Pub Date : 2020-12-01DOI: 10.15760/comminfolit.2020.14.2.6
Victoria A. Elmwood
A new approach to teaching web source evaluation is necessary for an internet that is increasingly littered with sources of questionable merit and motivation. Initially pioneered by K–12 educational specialists, the journalistic model avoids the cognitive duality of the checklist and a reliance on opaque terms and concepts. Instead, it recommends students apply the six journalistic questions of what, who, where, when, why, and how when evaluating freely available web sources. This approach outlines an evaluative procedure that is open-ended, discursive, and analytic in nature as opposed to formulaic and binaristic. It also requires students to consider both the context of the information need and a source’s potential use as central to its evaluation.
{"title":"The Journalistic Approach: Evaluating Web Sources in an Age of Mass Disinformation","authors":"Victoria A. Elmwood","doi":"10.15760/comminfolit.2020.14.2.6","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.6","url":null,"abstract":"A new approach to teaching web source evaluation is necessary for an internet that is increasingly littered with sources of questionable merit and motivation. Initially pioneered by K–12 educational specialists, the journalistic model avoids the cognitive duality of the checklist and a reliance on opaque terms and concepts. Instead, it recommends students apply the six journalistic questions of what, who, where, when, why, and how when evaluating freely available web sources. This approach outlines an evaluative procedure that is open-ended, discursive, and analytic in nature as opposed to formulaic and binaristic. It also requires students to consider both the context of the information need and a source’s potential use as central to its evaluation.","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":"42170060","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.2020.14.2.11
A. James
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":"A Noteworthy Next Class: Making Learning Objectives Work for You","authors":"A. James","doi":"10.15760/comminfolit.2020.14.2.11","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.11","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":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47138264","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.2020.14.2.10
Trudi E. Jacobson
Might the ACRL Framework for Information Literacy for Higher Education be used to analyze information resources? Would a Framework-focused analysis of one commonly used resource, Wikipedia, yield valuable insights for the teaching and learning of key information literacy concepts? Each of the six frames is explored in the light of Wikipedia, and metaliteracy, a founding principle of the Framework, is introduced when it provides additional scaffolding in connection with the goals of a particular frame as a way to enhance student learning opportunities. There are a number of components in Wikipedia that align with the Framework, many of which are associated with its structure and community of editors. The idea of connecting information sources with the Framework is being offered as a conversation starter and as a potential mechanism for thinking of the Framework more broadly.
{"title":"Analyzing Information Sources Through the Lens of the ACRL Framework: A Case Study of Wikipedia","authors":"Trudi E. Jacobson","doi":"10.15760/comminfolit.2020.14.2.10","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.10","url":null,"abstract":"Might the ACRL Framework for Information Literacy for Higher Education be used to analyze information resources? Would a Framework-focused analysis of one commonly used resource, Wikipedia, yield valuable insights for the teaching and learning of key information literacy concepts? Each of the six frames is explored in the light of Wikipedia, and metaliteracy, a founding principle of the Framework, is introduced when it provides additional scaffolding in connection with the goals of a particular frame as a way to enhance student learning opportunities. There are a number of components in Wikipedia that align with the Framework, many of which are associated with its structure and community of editors. The idea of connecting information sources with the Framework is being offered as a conversation starter and as a potential mechanism for thinking of the Framework more broadly.","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":"42094362","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.2020.14.2.8
Melissa Bowles-Terry, Kaitlin Clinnin
Writing programs and academic libraries are frequent collaborators based on shared concerns about writing and research. However, in these collaborative relationships librarians often share their expertise with writing program administrators and individual instructors without developing the information literacy expertise of the majority of writing program instructors. At the University of Nevada, Las Vegas, the library instruction program and the writing program recognized that by facilitating collaborative professional development, they could together provide enhanced support for instructors teaching research-based writing courses. The authors present a case study of their local professional development institute that developed writing instructors’ information literacy confidence and expertise. Based on this experience, the authors offer ways that libraries and writing programs can collaborate to develop writing instructors’ information literacy expertise so that the instructors are better prepared to integrate research and writing into the writing curriculum and support students’ research and writing learning needs.
{"title":"Professional Development for Research-Writing Instructors: A Collaborative Approach","authors":"Melissa Bowles-Terry, Kaitlin Clinnin","doi":"10.15760/comminfolit.2020.14.2.8","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.8","url":null,"abstract":"Writing programs and academic libraries are frequent collaborators based on shared concerns about writing and research. However, in these collaborative relationships librarians often share their expertise with writing program administrators and individual instructors without developing the information literacy expertise of the majority of writing program instructors. At the University of Nevada, Las Vegas, the library instruction program and the writing program recognized that by facilitating collaborative professional development, they could together provide enhanced support for instructors teaching research-based writing courses. The authors present a case study of their local professional development institute that developed writing instructors’ information literacy confidence and expertise. Based on this experience, the authors offer ways that libraries and writing programs can collaborate to develop writing instructors’ information literacy expertise so that the instructors are better prepared to integrate research and writing into the writing curriculum and support students’ research and writing learning needs.","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":"44093619","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.2020.14.2.9
T. Mackey
Metaliteracy is examined as a comprehensive framework to develop learners as informed consumers and active producers of information in collaborative communities of trust In today's post-truth society, personal and political beliefs have often diminished the meaning and impact of truth and objective reasoning Metaliteracy prepares reflective learners to responsibly consume and ethically produce information in participatory social environments As civic-minded citizens, metaliterate learners take control of their learning while mindfully participating in cooperative and productive communities The innovative Massive Open Online Course (MOOC), Empowering Yourself in a Post-Truth World, is analyzed as part of this pedagogical strategy to prepare learners for the challenges of a post-truth society
{"title":"Embedding Metaliteracy in the Design of a Post-Truth MOOC: Building Communities of Trust","authors":"T. Mackey","doi":"10.15760/comminfolit.2020.14.2.9","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.9","url":null,"abstract":"Metaliteracy is examined as a comprehensive framework to develop learners as informed consumers and active producers of information in collaborative communities of trust In today's post-truth society, personal and political beliefs have often diminished the meaning and impact of truth and objective reasoning Metaliteracy prepares reflective learners to responsibly consume and ethically produce information in participatory social environments As civic-minded citizens, metaliterate learners take control of their learning while mindfully participating in cooperative and productive communities The innovative Massive Open Online Course (MOOC), Empowering Yourself in a Post-Truth World, is analyzed as part of this pedagogical strategy to prepare learners for the challenges of a post-truth society","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":"49288130","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.2020.14.2.4
Mandi Goodsett
(s
(年代
{"title":"Assessing the Potential for Critical Thinking Instruction in Information Literacy Online Learning Objects Using Best Practices","authors":"Mandi Goodsett","doi":"10.15760/comminfolit.2020.14.2.4","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.4","url":null,"abstract":"(s","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":"44691440","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.2020.14.2.3
Heather Kennedy, A. Gruber
It is well demonstrated that service-learning positively impacts a variety of student outcomes. However, methodological limitations have contributed to a lack of clear understanding of the mechanisms through which these effects occur. Additionally, little research has connected information literacy instruction explicitly with outcomes in service-learning courses. The present study used a pre-/post-test design to investigate cognitive outcomes, including critical thinking, using the Problem-Solving Analysis Protocol (P-SAP). Fifty-nine students from an undergraduate family services course participated. Results highlight the importance of library instruction to students’ critical thinking skills and suggest implications for collaborations between discipline faculty and library faculty in service-learning courses.
{"title":"Critical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction","authors":"Heather Kennedy, A. Gruber","doi":"10.15760/comminfolit.2020.14.2.3","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.3","url":null,"abstract":"It is well demonstrated that service-learning positively impacts a variety of student outcomes. However, methodological limitations have contributed to a lack of clear understanding of the mechanisms through which these effects occur. Additionally, little research has connected information literacy instruction explicitly with outcomes in service-learning courses. The present study used a pre-/post-test design to investigate cognitive outcomes, including critical thinking, using the Problem-Solving Analysis Protocol (P-SAP). Fifty-nine students from an undergraduate family services course participated. Results highlight the importance of library instruction to students’ critical thinking skills and suggest implications for collaborations between discipline faculty and library faculty in service-learning courses.","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":"43200364","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.2020.14.2.14
P. Brown
{"title":"Review: Meeting the Challenge of Teaching Information Literacy","authors":"P. Brown","doi":"10.15760/comminfolit.2020.14.2.14","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.14","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":"48916962","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.2020.14.2.7
Heidi E. Julien, D. Latham, M. Gross, Lindsey Moses, Felicia Warren
An online survey in Florida and New York of community college librarians with responsibility for information literacy instruction provides a snapshot of instructional objectives and practices, including librarians’ beliefs about students’ information literacy needs, strengths, and weaknesses. Survey results point to the influence of the Association of College and Research Libraries Framework in the community college context, the challenges librarians face as they work to implement it, and their successes in doing so. These data reveal opportunities to support and improve instruction and to prepare future librarians to work successfully in community college contexts.
{"title":"Information Literacy Practices and Perceptions of Community College Librarians in Florida and New York","authors":"Heidi E. Julien, D. Latham, M. Gross, Lindsey Moses, Felicia Warren","doi":"10.15760/comminfolit.2020.14.2.7","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.7","url":null,"abstract":"An online survey in Florida and New York of community college librarians with responsibility for information literacy instruction provides a snapshot of instructional objectives and practices, including librarians’ beliefs about students’ information literacy needs, strengths, and weaknesses. Survey results point to the influence of the Association of College and Research Libraries Framework in the community college context, the challenges librarians face as they work to implement it, and their successes in doing so. These data reveal opportunities to support and improve instruction and to prepare future librarians to work successfully in community college contexts.","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":"45786787","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.2020.14.2.5
M. Keba, Elizabeth Fairall
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":"Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses","authors":"M. Keba, Elizabeth Fairall","doi":"10.15760/comminfolit.2020.14.2.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.5","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":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49076517","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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