Approaches to learning information literacy: A phenomenographic study

This paper reports on an empirical study that explores the ways students approach learning to find and use information. Based on interviews with 15 education students in an Australian university, this study uses phenomenography as its methodological and theoretical basis. The study reveals that students use three main strategies for learning information literacy: 1) learning by doing; 2) learning by trial and error; and 3) learning by interacting with other people. Understanding the different ways that students approach learning information literacy will assist librarians and faculty to design and provide more effective information literacy education

Pedagogy First, Technology Second: teaching & learning information literacy online

This paper explores the pedagogical and technical issues, challenges and outcomes of creating an online information literacy course. Currently under development, this course will be offered as a parallel study option to Advanced Information Retrieval Skills (AIRS:IFN001 ) for QUT postgraduate students, a compulsory face-to-face course for all QUT research students. The aim of this project is to optimise students’ access to AIRS:IFN001 and meet the University’s objectives regarding flexible delivery and online teaching. Still in its developmental stages, AIRS::Online extends beyond the current notion of static online information literacy tutorials by providing a facilitated, student focussed learning environment comprising content and learning experiences enhanced by appropriate multimedia technology and resources which engage students in planned facilitated and/or self-paced learning events. Course assessment is formative and summative, and is comprised of a research log and reflective journal to provide a means for reviewing the content and key process of advanced information searching and retrieval

Learning information literacy through drawing

Purpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions

Service Learning, Information Literacy, and Libraries

Jennifer Nutefall is the ACRL/IS Ilene F. Rockman Publication of the Year Award winner

The Problem and Prospect of Getting Information Literacy into the Academy: Keynote Address for the Annual Conference of the Association of Christian Librarians, June 11, 2013

ACL was most fortunate to listen to a distinguished thinker in the field of Information Literacy at the 2013 Annual Conference. William Badke, who hails from Trinity Western University in Langley, British Columbia, is a librarian and a professor who has been thinking well about the conundrum of teaching and learning information literacy since 1985 when he began teaching this subject. He shared his most current thoughts about getting information literacy into the academy with the Association of Christian Librarians assembled at Point Loma Nazarene University on June 11, 2013

The LILAC Project: Learning Information Literacy across the Curriculum

This panel discusses what teachers can learn from the data gathered for the LILAC Project and how they can use this knowledge in their pedagogy. The LILAC Project is a multi-institutional research project seeking to look at students\u27 information-seeking behaviors. In addition to survey research, and asking students about what they have been taught and what (they think) they know, the project attempts to capture what students are actually doing-and thinking- as they search for information by comparing survey results with video captures that use a Research Aloud Protocol (or RAP). The RAP sessions provide insights into what students are doing and what they say about the choices they are makin

Groundbreaking Partnerships for Engaged Learning: A Review of "Service Learning, Information Literacy, and Libraries"

Reviewed in this article: Service Learning, Information Literacy, and Libraries. Edited by Jennifer Nutefall. Libraries Unlimited, Santa Barbara, CA. 2016. ISBN: 978-1440840913. 155 pages

Learning Information Literacy for Everyone: Populating the Learning Object Repository

At SUNY Oswego we have come to view the classroom as one learning environment, and the library as another. Both environments have moved online in substantial ways, giving us opportunities to remove the barriers between the two environments. Since 2000 we have taken a number of steps to enhance the library presence in the SUNY Learning Network, and most of these enhancements have migrated into our implementation of the ANGEL Learning Management System. Now with the availability of a digital learning object repository, we have the opportunity to fully support instructors in their efforts to infuse advanced-level information literacy through all the major programs. This poster session will report on our progress in the planning and organization of our Information Literacy Learning Object Repository, and demonstrate the use of shared learning objects in courses

Online peer assessment: helping to facilitate learning through participation

The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways

Méthodologie documentaire et formation à l'information. Le projet DéFIST de mise au point de modules de formation à distance pour la maîtrise de l’accès à l’information. Synthèse de la recherche en pédagogie 041/02

This paper describe DeFIST (Développement d'une Formation à l’Information Scientifique et Technique = Development of scientific and technical information training programs). It was was issued in 2003 in Belgium. It is a research program whose aim was to create a Web-based adaptive distance learning information literacy syste