Information literacy, the goal of bibliographic instruction: a position paper

In order to learn if a common theory and practice exist and influence bibliographic instruction in academic libraries, this paper presents a view of concepts from bibliographic instruction literature. Next, three learning theories from the field of psychology are summarized and judged according to their applicability and relevance to bibliographic instruction. Then literature on information literacy is reviewed to find a common definition of information literacy. Finding that the definition has shifted from describing attributes and skills to defining a concept, a personal definition of the concept of information literacy is proposed. Then an example is offered of a research process and its accompanying skills, which are influenced by, and become the goal of, functionalist theory-based, information literacy-oriented bibliographic instruction. Finally, topics for further research are suggested

IA Quality Guide

This is a quality guide geared for the projects in the Instructional Architect. It is used for assessing the quality of the projects created

Developoing a Review Rubric for Learning Resources in Digital Libraries

Over the past 10-15 years, educational digital libraries (DLs) have acquired online learning resources of varying levels of granularity (e.g., from images to entire lessons) and of varying sources of authorship (e.g., grant-funded subject matter experts; K12 teachers; graduate students). The challenge is to balance collecting and providing access to online learning resources while maintaining a level of resource quality that distinguishes DLs from internet search engines. In response, many educational DL builders have established review rubrics

Annotated Bibliography of Evaluating the Educational Impact of Digital Libraries

This annotated bibliography was commissioned to support the NSDL Evaluation Workshop (planned for October 2003) that will 1) explore the issues around evaluating the impact of digital libraries on education and that will 2) begin developing a strategy to evaluate the impact of the National Science Digital Library (NSDL) on STEM education. The bibliographyâ s purpose, then, is to identify research to date on evaluating the impact of digital libraries on learning and teaching. It contains a Summary & Analysis section, which defines terms, makes observations about the literature, reviews the resources included, highlights issues, and suggests areas for further consideration. The Annotated Bibliography is organized alphabetically. Details about each resource include: a citation; the abstract provided with each resource; a summary, if necessary, to highlight relevant ideas not expressed in the abstract; and, a comment section with a short analysis of the resource. The annotations are followed by a description of the Methodology used to compile this document

Hitting the trifecta: A professional development model for creating, using and disseminating open education resources.

This session presents a teacher professional development model developed by the Digital Libraries go to School project. Presenters will discuss the curriculum, which utilizes the Instructional Architect and the National Science Digital Library. Presenters will share preliminary data, lessons learned, and discuss future work including evaluation and scaling

Table of Contents

Any opinions, findings, and conclusions or recommendations expressed in this material are those of th