This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century.
This book is intended to help widen and deepen the conversations between librarians and compositionists. How can we further build and strengthen teaching partnerships that invite students to engage in writing and information seeking and use as processes of inquiry, critical reflection, and meaning making? And what sometimes stands in the way of doing so? Written for both librarians and writing instructors, this publication considers these questions from multiple angles, including an explorations of:
Two dozen teachers, librarians, administrators, and writing center professionals share their expertise and insights on successfully utilizing the frameworks for writing and information literacy.
A place to discover ways to use the Framework for Information Literacy for Higher Education in instructional settings, as well as share your own activities and teaching resources related to the Framework. Resources include activities, assessment, assignments, bibliographies, blog posts, learning objects, and practitioner reflections. Results can be filtered by discipline, information literacy frame, institution type, license, and scope.
Blog with activities and assignments from the Oregon State University Libraries' Effective Research Assignments workshop. Categories include Audience, Topic Selection, Exploration, and Critical Reading & Evaluation.
LMU's homegrown multiple-choice and short answer information literacy test. The test was designed to test specific information literacy learning outcomes. The answer key is also available at https://lmu.box.com/v/seniortest2018
Learning outcomes addressed:
Lion's Guide to Research & the Library was developed to meet the information literacy learning outcomes associated with Loyola Marymount University's First Year Seminar course. The four modules that comprise this tutorial are integrated into each First Year Seminar and cover the basic research skills students need to succeed in college. While these modules are intended for freshman students, anyone needing a research refresher course will benefit from completing this tutorial.
Rewired: Research-Writing Partnerships within the Frameworks highlights the clear connections between two important disciplinary documents—the Framework for Success in Postsecondary Writing (CWPA, NCTE, and NWP, 2011) and the Framework for Information Literacy for Higher Education (ACRL, 2016)—and examines partnerships between librarians and their colleagues who are teaching information literacy in new and impactful ways.
As people rely more and more on social media to get their news, the filter bubble becomes increasingly problematic. In this workshop, students learn how to evaluate whether a news site is reliable. This group activity takes about 30 minutes and can be used for many different audiences by adjusting the examples used.
Explores issues of the theory and practice of inclusive and reflective teaching in order to broaden students' understanding of power structures within the education system and in society.
More than 50 classroom-ready exercises to teach ACRL's "Framework for Information Literacy for Higher Education."
There is a large body of research on corporate ownership and control of traditional media, such as print, television, and radio. Comparatively, research about corporate control of what we see online is underdeveloped, yet search engines are often the first place students uncritically look for research as opposed to the library website, catalogs, and discovery services. Dr. Safiya Noble shows that Google image searches for black women often perpetuate and reinforce dominant narratives involving racism and misogyny.
This lesson introduces undergraduates to personal digital archiving (PDA) as an instructional bridge to research data management. PDA is the study of how people organize, maintain, use and share personal digital information in their daily lives. PDA skills closely parallel research data management skills, with the added benefit of being directly relevant to undergraduate students, most of whom manage complex personal digital content on a daily basis. By teaching PDA, librarians encourage authentic learning experiences that immediately resonate with students' day-to-day activities.
A white paper published by the Association of College & Research Libraries. Written by a working group of leaders from many parts of the association, this white paper explores and articulates three intersections between scholarly communication and information literacy. The paper also provides strategies for librarians from different backgrounds to initiate collaborations within their own campus environments between information literacy and scholarly communication.
"Common Ground at the Nexus of Information Literacy and Scholarly Communication" presents concepts, experiments, collaborations, and strategies at the crossroads of the fields of scholarly communication and information literacy. The seventeen essays and interviews in this volume engage ideas and describe vital partnerships that enrich both information literacy and scholarly communication programs within institutions of higher education.
The Threshold Achievement Test for Information Literacy (TATIL) is a new multiple-choice test based on the ACRL Framework for Information Literacy for Higher Education. The test is still in beta, with four modules currently being field tested.
Not Just Where to Click: Teaching Students How to Think About Information explores how librarians and faculty work together to teach students about the nature of expertise, authority, and credibility. It provides practical approaches for motivating students to explore their beliefs, biases, and ways of interpreting the world. Examines how academic libraries assess liaison activities and offers recommendations for documenting the impact of programs and services.
The National Survey of Student Engagement (NSSE) has a topical add-on module entitled "Experiences with Information Literacy." The module was developed in collaboration with college and university librarians. It asks students about their use of information and how much their instructors emphasized the proper use of information sources. The module complements questions on the core survey about higher-order learning and how much writing students do.
Performance-based tasks and writing prompts that measure critical thinking and written communication skills. Addresses some information literacy skills. Administered online.
The Critical-thinking Assessment Test (CAT) was developed with input from faculty across a wide range of institutions and disciplines, with guidance from colleagues in the cognitive/learning sciences and assessment and with support from the National Science Foundation (NSF). The CAT Instrument is a 1-hour test scored by faculty, and it was designed to assess a broad range of critical thinking and real world problem solving skills. Questions are short answer essay responses. There is some overlap with information literacy.
