Integrating Information Literacy Research Articles

Assessing the Value of Course-Embedded Information Literacy on Student Learning and Achievement

A team at the University of California, Merced, collaborated to evaluate the value of integrating information literacy into introductory composition courses through a curriculum developed by librarians and writing faculty. Using a mixed-methods approach, the team investigated the impact of the curriculum on students’ learning and achievement at the end of their first semester of college. Students participating in the curriculum demonstrated greater gains than their peers in using suitable sources and presenting arguments and multiple viewpoints with evidence. This learning did not translate to higher student achievement as represented by course grades and grade point average.

School Librarians as Technology Leaders: An Evolution in Practice

The role of school librarians has a history of radical change. School librarians adapted to take on responsibility for technology and audio-visual materials that were introduced in schools in earlier eras. With the advent of the Information Age in the middle of the 20th century and the subsequent development of personal computers and the Internet, the American Library Association (ALA) recommended schools and colleges begin integrating information literacy into students’ learning (1989). Today school librarians are entering another period of Radical Change as they combine their information specialist roles with technology integration. This leadership role in technology integration is at times in conflict with a new role in K-12 schools, that of an instructional technology specialist. This new role is also charged with integrating technology into classroom instruction by working with faculty and students. School librarians and instructional technology specialists have complementary roles that would benefit students and staff through a collaborative team approach to support. When educating future school library practitioners LIS educators need to be aware of this evolution in practice and adjust curriculum accordingly.

Strengthening information literacy in a writing-designated course in the mathematics major

ABSTRACTWhen a campus has not integrated information literacy education into the curriculum, many students will not have the opportunity to learn these necessary skills before they embark on their career paths. This pilot study explores the possibility of teaching information literacy skills to students enrolled in a writing-designated course offered to mathematics majors who are about to complete their undergraduate studies. Outcome-based objective evaluations were used to guide teaching strategies as well as to gauge student progress. Embedded one-on-one consultations were found to be critical in strengthening these students’ information literacy abilities.

Integrating information literacy into the economics classroom: a faculty-librarian collaboration

Integrating information literacy into the economics classroom: a faculty-librarian collaboration

Integrating Information Literacy In Algerian Higher Education Curriculum

Integrating Information Literacy In Algerian Higher Education Curriculum

Integrating information literacy into the economics classroom: a faculty-librarian collaboration

Information literacy is intellectual framework for understanding, finding, evaluating, and using information-activities which may be accomplished in part by fluency with information technology, in part by sound investigative methods, but most importantly, through critical discernment and reasoning (ACRL, 2000). In the current environment of information abundance driven by ever-evolving information and communication technology, information literacy is even more vital for students in higher education. However, literature on economic education shows that developing and assessing information literacy skills has not been fully incorporated into economics curricula. This study seeks to address this issue by embedding information literacy instruction into an economics general education course, assessing student learning outcomes, and analysing how information literacy instruction supports the learning process in an economics course. At California State University, Fresno, collaboration between an economics faculty member and a librarian liaison to the economics department resulted in information literacy instruction being incorporated into one of the two sections of the principles of macroeconomics course, from the fall 2013 semester to the spring 2015 semester. The results of the pre- and post-test assessment showed that the information literacy instruction integrated into the ECON 50 coursework helped develop students' information research skills and understanding of information literacy concepts.

Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum

Objective: A tiered curriculum integrated information literacy program developed for a Quality Enhancement Plan (QEP) is described in brief. The literature related to curriculum integrated information literacy programs is reviewed. Assessment data is analyzed to show the impact of the program on undergraduate students' abilities to improve information literacy competencies in upper level undergraduate research projects in a variety of disciplines. Methods: Mixed methods are used. Standardized information literacy assessments are used to establish baseline knowledge levels of IL skills of undergraduate students entering [Institution Name] beginning in Fall 2009. A locally developed rubric is used to determine how well IL skills are used in upper level discipline specific research projects through Spring 2014. Surveys and interviews with select students and faculty are used to provide supplementary qualitative perspective on the use of information literacy skills in the research projects. Results: All of the students in this cohort met or exceeded benchmarks specified for the rubric before the plan was implemented. Results suggest a tiered, curriculum integrated information literacy instruction program can effectively lead students to improve information literacy competencies in upper level research projects. Conclusions: University-level information literacy related learning outcomes can be effectively implemented and reached using a tiered curriculum integrated approach. This study provides support for the trend toward curriculum integrated information literacy throughout undergraduate programs.

Book Review: Not Just Where to Click: Teaching Students How to Think about Information

Fifteen years ago, information literacy standards brought information literacy into higher education conversations and advanced the library field. ACRL’s current revision of Framework for Information Literacy for Higher Education provides further direction for contextualizing and integrating information literacy into the curriculum and offers a deeper understanding of the knowledge practices and dispositions that an information-literate student should develop. With this in mind, Not Just Where to Click provides recommendations to help librarians develop appropriate resources, practices, and assessment instruments for information literacy.

Information Literacy: The impact of a hands-on workshop for international postgraduate students

This study examined the usefulness of integrating information literacy as an auxiliary workshop into a postgraduate Food Processing course, with the focus on course and subject related information. Given the diverse background of the students enrolled in this programme (86% are international students) and the importance of the skills to be acquired, it is crucial that these students are supported to be successful. Food Processing is a complex cross-disciplinary postgraduate programme and supporting the international students who take up this course is challenging. The workshop introduced the students to the special nature of food science and food engineering information to make them familiar with key resources in the subject area. Quantitative and qualitative data on the usefulness of the workshop were collected in the form of pre- and post-workshop surveys and interviews, respectively, and a comparison was made between the two course assignments for further evidence. The results indicated the workshop improved the students’ ability to identify discipline relevant databases, keywords and search terms, and their ability to evaluate information and cite the correct resources according to the standards and guidelines substantially improved. Another unexpected feature, but not necessarily surprising, was the students’ level of confidence significantly increased as a result of participating in the workshop.

IDEA Model from Theory to Practice: Integrating Information Literacy in Academic Courses

IDEA (interview, design, embed, and assess) is a theoretical instructional design model for integrating information literacy (IL) in academic courses. The model supports the Association of College and Research Libraries (ACRL) proposed 2015 Framework for Information Literacy for Higher Education through the collaborative efforts between librarians and teaching faculty. The article describes a case study application of information literacy content integrated into three Doctor of Education blended classes taught by the same classroom instructor. The theoretical phases are explained in terms of practical steps and outcomes resulting in pedagogically sound curriculum and effective collaboration between librarian and teaching faculty.

Information Literacy Instruction and Assessment in a Community College: A Collaborative Design

ABSTRACTThis article describes practical steps taken in the planning of an integrated information literacy instruction linked to a course assignment for community health majors at Kingsborough Community College of the City University of New York. The library sessions integrated the Association of College and Research Libraries Framework for Information Literacy for Higher Education and were based on faculty-librarian collaboration. A course outline was designed to support a step by step course project. Tools to collect evidence of student learning were designed and adjustments to the course plan and activities were made based on those assessments. Suggestions for using these tools in an iterative design process are made.

Faculty and Librarians' Partnership: Designing a New Framework to Develop Information Fluent Future Doctors

Upon faculty request, information literacy instruction was fully integrated into an English for Academic Purposes course for non-native English speaking students pursuing a medical degree at a U.S. institution in the Gulf State of Qatar. Adopting the flipped classroom modality, librarians designed modules to meet the students' information literacy needs while adapting the content to the course syllabus. Content was uploaded to the learning management system, Canvas. Readings, online tutorials, quizzes and assignments were created to achieve the outcomes of each session. Completion of information literacy modules is factored in the overall grades of students in the English for Academic Purposes course. This paper will outline the design, implementation, and assessment of information literacy sessions and will highlight the importance of collaboration between faculty and librarians to set a common ground and reach expected outcomes. It will also share the students' perceptions of the effectiveness of integrating information literacy in an English for Academic Purposes course.

The Flipped Classroom as a Tool for Engaging Discipline Faculty in Collaboration: A Case Study in Library-Business Collaboration

This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot and other barriers to collaboration. The case study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided.

Situating information literacy in the disciplines

Purpose – The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing. Design/methodology/approach – The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward. Findings – Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice. Practical implications – Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty. Originality/value – The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.

A Development of Blended Information Literacy Learning Web for Thai High School Students

Students nowadays have to communicate with a ton of the information, since the rapid development of internet technology. Thus for, information-related skill plays an important role in students success. Blended Learning is recently used in many information literacy programs around the world, including in Thailand. Most of researcher try to integrate information literacy model into high school programs, so the aim of this research was to develop a blended learning website for high school embedded information literacy course. The blended learning website was designed from literature reviews and experts interview, then evaluated by 5 experts. A usability testing was conducted with high school student by using 1-on-1, small group and field testing method, subjects were selected from tenth-grade students at Kasetsart University Laboratory School Center of Educational Research and Development. The data were collected and analysed using content analysis and descriptive statistics. The result indicated that there was a significant difference in mean scores between pre-test and post-test.

Integrating Information Literacy, the POGIL Method, and iPads into a Foundational Studies Program

This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid-sized public university. The library information literacy sessions incorporated team-based learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation.

Components and factors in integrating information literacy instruction in elementary education using a virtual learning environment

INTRODUCTIONInformation literacy enables a person's self-learning and knowledge acquisition. Information literacy should be developed at the elementary level since it forms the foundation of education, which aims to develop fundamental skills of thinking, reading, writing, etc. (National Education Bureau, 1999). Information literacy instruction should be incorporated in an education curriculum in accordance with curricular objectives and content, so that students can learn transferable skills in the context of each subject.The Thai national policy has focused on improving the quality of its people to be ready for living in the knowledge-based society. Children must be prepared for the future society with strong basic knowledge along with life skills, information literacy, and lifelong learning skill. Therefore, information literacy is one of the learning outcomes at the elementary education level. However, a review of the literature shows that teaching of information literacy in elementary schools is not well designed or carefully implemented. There are no specific information literacy courses or information literacy development via other means. Information literacy might be taught integratedly in the regular courses, depending on the awareness and competence of each instructor (Saorayawiset, 2009). Teaching of information literacy in elementary education can be done via a full course in the curriculum, or integrating it into the regular course teaching. Integration of information literacy in course teaching can enhance the students' thinking and self-learning skills, in addition to information literacy skills (Maitaouthong, Tuamsuk & Tachamanee, 2011).A virtual learning environment (VLE) is an online instruction environment with classroom structures simulating learning procedures of a normal classroom, face-to-face interaction, student participation in learning, independent learning, and ready access to various sources of information. Instruction is flexible and the learning environment is efficient (Bruce & Curson, 2001). Students are able to adjust and develop knowledge and understanding of the context according to their interest, enhancing their chances to develop skills, knowledge and understanding (Padmore, Hall, Hogg & Paley, 2006). The factors that support teaching using a VLE include ease of use, the relationship between the activities and the course content, space for making comments and providing feedback, features that support collaborative learning (Lyndon & Hale, 2014; Tiakiwai & Tiakiwai, 2010), and tools for communication and interaction (Small, Dowell & Simmons, 2012). In addition, a VLE has been found to help develop students' self-learning, increase the motivation of learners with learning difficulties, and create satisfaction in the learning (Barker & Gossman, 2013). It is desirable therefore to utilise the qualities and advantages of a VLE to create a concrete information literacy process to enhance learners' life-long learning traits.This study aimed to investigate the components and factors in the design of a virtual learning environment to enhance the integration of information literacy instruction in course teaching at the elementary education level. This is the first phase of a project to develop a teaching model for integrating information literacy instruction in the learning and teaching processes at the elementary education level using a VLE.LITERATURE REVIEWFrom a review of the literature, the following conceptual framework for this research was derived.Information Literacy Learning OutcomesThe aim or learning outcomes required in the development of information literacy programs were determined from the literature review. The American Library Association (1989), the Association of College and Research Libraries (2000), the Council of Australian University Librarians (2001) and many authors have given the same perspective on information literacy, which is defined as the individual's knowledge, ability and skills to efficiently obtain access to and use information in daily life. …

Identifikasi Literasi Informasi Dalam Rangka Pengembangan Kurikulum Di Sekolah Dasar

ABSTRACT Information literacy is defined more than just using technology to obtain information such as the use of internet and e-book, or library user education that have become one of public service in a library. Information literacy skills need to be supported by another skill, one of which is digital literacy skill. This study aimed to identify information literacy skills using information technology and digital literacy skills referring to standard conditions and objectives that have been implemented in learning activities. Descriptive approach which refers to the TRAILS (Tool for Real-time Assessment of Literacy Skills) and SPCLC digital literacy standards used as a method in this study. We investigated the digital literacy skills and the information literacy skills of students from two elementary school in Jakarta. The result showed that the digital literacy skills of the students did not affect to their information literacy skills. Therefor, we recommend to conduct curriculum development which integrate information literacy subject in activities of learning by using computer and internet. Keywords : Information literacy, digital literacy, recommendations for curriculum development.

Problem-Based Learning and Information Literacy: A Natural Partnership

Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL) provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course. Finally, it details the Association of College & Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education addressed by the project, as well as possible future modifications.

The role of faculty autonomy in a course-integrated information literacy program

Purpose – The purpose of this paper is to explore the significance of faculty autonomy in sustaining a successful information literacy program. Design/methodology/approach – Faculty members were given the opportunity to create courses that integrated and assessed information literacy as part of a course grant program associated with an institutional assessment mandate. This case study analyzes course grant proposals, course assessment methods and results. It also presents results of a follow-up survey of faculty participants to see if they continued to integrate information literacy in other courses. Results are situated in the context of self-determination theory to better understand the role of autonomy in faculty motivation and participation in an assessment program. Findings – Defining and integrating information literacy themselves allowed faculty to align information literacy with their own course goals. Supporting faculty in choosing their own assessment methods for these integrations also provided program administrators with new information about faculty members’ teaching and learning practices and values. Results of a follow-up study confirmed that faculty continued to integrate information literacy in their courses of their own accord, underscoring the importance of an autonomy-supportive program structure. Originality/value – This paper provides evidence for information literacy advocates that faculty autonomy can be a strength, not an obstacle. It demonstrates ways to incorporate and allow for autonomy within program constraints and introduces librarians to self-determination theory, a way of thinking about motivation that can help librarians pursue more effective collaborations with faculty.