Pub Date : 2021-12-01DOI: 10.15760/comminfolit.2021.15.2.2
A. Kogut
Whether formally articulated or tacitly held, all librarians have beliefs about how undergraduate students learn. Framing learning beliefs as a component of a teaching philosophy, this study explored how librarians described how undergraduate students learned best. Thirteen librarians from three doctoral universities in Texas were interviewed. Teaching librarians in this study believed that students learn in different ways; that students need to interact with others, act, and reflect in order to learn; and that students learn when certain conditions are met. The learning beliefs identified align with learning theories and the science of learning, but the threshold concepts theory underlying the ACRL Framework did not appear to influence how librarians conceptualized the learning process. These findings are a starting point for librarians considering how to articulate their own beliefs about learning.
{"title":"Exploring Teaching Librarians' Beliefs about Undergraduate Student Learning","authors":"A. Kogut","doi":"10.15760/comminfolit.2021.15.2.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.2.2","url":null,"abstract":"Whether formally articulated or tacitly held, all librarians have beliefs about how undergraduate students learn. Framing learning beliefs as a component of a teaching philosophy, this study explored how librarians described how undergraduate students learned best. Thirteen librarians from three doctoral universities in Texas were interviewed. Teaching librarians in this study believed that students learn in different ways; that students need to interact with others, act, and reflect in order to learn; and that students learn when certain conditions are met. The learning beliefs identified align with learning theories and the science of learning, but the threshold concepts theory underlying the ACRL Framework did not appear to influence how librarians conceptualized the learning process. These findings are a starting point for librarians considering how to articulate their own beliefs about learning.","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":"47534834","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.2
A. Click, C. Wiley, M. Houlihan
The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of the Framework include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find “Authority Is Constructed and Contextual,” “Information Has Value,” and “Searching as Strategic Exploration” to be the most useful frames for BIL instruction.
{"title":"“We’re a Little Different:” Business Information Literacy Perspectives on the ACRL Framework","authors":"A. Click, C. Wiley, M. Houlihan","doi":"10.15760/comminfolit.2021.15.1.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.2","url":null,"abstract":"The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of the Framework include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find “Authority Is Constructed and Contextual,” “Information Has Value,” and “Searching as Strategic Exploration” to be the most useful frames for BIL instruction.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41456417","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.1
Max Sommer, Angela M. Kohnen, Albert D. Ritzhaupt, John Hampton
The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the internet. Data were collected from undergraduate students participating in a broader information literacy research study (n = 253). Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives.
{"title":"Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students","authors":"Max Sommer, Angela M. Kohnen, Albert D. Ritzhaupt, John Hampton","doi":"10.15760/comminfolit.2021.15.1.1","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.1","url":null,"abstract":"The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the internet. Data were collected from undergraduate students participating in a broader information literacy research study (n = 253). Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47300231","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.5
L. Morin
An academic librarian providing one-shot instruction sessions to first-year students is uniquely positioned to enact a feminist ethic of care in the classroom. First-year university students are particularly in need of caring. The library instruction session is often their introduction to and first impression of the library and an opportunity to inspire a relationship with the librarian and library. The instruction session, then, should be seen as an open door to a future relationship between librarian and student. The librarian is not the professor and, therefore, has the freedom to focus a primary learning objective on caring.
{"title":"The First-Year Library Instruction One-Shot: A Place for Caring","authors":"L. Morin","doi":"10.15760/comminfolit.2021.15.1.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.5","url":null,"abstract":"An academic librarian providing one-shot instruction sessions to first-year students is uniquely positioned to enact a feminist ethic of care in the classroom. First-year university students are particularly in need of caring. The library instruction session is often their introduction to and first impression of the library and an opportunity to inspire a relationship with the librarian and library. The instruction session, then, should be seen as an open door to a future relationship between librarian and student. The librarian is not the professor and, therefore, has the freedom to focus a primary learning objective on caring.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43286156","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.7
J. Mills, Rachael Flynn, N. Fox, Dana Shaw, Claire Walker Wiley
Evaluating information is an essential skill, valued across disciplines. While librarians and instructors share the responsibility to teach this skill, they need a common framework in order to collaborate to design assignments that give students multiple opportunities to learn. Librarians and First Year Seminar faculty at Belmont University collaborated to design a unit of instruction on source evaluation using the BEAM method. BEAM requires students to apply a use-based approach to evaluation, to read and engage with sources more closely, and to think about how they might use a source for a specific purpose. Structured annotated bibliographies that included BEAM were assessed, along with student, instructor, and librarian feedback. The BEAM method may be an effective method for teaching information evaluation when paired with other sequenced assignments that guide students through the research and writing process.
{"title":"Beyond the Checklist Approach: A Librarian-Faculty Collaboration to Teach the BEAM Method of Source Evaluation","authors":"J. Mills, Rachael Flynn, N. Fox, Dana Shaw, Claire Walker Wiley","doi":"10.15760/comminfolit.2021.15.1.7","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.7","url":null,"abstract":"Evaluating information is an essential skill, valued across disciplines. While librarians and instructors share the responsibility to teach this skill, they need a common framework in order to collaborate to design assignments that give students multiple opportunities to learn. Librarians and First Year Seminar faculty at Belmont University collaborated to design a unit of instruction on source evaluation using the BEAM method. BEAM requires students to apply a use-based approach to evaluation, to read and engage with sources more closely, and to think about how they might use a source for a specific purpose. Structured annotated bibliographies that included BEAM were assessed, along with student, instructor, and librarian feedback. The BEAM method may be an effective method for teaching information evaluation when paired with other sequenced assignments that guide students through the research and writing process.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47336602","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.8
Marcia Rapchak
Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented student-led presentations and discussions, self-grading, and collaboratively setting course expectations. Student responses were overwhelmingly positive, and student performance in the course indicated the approach and content of the course were effective.
{"title":"Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course","authors":"Marcia Rapchak","doi":"10.15760/comminfolit.2021.15.1.8","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.8","url":null,"abstract":"Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented student-led presentations and discussions, self-grading, and collaboratively setting course expectations. Student responses were overwhelmingly positive, and student performance in the course indicated the approach and content of the course were effective.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48392242","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.4
Lindsay M Roberts
Increasingly librarians are interested in how the community of practice (CoP) framework can provide a more complete picture of how information literacy practices are influenced by situated and social learning. Doctoral students are socialized into the practices of the academy and gradually take on the identity and work of a scholar in their field. As an illustration of the CoP framework among doctoral students, the author shares data from a qualitative study with a small group of early-career education PhD students who are developing their information literacy skills within their disciplinary and social contexts, using the CoP as a source of support and reflection around their identity development as scholarly researchers and writers. Using critical reflection, the author considers the role of a librarian-researcher in an existing CoP of doctoral students and what role librarians can play in supporting students’ research and writing practices within the community.
{"title":"“This Is Just What We Do”: PhD Students on Becoming Scholars in a Community of Practice","authors":"Lindsay M Roberts","doi":"10.15760/comminfolit.2021.15.1.4","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.4","url":null,"abstract":"Increasingly librarians are interested in how the community of practice (CoP) framework can provide a more complete picture of how information literacy practices are influenced by situated and social learning. Doctoral students are socialized into the practices of the academy and gradually take on the identity and work of a scholar in their field. As an illustration of the CoP framework among doctoral students, the author shares data from a qualitative study with a small group of early-career education PhD students who are developing their information literacy skills within their disciplinary and social contexts, using the CoP as a source of support and reflection around their identity development as scholarly researchers and writers. Using critical reflection, the author considers the role of a librarian-researcher in an existing CoP of doctoral students and what role librarians can play in supporting students’ research and writing practices within the community.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47415162","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.6
Katie Langin
Labeling information is a precarious and risky enterprise. Catalogers have the task of fitting unique concepts within established and rigid language frameworks while also minimizing personal bias. The way information literacy librarians interact with labeled information also influences how users interact with information. Labeling moves beyond the role of categorizing; it also contributes to meaning making and knowledge building. Wittgenstein's Philosophical Investigations serves as a philosophical footing to illustrate how the labeling of things, in this case information, shapes the way we give things meaning. Critical librarianship and philosophy of information theory add to the discussion by considering how personal perspective, power, and bias to manipulate the game of naming information that takes place in the information literacy classroom. This paper is an invitation for librarians to reflect upon the relationship between labeling and how all users of information engage with labels and subsequently create meaning and knowledge.
{"title":"The Library Language Game: Information Literacy through the Lens of Wittgenstein's Language Games","authors":"Katie Langin","doi":"10.15760/comminfolit.2021.15.1.6","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.6","url":null,"abstract":"Labeling information is a precarious and risky enterprise. Catalogers have the task of fitting unique concepts within established and rigid language frameworks while also minimizing personal bias. The way information literacy librarians interact with labeled information also influences how users interact with information. Labeling moves beyond the role of categorizing; it also contributes to meaning making and knowledge building. Wittgenstein's Philosophical Investigations serves as a philosophical footing to illustrate how the labeling of things, in this case information, shapes the way we give things meaning. Critical librarianship and philosophy of information theory add to the discussion by considering how personal perspective, power, and bias to manipulate the game of naming information that takes place in the information literacy classroom. This paper is an invitation for librarians to reflect upon the relationship between labeling and how all users of information engage with labels and subsequently create meaning and knowledge.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43243880","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 : 2021-06-21DOI: 10.15760/comminfolit.2021.15.1.9
Janna Mattson
{"title":"Review: Games and Gamification in Academic Libraries edited by Stephanie Crowe and Eva Sclippa","authors":"Janna Mattson","doi":"10.15760/comminfolit.2021.15.1.9","DOIUrl":"https://doi.org/10.15760/comminfolit.2021.15.1.9","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659396","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 : 2020-12-01DOI: 10.15760/comminfolit.2020.14.2.13
M. Toups
{"title":"Review: Learning Beyond the Classroom: Engaging Students in Information Literacy through Co-Curricular Activities","authors":"M. Toups","doi":"10.15760/comminfolit.2020.14.2.13","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.13","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657936","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：