Pub Date : 2020-06-01DOI: 10.15760/comminfolit.2020.14.1.10
Jenny Ferretti
Critical librarianship, or critlib, has made its way into the mainstream of library and information science through conferences, scholarly publications, social media, and other outlets. Over the past 10 years critical library instruction specifically has continued to be a much presented and published topic. Classes and other groups that come through our libraries are opportunities for us to teach, learn, and empower. The care and critical perspectives we bring into the classroom are necessary, but are we also fostering this type of environment in the workplace? Are we doing enough to turn the critical lens on ourselves? As a woman of color in a predominantly white profession, it is difficult to not feel as though critical librarianship is performative. There is a time and place to refer to theory and another to engage in practice. Throughout this article I will illustrate that while critical pedagogy in librarianship has changed the way we teach information literacy and think of the teacher/student relationship, it’s been slower to change power relations between library colleagues. We ask our students to critically examine a resource and to see what is being left out of the conversation. It’s time to not only ask the same of us and the profession but also for us to take action.
{"title":"Building a Critical Culture: How Critical Librarianship Falls Short in the Workplace","authors":"Jenny Ferretti","doi":"10.15760/comminfolit.2020.14.1.10","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.10","url":null,"abstract":"Critical librarianship, or critlib, has made its way into the mainstream of library and information science through conferences, scholarly publications, social media, and other outlets. Over the past 10 years critical library instruction specifically has continued to be a much presented and published topic. Classes and other groups that come through our libraries are opportunities for us to teach, learn, and empower. The care and critical perspectives we bring into the classroom are necessary, but are we also fostering this type of environment in the workplace? Are we doing enough to turn the critical lens on ourselves? As a woman of color in a predominantly white profession, it is difficult to not feel as though critical librarianship is performative. There is a time and place to refer to theory and another to engage in practice. Throughout this article I will illustrate that while critical pedagogy in librarianship has changed the way we teach information literacy and think of the teacher/student relationship, it’s been slower to change power relations between library colleagues. We ask our students to critically examine a resource and to see what is being left out of the conversation. It’s time to not only ask the same of us and the profession but also for us to take action.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48000972","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 : 2020-06-01DOI: 10.15760/comminfolit.2020.14.1.2
S. Leung, J. Lopez-McKnight
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).
发表在《信息素养传播》上的文章版权由作者保留。作者也可以通过其他学术资源和书目数据库重新发布这篇文章。这个扩展允许作者的版权内容被包含在一些数据库中，这些数据库是由营利性公司分发和维护的。所有其他再分发权利均由美国信息素养传播协会根据知识共享署名-非商业性-相同方式共享4.0国际协议(CC by - nc - sa 4.0)授权。
{"title":"Dreaming Revolutionary Futures: Critical Race’s Centrality to Ending White Supremacy","authors":"S. Leung, J. Lopez-McKnight","doi":"10.15760/comminfolit.2020.14.1.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.2","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":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44246112","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 : 2020-06-01DOI: 10.15760/comminfolit.2020.14.1.7
Nicole A. Cooke
The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. This perspective essay details my personal journey of critical self-reflection, or conocimiento, that facilitated the strengthening and deepening of my critical library instruction and pedagogy
{"title":"Critical Library Instruction as a Pedagogical Tool","authors":"Nicole A. Cooke","doi":"10.15760/comminfolit.2020.14.1.7","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.7","url":null,"abstract":"The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. This perspective essay details my personal journey of critical self-reflection, or conocimiento, that facilitated the strengthening and deepening of my critical library instruction and pedagogy","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42521748","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.7
Beth M. Sheppard
{"title":"Book Review: Coaching Copyright","authors":"Beth M. Sheppard","doi":"10.15760/comminfolit.2019.13.2.7","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.7","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49511228","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.6
Cara Evanson, James Sponsel
To determine how undergraduate students engage with digital news, researchers at Davidson College surveyed 511 incoming first-year students on their news consumption habits and asked them to evaluate screenshots of news stories. The researchers found that a high percentage of the students were accessing news through social media platforms and that syndication and fake URLs posed challenges for them in making accurate evaluations. Additionally, students indicated they would share a tweet containing an impostor URL at higher rates than they would share the other news story examples. The findings have implications for how educators teach students to evaluate misinformation.
{"title":"From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News","authors":"Cara Evanson, James Sponsel","doi":"10.15760/comminfolit.2019.13.2.6","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.6","url":null,"abstract":"To determine how undergraduate students engage with digital news, researchers at Davidson College surveyed 511 incoming first-year students on their news consumption habits and asked them to evaluate screenshots of news stories. The researchers found that a high percentage of the students were accessing news through social media platforms and that syndication and fake URLs posed challenges for them in making accurate evaluations. Additionally, students indicated they would share a tweet containing an impostor URL at higher rates than they would share the other news story examples. The findings have implications for how educators teach students to evaluate misinformation.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42214780","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.5
Matthew A. Doyle, B. Foster, Mariya A. Yukhymenko-Lescroart
The ACRL Framework for Information Literacy for Higher Education has provided academic librarians a guiding document to facilitate the development of information literacy skills in students. Despite widespread adoption of the Framework in academic libraries, a lack of valid and reliable Framework-based scales for assessing students’ knowledge practices and dispositions hinders further understanding of student information literacy. The current article describes the development and testing of the Perception of Information Literacy Scale (PILS). The participants in this study were 443 graduate students. The resulting scale is made up of 36 items that measure seven distinct constructs of information literacy. The subscales of the PILS had good estimates of internal consistency and showed evidence of convergent and discriminant validity. PILS allows academic librarians to measure how students perceive their own information literacy knowledge practices and dispositions and could be useful for outreach, instructional design, and assessment activities.
{"title":"Initial Development of the Perception of Information Literacy Scale (PILS)","authors":"Matthew A. Doyle, B. Foster, Mariya A. Yukhymenko-Lescroart","doi":"10.15760/comminfolit.2019.13.2.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.5","url":null,"abstract":"The ACRL Framework for Information Literacy for Higher Education has provided academic librarians a guiding document to facilitate the development of information literacy skills in students. Despite widespread adoption of the Framework in academic libraries, a lack of valid and reliable Framework-based scales for assessing students’ knowledge practices and dispositions hinders further understanding of student information literacy. The current article describes the development and testing of the Perception of Information Literacy Scale (PILS). The participants in this study were 443 graduate students. The resulting scale is made up of 36 items that measure seven distinct constructs of information literacy. The subscales of the PILS had good estimates of internal consistency and showed evidence of convergent and discriminant validity. PILS allows academic librarians to measure how students perceive their own information literacy knowledge practices and dispositions and could be useful for outreach, instructional design, and assessment activities.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49550245","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.2
A. White
This paper provides an overview of how the social news site Reddit can be used as an example of the ACRL Framework for Information Literacy for Higher Education threshold concept “Authority is Constructed and Contextual.” It posits that the construction and context of authority in the sense of Wilson’s concept of cognitive authority is in the inherent structure of Reddit and that students can benefit from an example that easily links their personal and academic lives—a connection not always made when discussing authority in peer-reviewed publications or databases.
{"title":"Reddit as an Analogy for Scholarly Publishing and the Constructed, Contextual Nature of Authority","authors":"A. White","doi":"10.15760/comminfolit.2019.13.2.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.2","url":null,"abstract":"This paper provides an overview of how the social news site Reddit can be used as an example of the ACRL Framework for Information Literacy for Higher Education threshold concept “Authority is Constructed and Contextual.” It posits that the construction and context of authority in the sense of Wilson’s concept of cognitive authority is in the inherent structure of Reddit and that students can benefit from an example that easily links their personal and academic lives—a connection not always made when discussing authority in peer-reviewed publications or databases.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44364041","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.4
Michael Flierl, C. Maybee, Rachel Fundator
Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.
{"title":"Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study","authors":"Michael Flierl, C. Maybee, Rachel Fundator","doi":"10.15760/comminfolit.2019.13.2.4","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.4","url":null,"abstract":"Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67428000","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.1
Christopher V. Hollister
{"title":"Saluting Our Reviewers","authors":"Christopher V. Hollister","doi":"10.15760/comminfolit.2019.13.2.1","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.1","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48281656","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 : 2019-12-31DOI: 10.15760/comminfolit.2019.13.2.3
A. VanScoy
The information literacy instruction (ILI) that occurs during a spontaneous information interaction, such as at the reference desk, is not clearly defined and not extensively researched. It differs, however, from classroom ILI, with its lesson plans, carefully considered learning outcomes, and planned learning activities. This paper uses the framework of conceptual and procedural knowledge, drawn from education research, to analyze point-of-need ILI. Digital reference transcripts were analyzed using this framework, and examples of ILI from the transcripts were categorized to make sense of how conceptual and procedural knowledge manifest in point-of-need ILI. This conceptual/procedural focus acknowledges the unique context of this type of instruction and provides a simple framework for reference service providers to improve and self-assess their point-of-need ILI.
{"title":"Conceptual and Procedural Knowledge: A Framework for Analyzing Point-of-Need Information Literacy Instruction","authors":"A. VanScoy","doi":"10.15760/comminfolit.2019.13.2.3","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.2.3","url":null,"abstract":"The information literacy instruction (ILI) that occurs during a spontaneous information interaction, such as at the reference desk, is not clearly defined and not extensively researched. It differs, however, from classroom ILI, with its lesson plans, carefully considered learning outcomes, and planned learning activities. This paper uses the framework of conceptual and procedural knowledge, drawn from education research, to analyze point-of-need ILI. Digital reference transcripts were analyzed using this framework, and examples of ILI from the transcripts were categorized to make sense of how conceptual and procedural knowledge manifest in point-of-need ILI. This conceptual/procedural focus acknowledges the unique context of this type of instruction and provides a simple framework for reference service providers to improve and self-assess their point-of-need ILI.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42911533","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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