pegues","doi":"10.15760/comminfolit.2018.12.2.8","DOIUrl":"https://doi.org/10.15760/comminfolit.2018.12.2.8","url":null,"abstract":"Information literacy classes are becoming common on college campuses to help first year students learn information search skills necessary for higher education. Free speech debates on some college campuses have bred a level of student activism not seen since the 1960s. Academic librarians can play a key role to educate students in First Year Information Literacy (FYIL) classes with a social justice context inclusive of race, gender and free speech.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.2.9
S. Black
Three theories from the disciplines college student development and educational psychology of particular relevance to teaching of information literacy are summarized: Perry’s (1999) scheme of intellectual and moral development, Renninger’s (2009) phases of interest development, and Grow’s (1991) stages of self-directed learning. Each theory is described, then parallels among them are drawn, and finally the implications of these theories for the teaching of information literacy are discussed.
{"title":"Development, Interest, Self-Direction and the Teaching of Information Literacy.","authors":"S. Black","doi":"10.15760/COMMINFOLIT.2018.12.2.9","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.2.9","url":null,"abstract":"Three theories from the disciplines college student development and educational psychology of particular relevance to teaching of information literacy are summarized: Perry’s (1999) scheme of intellectual and moral development, Renninger’s (2009) phases of interest development, and Grow’s (1991) stages of self-directed learning. Each theory is described, then parallels among them are drawn, and finally the implications of these theories for the teaching of information literacy are discussed.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.1.3
Rumi Graham, N. Eva, S. Cowan
Several standardized and validated information literacy (IL) tests have been developed for use in U.S. post-secondary contexts, but fewer choices exist for schools outside of the U.S. In an earlier study (Cowan, Graham, & Eva, 2016) the authors explored IL testing at a Canadian university using the international version of the SAILS Cohort test. This article describes a second study that used the Build Your Own Test (BYOT)—a customizable version of the SAILS Individual Scores test—to evaluate undergraduate students’ IL learning. Pros and cons of using the Cohort and BYOT versions of SAILS are discussed, with the aim of providing guidance for other schools interested in pursuing such testing. The authors found the BYOT allowed them to better gauge the extent to which individual students’ IL ability levels changed over the course of one term.
{"title":"SAILS, Take 2: An Exploration of the \"Build Your Own Test\" Standardized IL Testing Option for Canadian Institutions.","authors":"Rumi Graham, N. Eva, S. Cowan","doi":"10.15760/COMMINFOLIT.2018.12.1.3","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.1.3","url":null,"abstract":"Several standardized and validated information literacy (IL) tests have been developed for use in U.S. post-secondary contexts, but fewer choices exist for schools outside of the U.S. In an earlier study (Cowan, Graham, & Eva, 2016) the authors explored IL testing at a Canadian university using the international version of the SAILS Cohort test. This article describes a second study that used the Build Your Own Test (BYOT)—a customizable version of the SAILS Individual Scores test—to evaluate undergraduate students’ IL learning. Pros and cons of using the Cohort and BYOT versions of SAILS are discussed, with the aim of providing guidance for other schools interested in pursuing such testing. The authors found the BYOT allowed them to better gauge the extent to which individual students’ IL ability levels changed over the course of one term.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67426627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.2.2
Teagan Eastman, Kacy Lundstrom, Katie Strand, Erin Davis, Pamela Martin, A. Krebs, Anne Hedrich
This study demonstrates how a team of librarians sustained authentic assessment across multiple studies in order to inform changes to an information literacy curriculum. It demonstrates the cyclical and action-based nature of assessment, including closing one loop only to reopen another and begin the assessment process again, emphasizing the importance of sustainability and making changes that increase student learning. Researchers analyzed 79 English composition papers for evidence of information literacy skills, expanding upon a previous study which established information literacy skill benchmarks. Findings from the previous study led to the development of new library instruction lessons, which targeted skills students struggled with – mainly topic refinement and information synthesis. To measure the impact of the modifications, the authors used two rubrics as well as a citation analysis to identify shifts in student learning. Findings indicate that the new lessons contribute to student improvements in synthesis, topic refinement, and source variety. This study illustrates the importance of engaging in an ongoing cycle of assessment and continually making improvements to instruction practices while implementing evidencebased decisions.
{"title":"Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction","authors":"Teagan Eastman, Kacy Lundstrom, Katie Strand, Erin Davis, Pamela Martin, A. Krebs, Anne Hedrich","doi":"10.15760/COMMINFOLIT.2018.12.2.2","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.2.2","url":null,"abstract":"This study demonstrates how a team of librarians sustained authentic assessment across multiple studies in order to inform changes to an information literacy curriculum. It demonstrates the cyclical and action-based nature of assessment, including closing one loop only to reopen another and begin the assessment process again, emphasizing the importance of sustainability and making changes that increase student learning. Researchers analyzed 79 English composition papers for evidence of information literacy skills, expanding upon a previous study which established information literacy skill benchmarks. Findings from the previous study led to the development of new library instruction lessons, which targeted skills students struggled with – mainly topic refinement and information synthesis. To measure the impact of the modifications, the authors used two rubrics as well as a citation analysis to identify shifts in student learning. Findings indicate that the new lessons contribute to student improvements in synthesis, topic refinement, and source variety. This study illustrates the importance of engaging in an ongoing cycle of assessment and continually making improvements to instruction practices while implementing evidencebased decisions.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.15760/COMMINFOLIT.2018.12.1.2
L. Hinchliffe, A. Rand, Jill Collier
The process of learning includes not only success in developing knowledge, skills, and abilities but also mistakes and errors that impede such success. In any domain of learning, instructors will have developed a sense of the typical errors learners make; however, there has been no systematic investigation and documentation of predictable misunderstandings in information literacy learning in higher education. This study begins to fill that gap. Through an analysis of survey responses and focus groups, the researchers identified nine information literacy misconceptions and developed a model framework of information literacy misconceptions. The article concludes by proposing learning outcomes that could counter the misconceptions.
{"title":"Predictable information literacy misconceptions of first-year college students","authors":"L. Hinchliffe, A. Rand, Jill Collier","doi":"10.15760/COMMINFOLIT.2018.12.1.2","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2018.12.1.2","url":null,"abstract":"The process of learning includes not only success in developing knowledge, skills, and abilities but also mistakes and errors that impede such success. In any domain of learning, instructors will have developed a sense of the typical errors learners make; however, there has been no systematic investigation and documentation of predictable misunderstandings in information literacy learning in higher education. This study begins to fill that gap. Through an analysis of survey responses and focus groups, the researchers identified nine information literacy misconceptions and developed a model framework of information literacy misconceptions. The article concludes by proposing learning outcomes that could counter the misconceptions.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67426604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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