Embedding Information Literacy Research Articles

Crowdsourcing the curriculum

Purpose – The purpose of this article is to describe the rationale, process and results of an integrated curricular intervention for information literacy instruction in a first-year writing program. Design/methodology/approach – The information literacy coordinator collaborated with writing instructors and the Writing Program Administrator on the initial design of information literacy outcomes. The librarian and instructors created a modular curriculum with multiple lessons and activities aligned to each outcome. The curriculum was housed in the course management system for easy updating and distribution. Finally, instructors taught the embedded information literacy activities for two semesters and measured student improvement through a pre-/post-survey and a rubric-based assessment of students’ citation and documentation. Findings – Students saw significant gains over the course of the semester in their ability to use Boolean operators, identify the purpose of sources and understand citation styles. As a related and valuable measure, writing program assessment results showed an improvement in students’ performance in citation and documentation in researched writing assignments after a one-year implementation of the intervention. Writing instructors reported an increased awareness of information literacy pedagogy and intentionality in their teaching. Finally, the librarian was able to leverage this collaboration to highlight the teaching roles of librarians beyond the one-shot. Originality/value – Well-known temporal and logistical limits exist in regard to embedded, one-shot and multi-shot approaches to information literacy. The latter two are especially unsustainable when implemented at scale, such as within a first-year writing program that serves hundreds or thousands of students each semester. This study documents a faculty development approach in which writing instructors integrate information literacy (IL) into their own instruction. This offers a model that makes explicit IL processes and skills to writing instructors, results in high student performance and allows especially the small college librarian to manage his/her other strategic information literacy partnerships.

Evidence-based instruction integration: a syllabus analysis project

Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.

Using iBooks and iPad apps to embed information literacy into an EFL foundations course

Purpose – This case study describes the collaborative process between library staff and faculty of embedding information literacy into an EFL (English as a Foreign Language) foundations (bridging) course through an information literacy matrix, iBooks and iPad apps. Design/methodology/approach – The study focuses on the approach taken to embed information literacy through iPads and iBooks through the development of an information literacy matrix and iPad activities created in collaboration with faculty in a foundations bridging course in an EFL environment. Feedback was sought from faculty on the content of the iBooks and the outcome of using them in the classroom. Findings – The embedding of information literacy into the curriculum though iPads and iBooks created new opportunities for library staff to collaborate with faculty and professional development opportunities for library staff. Feedback from faculty about the iBooks indicated that the “hands on” nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. Literature on using mobile technology in education has also found that it fosters collaboration and interactivity in the classroom. Research limitations/implications – Further research is needed that assesses and gathers feedback from students regarding the usability of the iBooks from the students' perspective. This research fills a gap in the literature that explores using mobile technology, specifically iPads to develop information literacy curriculum. Practical implications – This case study can be used as an example of how to embed information literacy curriculum using iPads and iBooks into English foundations or bridging courses. Students and faculty will develop information literacy and technological skills through teaching and learning from these iBooks. Originality/value – There are currently only a few academic articles written on the use of iPads in the library. Most of these articles focus on reference services and one-shot instructional lessons. There are few academic articles that focus on using iPads and iBooks to embed information literacy into curriculum.

Embedding information literacy and writing development into the disciplines

The development of information literacy (IL) is essential in the current climate of tertiary education, where the abundance of electronic information is leading to information overload. IL involves students accessing and evaluating information, and using that information to complete assessments in an appropriate writing style. Integrating new knowledge successfully into writing is an important component of IL development. However, many students are not prepared for the demands tertiary education places on them, and lecturers should not assume students will be able to learn IL skills on their own without timely interventions. Rather, students need to be explicitly taught how to access information using the variety of tools available at the library and online, how to evaluate those sources, and how to integrate the voices of others into their own writing. Much of this knowledge is discipline-specific, and ideally should be embedded within the context of their content papers. This paper outlines one example of a formative assessment task created to support the development of information literacy and academic writing skills within a New Zealand university first year content course. It highlights the importance of embedding IL learning opportunities within the disciplinary context and curriculum to ensure students are supported to develop essential academic skills.

Information Literacy at University: A Toolkit for Readiness and Measuring Impact

La Trobe University Library has embarked on an institution-wide project with the objective of enabling students to engage with scholarly and credible information from the first year. This initiative by the library is in response to La Trobe curriculum reform. In particular, it aligns information literacy with the inquiry/research graduate capability at an institutional level. Outcomes of the project have resulted in a new La Trobe model for embedding information literacy, a toolkit, and significant changes in practice in areas of the curriculum where inquiry/research is mapped. As a result academic staff have noted improved student performance and academic research readiness.

Welsh Information Literacy Project

This report gives an overview of the work to date of the Welsh Information Literacy Project (WILP). WILP is a cross sector project looking to embed information literacy skills across Wales and has been funded by the Welsh Government through CyMAL (Museums, Archives and Libraries, Wales). The report provides specific details of phase three of the project (April 2012-March 2013). The focus of this current phase of the project is the development of information literacy skills amongst public library staff so that these staff can support the development of information literacy skills amongst the whole range of different public library users. In addition, the project is supporting the development of information literacy skills amongst secondary school pupils, by working with school librarians and teachers.

BILI: Building Information Literacy in Ireland

Although information literacy (IL) practice has long been evident in Irish libraries, it was 2008 before the Working Group on Information Literacy (WGIL) published the first Irish national, cross-sector review. In 2012, we built on this research in order to (1) revisit the WGIL case studies and examine how IL was evolving, (2) consider the wider IL context in Ireland, and (3) examine innovations among international bodies supporting IL practice. 
 
 Nine international experts and seventeen Irish experts contributed to interviews and surveys. This article focuses on the Irish findings. Revisiting case studies demonstrated that IL remains a priority for the majority despite the economic recession. Wider themes uncovered include embedding IL in the curriculum and workplace, e-citizenship, continuing professional development and advocacy.
 
 Recommendations centre on a two-tiered approach to IL development: a practitioner-led community of practice that facilitates communication and collaboration, and a high-level advocacy committee that fosters a holistic national strategy.

Embedding information literacy in an MA TESOL program

PurposeThis case study aims to describe the collaborative process used to embed an information literacy curriculum into the MA Teaching of English to Speakers of Other Languages (TESOL) program at university.Design/methodology/approachThe study focuses on how this curriculum was conceived, implemented, and has evolved based on new ideas from the MA coordinator, the librarian, the students, and continuing review of the literature of librarianship and TESOL. The coordinator and librarian describe their approach to curriculum development and their analysis of curricular outcomes, and two graduates from the program describe the program's impact from the student perspective.FindingsThe paper finds that the MA TESOL coordinator and the librarian embedded information literacy through structured assignments, reflective essays, and librarian in‐person classroom visits. Ongoing assessment of student survey results and reflective essays provide impetus for ongoing changes to the curriculum. Students' perceptions about and practice of information literacy enrich their program experiences and improve their preparation for further academic work or subsequent TESOL teaching.Research limitations/implicationsMore follow up is needed with the three cohorts that have completed the MA program since the development of the embedded information literacy curriculum.Practical implicationsIn their own teaching, graduates emphasize information literacy to their students, further increasing the impact of this program.Social implicationsStudents develop a closer relationship with the librarian and think differently and more regularly about libraries and information literacy principles.Originality/valueThere is a growing body of library literature on embedded librarianship and language learning students, but none focusing exclusively on the role of information literacy in the preparation of teachers of language learning students.

Transforming information literacy conversations to enhance student learning: new curriculum dialogues

Information literacy is an essential component of the La Trobe University inquiry/research graduate capability and it provides the skill set needed for students to take their first steps on the path to engaging with academic information and scholarly communication processes. A deep learning approach to information literacy can be achieved if students have an opportunity to build awareness of generic skills followed by practice in their discipline context. This article describes a collaborative model for developing and embedding information literacy resources within disciplines, that is based on Biggs and Tang's (2007) concept of constructive alignment, and that is suitable for implementation on an institutional scale. The article explores the application of the model through interviews with academics and concludes by providing a set of reflections on the importance of librarians taking an educationally theorised approach to both teaching and learning conversations related to information literacy and to the development of curriculum resources. All of which, need to be focused on collecting evidence of student learning outcomes.

Information Literacy and its Application in Nursing Education

Information literacy has been embedded by the university into the first year nursing curriculum. Embedding this literacy will not necessarily ensure the nursing graduates will apply this skill to the provision of high quality evidence-based health care. For this to happen information literacy skills gained in the classroom must contribute to sound decision making based on best practice evidence. This paper discusses the findings of a three phases research project designed to (i) determine the information literacy skills, confidence and problem solving abilities of students entering the university's Bachelor of Nursing Program; (ii) determine if information literacy skills, confidence and problem solving abilities improve as a result of embedding information literacy instruction into a nursing course; and iii) ascertain whether there are any differences in information literacy skills, confidence and problem solving abilities based on the students demographic information. Data were collected in two sequential semesters using a questionnaire administered to the students. The response rates in semester one and two were 45 and 56 per cent respectively. Student confidence and awareness regarding information literacy is positively affected by learning experiences from semester one to semester two. Students indicated that they need both specific and regular instruction to adequately retain learning. Overall the study suggests that embedding information literacy instruction into the first year, first semester nursing program is beneficial. By the second semester the information literacy confidence and awareness of students increased as a result of intra-curricular instruction, however, problem solving skills need to be improved.

Looking to the future:

This paper looks at factors influencing the development of information literacy (IL) teaching within UK Higher Education (HE). It includes a review of recent literature on the current HE climate, curricula developments and the scope and breadth of IL. Using the experience at Leeds University Library as a case study, the paper outlines the development of a new strategy to deliver IL teaching and support to students. It describes the process of developing an academic skills strategy, which places IL within a broader range of academic skills, with the aim of contributing to the overall learning development of students. The case study describes the implementation of the strategy and the key stakeholders involved in this, including faculty team librarians , academic skills development officers and academic staff. The paper concludes that there were significant external and internal developments which had an impact on the direction taken by the strategy, specifically in embedding IL within an academic skills framework. In looking at the broad picture and by providing a case study from one of the few UK HE libraries to have progressed the academic skills agenda, it is hoped that the issues raised in the paper allow for reflection of the position of IL at the current time by all those involved in ensuring the acquisition of these skills by students.

Transforming information literacy conversations to enhance student learning: new curriculum dialogues

Information literacy is an essential component of the La Trobe University inquiry/research graduate capability and it provides the skill set needed for students to take their first steps on the path to engaging with academic information and scholarly communication processes. A deep learning approach to information literacy can be achieved if students have an opportunity to build awareness of generic skills followed by practice in their discipline context. This article describes a collaborative model for developing and embedding information literacy resources within disciplines, that is based on Biggs and Tang's (2007) concept of constructive alignment, and that is suitable for implementation on an institutional scale. The article explores the application of the model through interviews with academics and concludes by providing a set of reflections on the importance of librarians taking an educationally theorised approach to both teaching and learning conversations related to information literacy and to the development of curriculum resources. All of which, need to be focused on collecting evidence of student learning outcomes.

From Lampitt to Libraries: Formulating State Standards to Embed Information Literacy across Colleges

In September 2007, the Lampitt Law was passed in the state of New Jersey, formalizing the requirements for students transferring between institutions. This led to a 2008 statewide articulation agreement to facilitate the seamless transfer of students’ courses and credits between county colleges and four-year public institutions of higher education. In response to this articulation agreement, three professional librarian groups combined to create information literacy standards utilizing progression as a core principle. The Information Literacy Progression Standards were launched in January 2010. They consist of a four-page document comprising an introduction; the standards defining competencies at a Novice/Introductory (Year 1) level and at a Gateway/Developing (Year 2) level; and some sample assignments demonstrating the Standards in Practice. This article outlines how the Standards were developed and successfully disseminated and implemented. As well as describing the creation of the Standards, the article highlights initiatives at several academic institutions where librarians have attempted to address information literacy at an organizational level, utilizing successful collaborations with faculty and administrators.

Developing a collaborative faculty‐librarian information literacy assessment project

PurposeThe purpose of this paper is to describe the process of developing an information literacy assessment project, and to discuss key findings from the project.Design/methodology/approachA variety of assessment tools were used to gather information about student learning and information literacy instruction: pre‐ and post‐surveys, student feedback surveys, faculty feedback to librarians, librarian self‐reflection, library worksheets, student research journals, and citation analysis of students' final research paper bibliographies.FindingsIt was found that the authors' initial suite of assessment tools did not provide the information wanted about students' research processes, so the authors' “assessment toolkit” was modified. It was found that more meaningful information could be gathered about students' research processes when the authors worked closely with faculty to embed information literacy assessments into course assignments. From the authors' analysis of student work, it was discovered that, for many students, library instruction was most valuable in helping them refine and explore research topics.Originality/valueThis paper will be useful to librarians and faculty seeking to implement an information literacy assessment project. The authors provide ideas for ways for faculty and librarians to collaborate on information literacy assessment, as well as on assignment and course design.

Information in Place: Integrating Sustainability into Information Literacy Instruction

Academic librarians have not fully approached the role they could play in embedding sustainability into information literacy: the process of critically accessing, evaluating and using information. This area is a rich opportunity for libraries to help train students to shift their thinking toward more sustainable models. Because libraries are central to students’ academic investigations, the work of librarians in embedding information literacy across the curriculum is an obvious place to transform the practices of knowledge inquiry. By adapting the national ACRL standards to the cultural, historical, ecological, economic and local environment at the University of Montana, students will be led to recognize the importance of the sustainability, place and impact of the information.

DELILA – Embedding digital and information literacy OERs into the PG Cert.

DELILA – Embedding digital and information literacy OERs into the PG Cert.

The evolution of an embedded information literacy module:

The purpose of this paper is to describe the development and evolution of the embedded information literacy (IL) module for first year BSc in Marketing students in X institution over a three year period between 2007-8 and 2009-10. It describes the pedagogical theories underlining the teaching and assessment of the course in its original format, the reflective practice in which the library team engaged, and the subsequent changes made to the teaching and assessment of the course, informed by the research literature. The study uses performance in the assessment task, student feedback drawn from survey questionnaires and a focus group as the methods of data collection, although the analysis also takes into account anecdotal evidence. The paper provides details of the correlation each year between student performance in the information literacy and marketing components of the assessment task. It outlines the students’ evaluations of the course and, for the latter two years, it examines their perception of their information literacy skills before and after the embedded module. The issues raised in the feedback from students, the library team, and academic staff members were addressed using techniques drawn from the research literature. This involved underpinning the feedback and formative assessment for the programme with a student centred approach by introducing discussion board assignments to the course, and drawing on students’ existing knowledge and experience by using worksheets at the start of class. The timing of the IL classes was also changed in 2008-9 to align them more closely with the assessment deadline. In addition, instructions in relation to the assessment task were rewritten and clarified in 2008-9 and 2009-10. The modifications made resulted in an improvement in student performance (as measured by the mean mark) in the IL assessment task, and in an increase in the correlation between the marks for the IL and marketing components of the assignment. The study has some limitations, while student feedback indicated a significant increase in students’ confidence in their IL skills, the study did not examine at any stage whether this increase in confidence resulted in a change in their IL practice. Furthermore, while most students in the 2007-8 cohort indicated that they would apply what they had learned in the IL component to other courses, there is only anecdotal evidence that this actually happened. Nevertheless, the discussion on the issues and challenges experienced in relation to the teaching and assessment of an embedded information literacy module, and the analysis of the impact of the solutions introduced to address these issues should make this paper relevant to practitioners engaged in the delivery and assessment of similar IL modules.

Embedding information literacy in a first-year business undergraduate course

This article reports on a project to embed information literacy skills development in a first-year undergraduate business course at an Australian university. In accordance with prior research suggesting that first-year students are over-confident about their skills, the project used an optional online quiz to allow students to pre-test their information literacy skills. The students’ lower than expected results subsequently encouraged greater skill development. However, not all students elected to undertake the first quiz. A final assessable information literacy quiz increased the levels of student engagement, suggesting that skill development activities need to be made assessable. We found that undertaking the information literacy quizzes resulted in a statistically significant improvement in students’ information literacy skills from the pre-test to the post-test. This research therefore extends previous research by providing an effective means of delivering information literacy skill development to large cohorts of first-year students.

Information literacy through inquiry

PurposeThis paper aims to report on the evaluation of a curriculum development project that took place in the Department of Psychology at the University of Sheffield. The project, funded by a Centre for Excellence in Teaching and Learning (CILASS), sought to embed information literacy development in a Level One module using an inquiry‐based learning pedagogical approach. Students worked collaboratively to find news stories that were purportedly based on real psychological research and then searched for the related research paper. They reflected on this task and the differences between the two sources as part of the assessed work for the module.Design/methodology/approachThe paper synthesizes the results of a number of evaluation instruments (questionnaire, information literacy competency test, focus group, student reflective work) to examine staff and student perceptions of the inquiry task, and how effective the task was in building students' information literacy. A “Theory of Change” evaluation methodology was used to define the scope of evaluation activities.FindingsThe SCONUL Seven Pillars of Information Literacy model is used to structure the findings from the various evaluation methods. Students developed their knowledge of, and ability to search, appropriate academic resources, although they demonstrated a preference for searching via Google Scholar over Web of Knowledge.Originality/valueStudents demonstrated through their reflective comments that they had developed significant abilities to compare and evaluate news stories and journal articles, although they reported a lack of confidence in these abilities. Postgraduate tutors thought the inquiry task was successful in developing students' information literacy and both students and staff responded positively to the ability to choose topics of interest to investigate.

Seeing the Forest of Information for the Trees of Papers: An Information Literacy Case Study in a Geography/Geology Class.

After receiving a mini-grant for developing integrated information literacy programs, a Geography/Geology Department faculty member worked with the Science Librarian to embed information literacy in a cross-listed geology and geography course, Geog/Geol 45: Introduction to Remote Sensing. Planning for the revisions to the class started with identification of five key literacy standards for the discipline of remote sensing. Each standard was addressed through a combination of teaching, assignments and measurements. From this planning exercise, two lectures and two laboratory exercises on information literacy were developed. Student response to the information literacy material, as measured through pre- and post-course surveys, was overwhelmingly positive. The project also provided an important opportunity for collaboration between the scientist and librarian. [ABSTRACT FROM AUTHOR]