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informaiton Literacy bib
Page history last edited by Tahni 3 wks ago
Enter below the line information on articles, books, websites, bibliographies, tutorials, etc. that you find valuable. Give the citation and link if possible and write a very brief phrase about its contents.
Loertscher, D. & Woolls, B. (2002). Information literacy: a review of the research. Hi Willow Research.
Gross, M., & Latham, D. (2009, July). Undergraduate Perceptions of Information Literacy: Defining, Attaining, and Self-Assessing Skills. College & Research Libraries, 70(4), 336-350.
This case study uses data collected by interview and from standardized tests from students for the purpose of making a comparison of student perceptions to their level of information literacy. Informed by competency theory and the imposed query model, the investigation takes a relational approach, which provides the framework for the study design and interpretation of the data. Conclusions drawn from the experiment reveal: a general consensus that information literacy focused on product rather than process, the perception of achieving information literacy skills was an independent pursuit, people were preferred over other information sources, and that personal interest played a significant factor as it relates to successful information seeking.
O'Connor, L. (2009). Information Literacy as Professional Legitimation: A Critical Analysis. Journal of Education for Library and Information Science, 50(2), 79-89.
Information literacy was first discussed and defined by the American Library Association (ALA) in professional documents covering information literacy standards and model learning outcomes. The article references ALA documents because of its respected and accepted articulation of information literacy within the library and education community. O’Connor makes the point that that ALA’s articulation of information literacy is commonly used to communicate libraries’ education mission to external stakeholders, and when the documents were first constructed, they served to legitimize aspects of information literacy as a function of the librarian profession. The article discusses changes in the dynamics of information literacy, making recommendations for the future of information literacy by deconstructing the assumptions made on information literacy from past articulations of the topic.
Skagen, T. , Torras, M. , Kavli, S. , Mikki, S. , Hafstad, S. , et al. (2008). Pedagogical Considerations in Developing an Online Tutorial in Information Literacy. Communications in Information Literacy, 2(2), 84-98.
By examining the online tutorial, Sok & Skirv (“Search and Write”), the article discusses the pedagogical background the design is based. The tutorial was created specifically for distance learning students, and aims to increase students’ information and digital literacy with the ultimate goal of empowering students to become actively involved in the academic community as well as becoming lifelong learners. The article identifies the use of the didactical relationship model, and its implementation in the tutorial in making contributions to the pedagogical development of user education in the academic library. Specifically, the article focuses on how the model applies to information literacy as an enrichment to student learning, and how it is used in the design of online education.
Tahni Holmes, posted November 2009.
This book contains six chapters on information literacy:
Chapter One: Introduction to Information Literacy
Chapter Two: Stages of the Research Process
Chapter Three: Issues in Information Literacy
Chapter Four: Promising Techniques
Chapter Five: Good Ideas and Resources for Keeping Current
Chapter Six: For the Researcher
It covers a review of the research on information literacy and is a great resource.
Kim Leng, 11/15/09
Edutopia. (2009). New media, new tools…and a new educational resource [Online exclusive]. Retrieved October 20, 2009 from, http://www.edutopia.org/ten-top-tips-last-chance
Top ten tips for teaching with new media presented by Edutopia. This downloaded document is invaluable for teachers and media specialists in that he gives all the latest technologies and innovative ways to use them. This guide is a must for all teachers and library media specialists. The top ten tips include: break the digital ice, find your classroom experts, get off to a good start, think globally, find what you need, make meaning from word clouds, work better together, open a back channel, make it visual, and use the buddy system.
Lisa Katz, November 2009
Byrne, R. (2009, November 9). Re: 9 Resources for website evaluation lessons. Message posted to http://www.freetech4teachers.com/2009/11/9-resources-for-website-evaluation.htm
A great source for learning how to evaluate websites for teaching lessons. There are 9 resources available by the author that include: a guide to websites, a website evaluation checklist, evaluating sources, cyber smart lesson plans and student activities. A great website to check out for information.
Lisa Katz, November 2009
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Sanborn, L. (2005). Improving Library Instruction: Faculty Collaboration. The Journal of Academic Librarianship, 31(5), 477-81. Retrieved October 21, 2009, from Library Lit & Inf Full Text database.
Discussing both Information Literacy as well as Faculty Collaboration. By collaborating with faculty and students, Librarians can create better information literacy programs which will in turn display the resources and skills of Librarians. Information literacy is increasingly important with ever increasing electronic resources and academic librarians need to make an active effort to collaborate to advocate these resources to both students and faculty.Library instruction needs to be pursued hand in hand with academic faculty because collaboration builds upon all parties.
Bradley Seybold 11/1109
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Brock, K.T. (1994, Sep/Oct.). Developing information literacy through the information intermediary process: A model for teacher-librarians and others. Emergency Librarian, 22 (1), 16-20. Retrieved November 1, 2009, from Academic Premier database.
Brock focuses on the Information Intermediary Process Model which is student-centered and which provides a framework for activities that are collaboratively planned by the teacher and teacher-librarian. The proces goes from instructing to coaching to facilitating.
Posted on November 11, 2009, by Joanne Bradley
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Loertscher, D.V. (1996). All that glitters may not be gold. Emergency Librarian, 24 (2), 21-25. Retrieved November 1, 2009, from Academic Premier database.
In this article, Dr. Loertscher revised models and made them more student-centered emphasizing that time needs to be built into the process for the students to read, reflect and synthesize.
Posted on November 11, 2009, by Joanne Bradley
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Megan Oakleaf. (2009). The information literacy instruction assessment cycle :A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation, 65(4), 539-560. Retrieved October 16, 2009, from ABI/INFORM Global. (Document ID: 1858571551).
"Practical implications – Academic librarians throughout higher education struggle to demonstrate the impact of information literacy instruction on student learning and development. The ILIAC provides a much needed conceptual framework to guide information literacy assessment efforts.
Originality/value – The paper applies the assessment cycle and “assessment for learning” theory to information literacy instruction. The ILIAC provides a model for future information literacy assessment projects. It also enables librarians to demonstrate, document, and increase the impact of information literacy instruction on student learning and development."
Describes both educational learning theory as well as how it affects information literacy in an academic atmosphere. Not only this, but also iterative assessment of the information literacy efforts. The Information Literacy Instruction Assessment cycle describes an informative way of how to evaluate information literacy within your library.
tags: information literacy, assessment, educational theory
Bradley Seybold 11/10/09
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Johnson, A. , Jent, S. , & Reynolds, L. (2008). Library Instruction and Information Literacy 2007. Reference Services Review, 36(4), .
"Purpose – The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach – The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.
Findings – The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value – The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy."
An excellent resource, being a bibliography on library instruction and information literacy, both in Academic Libraries as well as in public/school libraries.
tags: information literacy, bibliography
Bradley Seybold 10/11/09
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Information, Knowledge and Wisdom: Collaborations Between Librarians and Faculty in a Digital Age.
Todd Gilman, Ph.D., an academic librarian at Yale University, challenges the notion that many faculty members assume that because students are technologically savvy – having proficiency in using social networking sites, search engines, blogs, Blackboard/Web CT and bibliography formatting programs – that students are research savvy as well.
He states what most library students learn soon enough when entering the library science programs, that although students (including themselves) may be computer-literate most, are NOT research-literate, and there's a huge difference between the two.
The author explains that what is missing from the student’s technical repertoire is information literacy. As most of us know now, the ALA’s definition of “Information Literacy is the ability to find and use information, which in turn is the keystone to lifelong learning.”
The challenge continues to be the assumption by faculty and students that if a person knows how to use a computer they are information literate, and thus, there is no need for instruction. The question now becomes: Who is responsible for teaching Information Literacy?”
The author goes on to describe what Yale University is doing to overcome this challenge. They have implemented a program where the automated registration system matches each incoming student with a “personal librarian” who serves as the students’ single point of contact for and with the library, throughout their academic career.
The author proposes other solutions including Laura Saunders’ survey findings that faculty and librarians must develop a team-teach collaborative effort to teach information literacy, because the best way to teach it is in the classroom as part of a developmental process. These are some of the most practical and successfully applied suggestions to take students from information, to knowledge to wisdom.
Campbell, M.. (2009, September). Information, Knowledge and Wisdom: Collaborations Between Librarians and Faculty in a Digital Age. The Hispanic Outlook in Higher Education, 19(22), 8-9. Retrieved October 9, 2009, from Ethnic NewsWatch (ENW). (Document ID: 1858611531).
Submitted by: Yolanda Ramirez (Fall 2009)
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Enter here articles, books, websites, bibliographies, tutorials, etc. that you find valuable. Give the citation and link if possible and write a very brief phrase about its contents.
Nancy Cussary
Milam, P. (2004). A Road Map for the Journey. Library Media Connection, 22(7), 20-23.
Tags - information literacy, big six, inquiry, research
This is a great article about eight different information literacy models. It desribes the fundamental aspects of each
model and the author provides some brief comments. The article can be used as a quick reference and as a way to compare and contrast models when deciding approaches to use in your own library media program.
Diggs, Valerie (May/June 2009). Ask—Think—Create: The Process of Inquiry. Knowledge Quest, 37(5). Retrieved from Wilson Web, September 5, 2009
Tags – inquiry, curriculum units, lessons, pathfinders, collaboration
Summary – describes an inquiry-based approach to curriculum units to provide “thoughtfully crafted
content-area experiences” and provides an example of a curriculm unit to investigate immigration policies and consider different positions; students collaborated through the unit.
Regan, B. (2008). Why We Need to Teach 21st Century Skills--And How to Do It. MultiMedia & Internet@Schools, 15(4), 10-13. http://search.ebscohost.com.libaccess.sjlibrary.org
Tags – media literacy, educational technology, 21st century, teachers
Summary – “deals with applying 21st century skills and tools in education; skills teachers need to teach include: information, media literacy and communication; global awareness and entrepreneurial. Technology allows exposure to rich visuals and audio to supplement concepts in print; educators must find ways to incorporate multimedia technologies into everyday activities.”
Langford, L. (1998) Information literacy: A clarification. School Libraries Worldwide, 4 (1),59-72.
This article addresses the ever evolving definition of what information literacy really means. She cites numerous viewpoints and models and comes to the conclusion that it has to be relational and continuously redefined especially because we all use the term, but our understanding may differ.
Posted by Joanne Bradley on November 1, 2009
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This article looks at information literacy in terms of economics, national and state standards, K-12 restructuring, higher education and technology. I found the economic perspective interesting; the author cites the SCANS (1991) report which maintains hierarchical management will yield to a management that is more worker participatory.
Posted by Joanne Bradley on November 1, 2009
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Florea, M. (2008). Using WebCT, wiki spaces, and ePortfolios for teaching and building information literacy skills. Journal of Library Administration, 48(3/4), 411-430.
Here is the 'official' abstract for this article, but I just wanted to add that I really liked how the article discussed how to effectively use online teaching to improve information literacy.
Librarians, as service providers, are always looking for innovative ways of using technology for designing and improving information systems that allow teaching and building of information literacy skills. Online learning and teaching tools offer teacher librarians undreamed of opportunities to enhance face-to-face information literacy instruction. This paper describes the librarian’s research, discoveries, and experience
with using WebCT Campus Edition and Vista, ePortfolios, and Wikis to deliver online information literacy instruction as part of fully-online, Web-enhanced, or hybrid courses. Models of librarian/faculty partnership and collaboration are also illustrated.
submitted 10/26/2009 by Ben Wingard
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Another approach to pathfinders. This web site allows you to customize your own unique homepage using widgets, RSS feeds, and other social content.
Lisa Katz - October 2009
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Hartzell, G. (2008, August/September). Tactics for building influence with teachers. Library Media Connection, 27, 44. Retrieved October 19, 2009, from Library Literature & Information Full Text database.
This is a must have duty list if you want to make connections with the teachers in your school. You can pick through 20 articles and not come up with such a great list.
Example:
“Regardless of the size of your school, know the names and responsibilities of every teacher in the building”
“Get the principal to allow you to make a two minute presentation at each faculty meeting”
Of course these may seem like common sense, but I am strongly suggesting to look up with article and save it/print it, because all put together these 34 ‘common sense’ suggestions are amazing resource.
Posted 10/21/2009 by Stephanie G Larsen
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Abram, S. (2009, May/June). Tricks for kids and information literacy [Websites containing false facts]. MultiMedia & Internet @ Schools, 16(3), 19-21. Retrieved October 19, 2009 from Library Literature & Information Full Text database.
This article is really just a long list of amazing fake/spoof/false websites for use in Literacy lessons. My favorite one is:
It is a site created with false facts about explorers. Not only useful in Information Literacy lessons as a stand alone, it contains lesson’s of its own, such as URL lessons.
Posted 10/21/2009 by Stephanie G Larsen
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Holland, M. M. (2009 March/April). Why we need to stop promoting reading. Library Media Connection, 27(5), 18. Retrieved October 19, 2009 from Library Literature & Information Full Text database.
Creating successful methods of promoting reading and literacy is simpler than it looks, as this article points out. Its title, ‘Why we need to stop promoting reading’ sounds like heresy, but if you read this article you will have a revelation. The author conducted a survey and “of the 402 students …52% reported that they would read more if "there were books that interested me more." She details how promoting reading does not work, but promoting a specific read does. I remember the READ posters from when I was in elementary school, and always wondered who the people were in the posters. (Haven’t you noticed it is often famous people that kids don’t know). She gives some great suggestions on how to get specific and make it work. For an example, “Make space on your bookshelves for books to be turned cover out instead of spine out” (p. 18).This article is a keeper!
Posted 10/21/2009 by Stephanie G Larsen
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Bronshteyn, K., & Baladad, R. (2006, September). Librarians as writing instructors: Using paraphrasing exercises to teach beginning information literacy. The Journal of Academic Librarianship, 32(5), 533-536. Retrieved October 19, 2009 from Library Literature & Information Full Text database.
This article provides a solid method for teaching students how to take notes, without plagiarizing. It gives assessment suggestions, including student self-assessment. Although the suggestions will have to be modified for younger students, this article is going in my teaching book for use in lessons when I finally get a librarian job!
Posted 10/21/2009 by Stephanie G Larsen
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Richardson, W. (2009). Becoming Network-Wise. Educational Leadership, 66(6), 26-31. Retrieved October 05, 2009, from Education Full Text database.
This is a good article about both how social networking is an important educational tool and also how educators can teach students to effectively use social networking. Richardson argues that students need certain skills to effectively use social networking tools for education, such as critically reading information and people, being able to use RSS feeds and effective writing skills. He also believes that students should not be taught information literacy skills in an educational unit, but these skills should be taught as a natural part of coursework. So, students learn to use information literacy skills throughout their educational career and these skills become second nature.
Badke, W. (2009). Stepping Beyond Wikipedia. Educational Leadership, 66(6), 54-58. Retrieved September 25, 2009, from Education Full Text database.
This seemed like an interesting companion to the above article. Badke expresses some frustrations with students' information skills, that they are not able to discern good information sources from bad. He espouses the idea of folding information literacy teaching into other coursework and gives some good examples of how to do that.
posted by Benjamin Wingard 10/15/2009
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Riedling, A.M. (2002). I Am Ready To Research. Where Do I Start? In Learning to learn: a guide to becoming information literate. New York: Neal-Schuman Publishing.
Excellent chapter on how to start research by learning how to start from a broad subject to narrowing it down by topic. Offers online resources on selecting a topic and several web sites offering online writing resources.
Discusses possible sources of information, learning to focus, thesis statement, and collecting information.
Posted by: Kim Leng 10/11/2009
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Riedling, A.M. (2002). How Do I Find the Information I Need? In Learning to learn: a guide to becoming information literate. New York: Neal-Schuman Publishing.
Provides a worksheet for a search plan that includes the following steps:
#1: Understand your research-assignment topic
#2: Create your search plan
#3: Decide on the types and formats of information sources you might need for your assignment
#4: Get ready to search by creating search statements
#5: Locate and obtain the information needed for your assignment
#6: Evaluate the information/resources you have gathered
Useful section of search tools and techniques explains the Boolean Logic: AND, OR, NOT. Includes explanation of limiters, truncation, phrase searching, wildcards, match-all search, and title searching.
Posted by: Kim Leng 10/11/2009
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California Community Colleges System Office. (2008). Basic Skills Initiative. http://www.cccbsi.org/
This Website is a must for anyone who will be working in the Academic Field. The BASIC SKILLS INITIATIVE site is funded by a grant from the Chancellor's Office in CA. According to the site the definition of Basic Skills/Literacy at the college level is is being proposed out of the need to provide basic skills, and by extension English as a Second Language (ESL), education to students underprepared for college-level work, including those unable to pass the California High School Exit Exam. (CASHEE). It contains a database filled with successful strategies and practices submitted by CA colleges to demonstrate quantitative and qualitative data to substantiate effectiveness in student programs. Their definition of Basic Skills is:
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Basic skills are those foundation skills in reading, writing, mathematics, and English as a Second Language, as well as learning skills and study skills, which are necessary for students to succeed in college-level work.
Posted by: Yolanda Ramirez 9/24/2009
Young, C. L. (2008). Incorporating undergraduate advising in teaching information literacy: Case study for academic librarians as advisors. The Journal of Academic Librarianship, 34(2), 139-44.
This article points out that the ACRL Information Literacy Competency Standards for Higher Education parallel the guidelines created by the National Academic Advising Association Council for Advancement standards. In a nutshell, the skills that make an effective librarian also make an effective advisor. Young notes that skills for conducting a reference interview, are an excellent tool to help students decide their academic path. At this particular institution, the librarian was also familiar with faculty, and could advise students which classes would best suit their learning styles. As an added bonus, students were more likely to come to the librarian with research questions, after their first meeting. Best of all, this provides an opportunity to collaborate with faculty.
Posted by Liz Pickering, 3/12/09
Dickinsen, G. K. (2006). The spirit of inquiry in information literacy. Teacher Librarian, 34(2), 23-7.
By comparing the precepts of the American Association of School Librarians Information Literacy Standards for Student Learning to John Dewey's educational theories, readers get a better understanding of both! What makes this particularly helpful is that Dickensen takes the standards in small chunks, then analyzes them against Dewey's theories, clearly describing where there are similarities. She concludes that information literacy skills do not just prepare students for more learning, but become a process that helps them in their daily lives.
Posted by Liz Pickering, 3/3/09
Albitz, Rebecca S. “The What and Who of Information Literacy
and Critical Thinking in Higher Education.” portal: Libraries
and the Academy 7.1 (2007): 97-109.
This article examines the disconnect that exists between teaching faculty and academic librarians regarding their common goal of graduating "information literate" students, able to be lifelong learners. One of the very first issues Albitz takes up is the difference in terminology between librarians and teaching faculty regarding the set of skills required to be lifelong learners. While faculty would call it "critical thinking", librarians are more likely to call it "information literacy". With no clear definition of terms, collaboration becomes problematic between faculty and librarians in this area. The second issue Albitz takes up is that librarians feel they have a subordiante role to teaching faculty, making them reluctant to take matters into their own hands regarding information literacy education. The author ends with recommending more collaboration and taking advantage of the librarians' expertise in their field in order to graduate people that are information literate critical thinkers. Posted by Ramez Mikhail
informaiton Literacy bib
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