Pub Date : 2022-06-06DOI: 10.15760/comminfolit.2022.16.1.6
Jonathan Grunert
Book Review
书评
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Pub Date : 2022-06-06DOI: 10.15760/comminfolit.2022.16.1.2
Diana Park, Laurie Bridges
There is a common classroom refrain, “Don’t use Wikipedia; it’s unreliable.” Unfortunately, this simple dismissal of the world’s largest repository of information fails to engage students in a critical conversation about how knowledge within Wikipedia is constructed and shared. Wikipedia is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of Wikipedia editors are white, Western, men. Engaging students in complex conversations about this information source is one way to improve students’ information literacy skills. In 2019 we decided to meet students where they are by developing a two-credit course, Wikipedia and Information Equity, at Oregon State University that centers and critically examines Wikipedia as an information source and as a community of editors co-creating public knowledge. This article shares our experience teaching this two-credit course three times, with the ultimate goal of providing a template and starting point from which other instructors can develop similar courses and curricula about information equity through the lens of Wikipedia.
{"title":"Meet Students Where They Are: Centering Wikipedia in the Classroom","authors":"Diana Park, Laurie Bridges","doi":"10.15760/comminfolit.2022.16.1.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2022.16.1.2","url":null,"abstract":"There is a common classroom refrain, “Don’t use Wikipedia; it’s unreliable.” Unfortunately, this simple dismissal of the world’s largest repository of information fails to engage students in a critical conversation about how knowledge within Wikipedia is constructed and shared. Wikipedia is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of Wikipedia editors are white, Western, men. Engaging students in complex conversations about this information source is one way to improve students’ information literacy skills. In 2019 we decided to meet students where they are by developing a two-credit course, Wikipedia and Information Equity, at Oregon State University that centers and critically examines Wikipedia as an information source and as a community of editors co-creating public knowledge. This article shares our experience teaching this two-credit course three times, with the ultimate goal of providing a template and starting point from which other instructors can develop similar courses and curricula about information equity through the lens of Wikipedia.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41465663","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 : 2022-06-06DOI: 10.15760/comminfolit.2022.16.1.4
Andrea Baer
Over the past two+ years, many of us have been recalibrating our views on teaching and learning, our approaches to information literacy education, and our orientations to everyday life in and outside of work. As I imagine how I want my own engagement in teaching and learning to continue unfolding, I’ve also been reflecting on what I value about Communication in Information Literacy’s (CIL) Perspectives section and what I hope for it as the journal, information literacy, and education continue to evolve. In this short essay, I consider different ways of thinking about the term perspectives; reflect on Perspectives as a space for exploring questions, issues, and experiences from new vantage points; and invite members of the information literacy community to share through CIL’s Perspectives their unique ways of seeing.
{"title":"Perspective-Taking and Perspectival Expansions: A Reflection and an Invitation","authors":"Andrea Baer","doi":"10.15760/comminfolit.2022.16.1.4","DOIUrl":"https://doi.org/10.15760/comminfolit.2022.16.1.4","url":null,"abstract":"Over the past two+ years, many of us have been recalibrating our views on teaching and learning, our approaches to information literacy education, and our orientations to everyday life in and outside of work. As I imagine how I want my own engagement in teaching and learning to continue unfolding, I’ve also been reflecting on what I value about Communication in Information Literacy’s (CIL) Perspectives section and what I hope for it as the journal, information literacy, and education continue to evolve. In this short essay, I consider different ways of thinking about the term perspectives; reflect on Perspectives as a space for exploring questions, issues, and experiences from new vantage points; and invite members of the information literacy community to share through CIL’s Perspectives their unique ways of seeing.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48801185","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 : 2022-06-06DOI: 10.15760/comminfolit.2022.16.1.5
Erin R. McCoy
Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.
{"title":"Teaching and Assessment of Metacognition in the Information Literacy Classroom","authors":"Erin R. McCoy","doi":"10.15760/comminfolit.2022.16.1.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2022.16.1.5","url":null,"abstract":"Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47578245","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 : 2022-06-06DOI: 10.15760/comminfolit.2022.16.1.1
Christopher V. Hollister, A. Hosier, April J Schweikhard, J. Williams
The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations.
{"title":"Recovery","authors":"Christopher V. Hollister, A. Hosier, April J Schweikhard, J. Williams","doi":"10.15760/comminfolit.2022.16.1.1","DOIUrl":"https://doi.org/10.15760/comminfolit.2022.16.1.1","url":null,"abstract":"The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43114744","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 : 2021-12-01DOI: 10.15760/comminfolit.2021.15.2.1
Stewart M. Brower
{"title":"A Perfect Meal","authors":"Stewart M. Brower","doi":"10.15760/comminfolit.2021.15.2.1","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.2.1","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41378587","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 : 2021-12-01DOI: 10.15760/comminfolit.2021.15.2.5
Ashley Roach-Freiman
BEAM is a schema for categorizing the rhetorical positions of authors according to the author’s intention or purpose of the information. This Innovative Practices piece critiques common methods of teaching source evaluation and proposes that instruction librarians teach BEAM to students who may struggle using a source once they have located it. A lesson plan is included as supplemental materials.
{"title":"BEAM Me Up: Teaching Rhetorical Methods for Source Use and Synthesis","authors":"Ashley Roach-Freiman","doi":"10.15760/comminfolit.2021.15.2.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.2.5","url":null,"abstract":"BEAM is a schema for categorizing the rhetorical positions of authors according to the author’s intention or purpose of the information. This Innovative Practices piece critiques common methods of teaching source evaluation and proposes that instruction librarians teach BEAM to students who may struggle using a source once they have located it. A lesson plan is included as supplemental materials.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43021048","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 : 2021-12-01DOI: 10.15760/comminfolit.2021.15.2.6
Emily W. Reed
Remote reference consultations have considerably increased due to the need to provide remote services during the COVID-19 pandemic. Conducting reference consultations via videoconferencing not only offers many benefits to student researchers;it also presents an opportunity for librarians to embrace a learner-centered teaching mindset when approaching remote consultations by developing consultation learning goals in alignment with the Framework for Information Literacy for Higher Education. Designing consultations to be learner-centered yields benefits for students, such as the student actively practicing their own searches as well as more thorough source evaluation. Additionally, videoconferencing technology allows for a more seamless information sharing experience and has the potential to provide a more equitable experience for students with disabilities.
{"title":"Remote Reference Consultations Are Here to Stay","authors":"Emily W. Reed","doi":"10.15760/comminfolit.2021.15.2.6","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.2.6","url":null,"abstract":"Remote reference consultations have considerably increased due to the need to provide remote services during the COVID-19 pandemic. Conducting reference consultations via videoconferencing not only offers many benefits to student researchers;it also presents an opportunity for librarians to embrace a learner-centered teaching mindset when approaching remote consultations by developing consultation learning goals in alignment with the Framework for Information Literacy for Higher Education. Designing consultations to be learner-centered yields benefits for students, such as the student actively practicing their own searches as well as more thorough source evaluation. Additionally, videoconferencing technology allows for a more seamless information sharing experience and has the potential to provide a more equitable experience for students with disabilities.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485009","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 : 2021-12-01DOI: 10.15760/comminfolit.2021.15.2.3
Gemmicka Piper, Mahasin Ameen, M. Lowe, Iupui IUPUI M. Sara Lowe
Copyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literac y the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
{"title":"An Investigation of Anti-Black Racism LibGuides at ARL Member Institutions","authors":"Gemmicka Piper, Mahasin Ameen, M. Lowe, Iupui IUPUI M. Sara Lowe","doi":"10.15760/comminfolit.2021.15.2.3","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.2.3","url":null,"abstract":"Copyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literac y the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42356485","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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