Information Literacy Course Research Articles

Program wdrażania szkoleń information literacy w bibliotece akademickiej na przykładzie Biblioteki Uniwersytetu Łódzkiego: omówienie pilotażowego badania ankietowego

The introduction to the article presents basic theoretical issues on implementation of information literacy courses in academic libraries and foreign experiences in this matter. The further part deals with the survey in which the University of Lodz students took part. The surveys looks into their knowledge of information literacy and their willingness to participate in an information literacy training. The last part includes the author’s conclusions that establish the preliminary directives for the plan of information literacy courses.

Poster presentations as an assessment tool in a third/college-level Information Literacy course:

This paper examines the impact that poster presentations have had in increasing student knowledge, engagement and interest in learning and understanding library research skills in a college-level, general education information literacy class. Many general education library classes use an annotated bibliography as a summative assessment of students’ learning in the course; however, this type of assessment does not provide a good method to evaluate students’ knowledge of research skills. In place of this bibliography a poster session was used to evaluate and assess student understanding of library research skills. The poster presentations allow the instructor to evaluate how the students applied their library research skills to locate information to answer research questions. Additionally, the presentations provide the students with the opportunity to share what they have learned with their classmates and invited guests and to learn more about each other’s topics. More than 100 students have had the opportunity to present a poster and to share what they have learned. The poster consists of a summary of what was learned about the research question, reasons why the question was chosen and three citations. Students have commented that they have enjoyed the experience of learning more about their selected research topics and sharing what they have learned with their classmates. Researching a topic of interest to the student results in greater understanding and more interest in learning and using library research skills. The poster presentation helps students make a stronger connection between the skills required to find the information and their ability to communicate what they have learned about their research question. When designing information literacy programs, poster presentations showcasing the students’ research process should be considered as an alternative form of assessment that can be used to evaluate student learning in a general education library skills class. Additionally, a poster presentation assessment addresses Standards 1 through 5 of the ACRL (Association of College & Research Libraries) Information literacy competency standards for higher education and demonstrates the students’ ability to meet the course learning objectives. This article is based on a paper presented at LILAC 2012.

Research to Go: Taking an Information Literacy Credit Course Online

Adapting an existing face-to-face information literacy course that teaches undergraduates how to successfully conduct research and creating an online or hybrid version is a multi-step process. It begins with a desire to reach more students and help them achieve academic success. The primary learning outcomes for any information literacy course are to develop 21st century information literacy skills and provide clarity regarding the research process. This paper provides a step-by-step guide of the transition process from inception to implementation, offering insights and advice to librarians who may be planning such a transition or are building an online information literacy class from the ground up.

Teacher as Student: Lessons Learned in an Online Teaching Fellows Program

This article explores various models of online faculty development programs as described in the literature, and finds that they fall into a wide range of models from those that are highly structured to more organically grown examples. The Online Teaching Fellows program at the University of Rhode Island is shown to be an example of an internally-created course that follows best practices of both the structured and organic models. The author's experience as a participant in the course is described illustrating how the lessons learned informed his strategies for effective teaching in an online credit course in information literacy.

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre- and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students’ needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online.

How to Fit Teaching of Information Literacy in with Students’ Needs: an on-line Credit Course Model from the University of Tartu Library

E-learning is widely acknowledged as a possible methodology to teach information literacy. Nevertheless, studies reveal that information literacy courses as separate credit-bearing courses taught entirely in the form of e-learning, and using methods of active learning, are rare. This study analyzes the performance of a model for an e-learning course in information literacy in which learners with various backgrounds can participate, and where assignments can be completed according to personal information needs. Although the course does not provide face-to-face contact, learner-centred personal guidance is applied, as every student has an instructor — a subject librarian familiar with information sources in her field. The course is based on a constructivist learning approach: active learning techniques are used and critical thinking is developed through reflection and analysis of fellow students’ assignments. The preliminary qualitative content analysis of feedback and reflections from graduates indicates that students value knowledge and skills obtained from the course. Moreover, information literacy as a course is considered necessary and guided e-learning is quite suitable for gaining information literacy. We conclude that, in order to be beneficial and valuable for students, information literacy does not necessarily have to be integrated into the teaching process of another subject. However, it should be connected with these studies, enabling students to obtain skills for information searching and learning necessary for successful graduation. At the same time, e-learning as a tool helps to promote information literacy in the academic environment in all segments of the university, integrating it with curricula.

Engaging undergraduates in discipline‐based research

PurposeThis article aims to describe the standards‐based approach used to build the International Studies Research Methods (INS250) course, a discipline‐specific, credit‐based class taught by librarians. This writing‐intensive course emphasizes information literacy and critical thinking skills, which were developed using written assignments, class presentations, multiple assessment methods, and web‐based applications.Design/methodology/approachThis paper will review the literature about discipline‐specific, credit‐based information literacy (IL) courses and outcomes. It will also analyze the INS250 course structure and map ACRL Information Literacy Competency Standards for Higher Education to learning outcomes for the course.FindingsThe paper finds that, in the absence of discipline‐specific information literacy standards, the ACRL Information Literacy Competency Standards for Higher Education can serve as a starting point for International Studies course outcomes and assessment. Other assessment approaches, specifically student workshops and concept maps, promote student engagement and provide ample evidence of student learning.Originality/valueThis article will identify research skills needed by International Studies majors and students in similar multidisciplinary programs. It will serve as a model of how to build a credit‐based course with application to other fields such as political science, sustainability, human rights and international business. The course is student‐focused and responsive to new disciplines and areas, with an emphasis on disciplinary databases, search skills, and citation skills.

ENGLISH

This paper discusses the role of university libraries in promoting and developing information skills ofstudents activators of life-long learning. It defines information literacy and identifies major information literacyskills required by students, and highlights information literacy initiatives in India, particularly the role of agriculturaluniversity libraries in imparting information literacy courses as part of the course curriculum. It also discussesthe information competency programmes of German universities and basic models of teaching informationliteracy skills by subject librarians at some German universities. The difficulties faced in incorporating informationliteracy into regular course curriculum are mentioned. http://dx.doi.org/10.14429/djlit.32.3.2385

Getting to Know Library Users’ Needs — Experimental Ways to User-centred Library Innovation

‘Meeting the User’ is a programme committee under the Danish Electronic Research Library. As a development group at a national level we see our role as facilitating an innovative culture within academic libraries, focusing on users’ needs and the way libraries meet them. In collaboration with a consultancy firm, the committee organized a travelling workshop in four cities in 2010. The workshop introduced practical ways for library staff to get to know their users’ needs for services and was based on anthropological methods. The travelling workshop was part of a larger project called ‘A Journey of Discovery in Danish Library User Land’ (translated from Danish Brugerkaravanen), which also included a national thematic day, a blog and the publication of a method guide. There is an ongoing need for academic libraries to improve their services. One strategy is to become more aware of the users’ needs. On the one hand we have libraries which give access to a lot of information, offer courses in information literacy and strive to be a part of the learning environment. On the other hand we are not always certain of the needs of our users. If libraries want to improve the way they serve their users’ needs, they must innovate their services, facilities and courses by building upon what you could call ‘user logic’ and not upon classical ‘library logic’. ‘User logic’ is that which is meaningful for the user instead of what is traditionally meaningful for a library. Finding out what the users’ needs are, requires methods to study the users. In order to discover the shortest route from knowledge via idea to action, we looked for methods that can be employed by librarians or library information specialists. This article describes how 110 librarians and information specialists acquired such methods in four cities and in four days, by means of a workshop structured like a guided tour through the land of library users. The goal of the article is to give other libraries inspiration for ideas, concepts and concrete tools to study user behaviour and become more aware of the user’s needs for service. The article contains a description of the above-mentioned methods, valuable experiences from the workshop, a presentation of the concept and concrete tools, discussion of the concept of user logic and library services, and the seven principles for human-centred innovation in relation to libraries, a short list of studies carried out by librarians and discussion of further perspectives.

Canadian Public Libraries Are Aware of Their Role as Information Literacy Training Providers, but Face Several Challenges

Abstract
 
 Objective – To explore the current state of information literacy (IL) training in Canadian public libraries, and to identify strategies used for improving IL training skills for staff and patrons.
 
 Design – Mixed-methods approach, including document analysis, observations, and focus group interviews.
 
 Setting – Two libraries of a large public library system in Canada: the central library and one branch library.
 
 Subjects – Six staff members (manager, administrator, training coordinator, instructor, and computer technician) who have been involved in designing and teaching information literacy courses for library patrons and staff.
 Methods – The researcher analyzed internal and external library documents related to information literacy, including, but not limited to, reports, posters, lesson plans, newsletters, and training scripts. He also observed interactions and behaviours of patrons during IL training sessions. Finally, he conducted a focus group with people involved in IL training, asking questions about facilities and resources, programs, patron reaction, librarian knowledge of IL theory, and impediments and benefits of IL training programs in public libraries.
 
 Main Results – Staff were aware of the importance of IL training in the library. Attracting more library patrons (including building partnerships with other organizations), improving staff IL and training skills, employing effective strategies for running training programs, and dealing with financial issues were all concerns about running IL training that were highlighted.
 
 Conclusion – Canadian public libraries are well aware of their role as IL training providers, but they still face several challenges in order to improve their effectiveness.

Reconsidering Information Literacy in the 21st Century: The Redesign of an Information Literacy Class

The response to the countless forms of information delivery and creation has been the catalyst for the development of the new literacies that are being researched and implemented into teaching by educators around the world. This article will examine information literacy courses being taught at colleges and universities and how the courses implemented 21st century literacies into the curriculum, specifically transliteracy and metaliteracy. The article will discuss how a 3-credit information literacy course was redesigned to include the concepts behind transliteracy and metaliteracy. Furthermore, the article will discuss why the Constructivist approach in the classroom seems the best approach for information literacy instruction and how Connectivism could be a possible approach to teaching information literacy going forward. Finally, the article will question whether the current information literacy standards endorsed by the Association of College and Research Libraries (ACRL) are appropriate for today's world or if a reconceptualization of literacy is needed.

Video lectures help enhance online information literacy course

PurposeThe purpose of this paper is to demonstrate how a credit‐bearing information literacy course was enhanced through the use of video lectures to deliver course content. Students have a choice of how to access course materials: video lectures or reading material.Design/methodology/approachA literature review shows that, previously, videos have been used largely to supplement face‐to‐face classes or one‐shot library instruction sessions. A description details the production of video lectures for one of the courses that satisfies the information literacy graduation requirement at Weber State University. For this course, a student survey was then used to measure the actual use and effectiveness of the video lectures.FindingsSurvey results indicate that a majority of students use the video lectures, at least partly, and find them helpful.Research limitations/implicationsResults also show that many students are comfortable reading course materials rather than viewing the lectures. As more courses incorporate video lectures, holdouts should become more comfortable with the format.Practical implicationsVideo lectures are relatively easy to create, and can be used to enhance online information literacy classes. Students can view the video lectures at their convenience.Originality/valueVideo production tools such as Camtasia Studio are used for library instruction and other face‐to‐face classes, but are not widely used in online courses. Adding video lectures to an online course gives students options on how to access the course content.

Evaluation of an Information Literacy Course: Insights and Perspectives

This study aims at exploring the usefulness of an information literacy course in helping students develop skills and capabilities needed to use information effectively. In an earlier part of this study (Rehman and Al Awadhi 2012), we had found that an information literacy course made a significant difference in the skills and capabilities of students who took that course. We felt the need for additional research by conducting two focus group discussions with students and faculty members to investigate the benefits students gained and the obstacles they encountered while taking this course. In addition, this additional probe examined the perceptions of faculty members regarding course content, contribution of the course in developing students’ information literacy skills, resources and facilities supporting delivery of the course, and course evaluation.

Designing and Implementing an Information Literacy Course in the Humanities

As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities Research Sources and Strategies. In addition to our arts and humanities course content and methodologies, we incorporated web2.0 technologies throughout course design and delivery in order to streamline planning and to facilitate student engagement. In our course preparation, we utilized Google Docs for collaborative brainstorming, planning, organization and self-evaluation. Our students used Google Docs for submitting their course assignments, which included a faculty or practitioner interview and the final project for the course. The project was an annotated bibliography that extended beyond books and journal articles to include additional elements such as scholarly associations, core journals, primary sources, and major special collections related to their topics. A blog was used for the course syllabus, incorporating assignment information and supplementary resources for class topics; student blogging included reflection and feedback on each lecture as well as application of class content to their research topics. A visit to the Library's Rare Books Reading Room exposed the students to the Library's unique holdings and introduced them to rare and archival resources at other libraries. Our article presents this process from start to finish, including the steps we went through to plan the course, the utilization of web2.0 applications, the course syllabus and assignments, marketing efforts, as well as the course implementation in Spring 2009 and 2010, and what we and our students learned from this process.

ODI and information literacy: Personal information management in a world of information overload

The proposed poster poster presents findings of a case study involving undergraduate students enrolled in an information literacy course that were surveyed regarding their experiences managing information found online. While information literacy courses teach students to identify, seek, analyze, and use needed information, it does not prepare them to manage and store information encountered while

Team-Based Learning in an Information Literacy Course

The author implemented team-based learning (TBL) in a credit-bearing information literacy course that meets a general education requirement at the University at Albany. TBL is a highly structured teaching method that includes a number of components not found in more traditional use of teams in the classroom. It required substantive changes in the course, which were notably repaid by the impact on student preparedness and engagement. The main elements of team-based learning are explained in the setting of this course.

CLIC-on-Health Update: Serving the Information Needs of Unaffiliated Health Professionals

In 2003, the CLIC-on-Health project launched a public web site for the greater Rochester, NY, region and began providing virtual and on-site training courses in health information literacy. The CLIC-on-Health web site links to reliable local and national health related web sites. This article is an update on the CLIC-on-Health project as first reported in this publication in 2006. In addition to upgrading technology to reach mobile users, CLIC-on-Health expanded its scope to include outreach to health professionals without access to licensed library databases through an affiliation with a college or hospital. This project expansion is discussed from inception to evaluation.

Student Theological Research as an Invitation

Seminary students, despite having graduated from bachelors programs, struggle to make sense of the goals, processes, skills, and resources of research as graduate students. Beyond brief introductions to research, a scattered number of seminaries have developed either a separate theological information literacy course or have taken a through-the-curriculum approach to enhancing the information abilities of students. The former, however, separates information literacy from the curriculum, while the latter is difficult to implement and maintain. Living in a world of information glut, seminary professors are finding that traditional information dissemination models of education are becoming less viable. What is more, such models tend to teach students about a discipline rather than inviting them into it. These problems present a unique opportunity to place the teaching of information literacy at the foundation of theological education. With such an approach, students may be invited into the disciplines of their professors and enabled to practice these disciplines, thus becoming equipped to turn knowledge into praxis.

Research for the greater good: Incorporating service learning in an information literacy course at Wright State University

Research for the greater good: Incorporating service learning in an information literacy course at Wright State University

Information literacy courses in LIS schools: Emerging perspectives for future education

Information literacy courses in LIS schools: Emerging perspectives for future education