A Lens on Information Literacy

Introductory essay for monograph that bring awareness to contemporary instructional practice in archives and special collections and begins to fill a gap in the intersection of the archival and information literacy literatures. Essay also presents four vectors for learner engagement with primary sources: description, meaning, relationship, and use.Ope

Loading Examples to Further Human Rights Education

ACADEMIC LIBRARIANS OFTEN STRUGGLE against the limited amount of time we have with students relative to the learning goals we have for information literacy. In addition, we serve as guest instructors in our typical course-integrated instruction sessions. We are challenged to engage the library’s information literacy curriculum while at the same time focusing on the learning goals of the course in which the instruction is integrated. While this is already a complex set of considerations, I would like to propose that we intentionally address additional learning outcomes through the examples we select for demonstrating search strategies and tools. My conviction that we should take this opportunity emerged in a human rights education graduate seminar in which the professor emphasized individual responsibility for collectively supporting “The Universal Declaration of Human Rights.” By “loading examples” through thoughtful selection of terms and resources, librarians can pursue human rights education, which is well-aligned with campus learning goals for multicultural awareness, global perspectives, diversity, and so on.Ope

Technology and the Concept of Information Literacy for Pre-Service Teachers

Through an examination of a variety of information literacy documents and an analysis of supporting materials, the author argues that the impact of technology on the conceptualization of information is two-fold: technology serves as a catalyst for developing a rationale for the importance of the concept and as a mechanism for focusing attention on specific issues within the broader concept of information literacy. Though the discussion is contextualized within the field of education, the majority of the ideas raised apply to information literacy for any discipline or profession. The chapter ends with a discussion of additional considerations related to information literacy and digital technologies within the field of education.Ope

You Got Your Scholarly Communications in My Information Literacy! Teaching New Concepts and Mindsets in Library Instruction Programs

This workshop will explore the evolving world of scholarly publishing and identify strategies for integrating scholarly communications concepts in library instruction programs and information literacy courses. Participants will share current practices as well as collaboratively develop pedagogical approaches in order to incorporate concepts such as preprints, open access, retractions, persistent identifies, and the like into their teaching and learning initiatives

Assessing the Implications of Faculty Beliefs and Expectations for Information Literacy Instruction

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014

Information Literacy as a Way of Life

Editorial Essay. Key quote: "For me, the learning vision that motivates and inspires is best summed up in the phrase “Information Literacy as a Way of Life.” That is what I want for my students—for them to become habitual askers of questions, seekers of new knowledge, critical thinkers, and informed decision makers."Ope

Measuring and Demonstrating Information Literacy Outcomes in a Review Process

"This chapter focuses on measuring and demonstrating information literacy outcomes in a review process. Doing so requires identifying outcomes, selecting methods to assess the outcomes, implementing a plan for ongoing collection and analysis of evidence, and analyzing the evidence to show student learning as well as a process of programmatic improvement. And, of course, the library must also deliver the programs and services that are designed to support student learning! The emphasis in this chapter will be outcomes for formal instruction programs, such as workshops, online tutorials, course-integrated instruction, and credit courses; however, the strategies can be adapted to more informal instruction situations as well. By measuring and demonstrating information literacy outcomes, you will be able to contribute to persuasive self-study documents as part of institutional review efforts as well as develop long-range plans to support future accreditation and program review needs."Ope

Sensemaking for Decisionmaking

Library assessment has matured as a specialty area of practice and academic library assessment programs continue to grow. Attention is needed, however, to aligning assessment activities with planning and decision making. Library leaders must pursue evidence-based decision making and not “decision-based evidence-making.”Ope

Finding the Constellation in the Stars: Guidance for Information Literacy Programs and Pedagogy

ACRL has an expansive set of information literacy documents. How can librarians develop programs that are guided by professional standards and guidelines while reflecting local context and needs, particularly in light of the most recent document, the Framework for Information Literacy for Higher Education? http://libguides.dickinson.edu/PCLA_ILFrameworkOpe