Teaching Information Literacy: 50 Standards-Based Exercises for College Students
Abstract
Covering the basics of planning, collecting, and evaluating, each of the 50 standards-based exercises in this book address one or more of the ACRL Information Literacy Competency Standards for Higher Education and promote conceptual and applied skills via active learning, problem-based learning, and resource-based learning.
... Jones & Hafner (2021) identified some additional skills necessary for students to succeed in the digital learning environment, such as the ability to be able to identify really fast the information needed in the immense amount of data available to keep track of the thinking flow while navigating through various hypertexts and hyperlinks, to connect complex various ideas from diverse backgrounds, to create multimodal content, to manage big social networks, to interact and connect with others in virtual settings, to understand the risks of personal data and to protect from misuse of them by others. The vast amount of information might develop certain information anxiety, i.e., a feeling of being overwhelmed that comes when confronting a large information task (Burkhardt et al., 2010). Our focus is to discuss digital literacy in the context of higher education, for a better understanding of digital literacy and how it affects the way we study, we think, we teach, we connect and interact with others, we are conducting research and we are disseminating the results through writing academic and scientific papers. ...
Improving literacy skills has been of interest to researchers and it is strongly correlated with academic success. Investment in the education literacy is crucial even now or, more precisely, even more now, as it represents a significant part of preparing students for their independent learning and future work. In today's technologically driven, knowledge-based culture, young people need to be expert readers, writers, and thinkers to contend, compete, and succeed in the global economy. Higher education is evolving dynamically worldwide. After the medical crises during COVID-19 pushed faculty and higher education to shift to a totally digital environment, while facing economic and social insecurity, fast-paced changing labor work demands urged higher education to questioning its missions and roles. Digital technologies tremendously changed learning environment, especially the way knowledge is conveyed, transferred, and build up, as well as the way information is created, stored, and distributed.
... it is important to evaluate each source to determine the quality of the information accessible to you. Common evaluation criteria include: purpose and intended audience, authority and credibility, accuracy and reliability, currency and timeliness, and objectivity or bias (Mandalios, 2013;Burkhardt& MacDonald, 2010;Brock University Library, 2021). Each of these criteria will be explained in detail below: ...
This is a review paper that explored the concepts of information, disinformation and misinformation. The role of social media in facilitating the dissemination of information, disinformation and misinformation was carefully examined. The social media categories include Social networks such as Facebook, Twitter, WhatsApp, Linkedin; Media sharing networks such as Instagram, Snapchat, Youtube; Discussion forum such as Reddit, Quora, Digg; Bookmarking & content curation networks including Pinterest, Flipboard; Consumer review networks such as Yelp, Zomato, Tripadvisor; Blogging & publishing networks such as Wordpress, Tumblr, Medium; and Social shopping networks such as Polyvore, Etsy, Fancy. These categories of social media expose their users to solicited and unsolicited unverified information from diverse sources. The paper identified the criteria for siphoning reliable information from misinformation and disinformation on the social media to include: The purpose of the information, the target audience, authority and credibility of the author, accuracy and reliability of the information, currency and timeliness, objectivity or bias of the information; reputation of the publisher or sharer of the information.The paper recommended that social media users should regard information from social media as fake until it has been verified and proven otherwise; Government should prioritize digital literacy education rather than regulating social media; while librarians, communicators and educators should embark on public enlightenment campaign to promote digital literacy as the world moves towards socio-digital immersion.
... it is important to evaluate each source to determine the quality of the information accessible to you. Common evaluation criteria include: purpose and intended audience, authority and credibility, accuracy and reliability, currency and timeliness, and objectivity or bias (Mandalios, 2013;Burkhardt& MacDonald, 2010;Brock University Library, 2021). Each of these criteria will be explained in detail below: ...
This is a review paper that explored the concepts of information, disinformation and misinformation. The role of social media in facilitating the dissemination of information, disinformation and misinformation was carefully examined. The social media categories include Social networks such as Facebook, Twitter, WhatsApp, Linkedin; Media sharing networks such as Instagram, Snapchat, Youtube; Discussion forum such as Reddit, Quora, Digg; Bookmarking & content curation networks including Pinterest, Flipboard; Consumer review networks such as Yelp, Zomato, Tripadvisor; Blogging & publishing networks such as Wordpress, Tumblr, Medium; and Social shopping networks such as Polyvore, Etsy, Fancy. These categories of social media expose their users to solicited and unsolicited unverified information from diverse sources. The paper identified the criteria for siphoning reliable information from misinformation and disinformation on the social media to include: The purpose of the information, the target audience, authority and credibility of the author, accuracy and reliability of the information, currency and timeliness, objectivity or bias of the information; reputation of the publisher or sharer of the information.The paper recommended that social media users should regard information from social media as fake until it has been verified and proven otherwise; Government should prioritize digital literacy education rather than regulating social media; while librarians, communicators and educators should embark on public enlightenment campaign to promote digital literacy as the world moves towards socio-digital immersion.
... Det som vi her kaller lesestrategier, ligner til forveksling de «verktøyene» bibliotekarene alltid har brukt. Deres information literacy innebaerer å både definere et informasjonsbehov, finne riktig informasjon, anvende kildekritikk, bruke kunnskap om kilder og forstå den etiske dimensjonen i prosessen (Burkhardt & MacDonald, 2010). Begrepet er med andre ord vidt, og vi skal ikke gå inn på alle sider av det, men fagtradisjonen har en rekke praktiske tips å by på i møte med kilder -tips om konkrete lesestrategier leseren bør ha oversikt over. ...
One of the earliest Norwegian studies of students' ability to assess critical sources online was an additional survey of online reading in PISA 2009, in which about 1700 Norwegian students participated in a reading test. The Norwegian students performed on average in an international context on the online reading test, and the performance was similar to the Norwegian reading comprehension performance on the comparable paper and pencil test in PISA 2009. Through a qualitative study of student responses in this chapter, we find that only a small proportion of the students had response strategies that approached the source understanding the assignments requested, and that many students had a naive perception of the texts. A main finding was that the students did not seem to ask the right questions to the texts, or questions the authority of the texts. The chapter also proposes a didactic model for teaching sourcing in school disciplines.
... Hartog [8] sets out a whole set of lingo that has evolved around the concept including terms such as info-glut, techno-stress, and information addiction. Burkhardt et al. [9] define information anxiety as "a feeling of being overwhelmed that comes when confronting a large information task". Using more visual language, McCarthy [10] defines it as "a kind of stupor, a feeling that we simply can't keep up, can't read fast enough, don't know how to locate the information we need, don't have time to sort through or think about all the data surrounding us". ...
... Ο σχεδιασμός του μαθήματος βασίζεται στη γνώση αντίστοιχων περιπτώσεων στην Ελλάδα και στο εξωτερικό, στη μελέτη εγχειριδίων που περιλαμβάνουν οδηγίες και ασκήσεις σχετικά με τη διδασκαλία του ΠληΓρ στην ανώτατη εκπαίδευση (Burkhardt & MacDonald, 2010;Deane, 2010;Gillet et al., 2009) και στη δεκαετή εμπειρία της διδάσκουσας από τη συμμετοχή της σε αντίστοιχο πρόγραμμα ΠλΓρ στο Τμήμα Φιλολογίας του ΑΠΘ. Τα Πρότυπα Πληροφοριακού Γραμματισμού για την Εκπαίδευση Εκπαιδευτικών (ACRL, 2011) αποτέλεσαν τη βάση για τη σχεδίαση του όλου εγχειρήματος. ...
Το παρόν άρθρο παρουσιάζει τον σχεδιασμό, την εφαρμογή και την αξιολόγηση ενός μαθήματος Πληροφοριακού Γραμματισμού
ενταγμένου στο προπτυχιακό πρόγραμμα σπουδών του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης της Παιδαγωγικής
Σχολής του ΑΠΘ2
. Παρουσιάζονται αναλυτικά ο σχεδιασμός και το περιεχόμενο του μαθήματος, και εξηγούνται οι τροποποιήσεις που σημειώθηκαν τα δύο τελευταία χρόνια της εφαρμογής του. Ακολουθεί συζήτηση πάνω στις αξιολογήσεις των φοιτητών
και σχολιασμός των σημειώσεων και των παρατηρήσεων της διδάσκουσας κατά το ακαδημαϊκό έτος 2014-15, σχετικά με τα
δυνατά και τα αδύνατα σημεία του μαθήματος ως προς τα μέσα και τις μεθόδους. Τέλος, περιλαμβάνονται προτάσεις για περαιτέρω βελτίωση του συγκεκριμένου μαθήματος, καθώς και για την εισαγωγή της διδασκαλίας του Πληροφοριακού Γραμματισμού
στην εκπαίδευση εκπαιδευτικών στην Ελλάδα.
... This activity is helpful for introducing various search terms, databases or search engines, or evaluation criteria with similar effectiveness. It illustrates the following IL principles: 1) search tool have strengths and weaknesses, 2) search strategies increase relevant results and efficiency, 3) relying exclusively on one search tools excludes many resources; 4) critical evaluation of resources is required (Burkhardt, MacDonald, & Rathemacher, 2010). It may even be used to demonstrate the synthesis and information overload. ...
... Changing expectations once a course has started is more difficult than starting out with firm a classroom management plan (Marzano, et al., 2003). Best-practices for information literacy courses include problem-based instruction and active learning (Burkhardt, MacDonald, & Rathemacher, 2010). These tactics will keep the students engaged and demonstrate a need for the material, thereby reducing the number of classroom management issues. ...
As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians.
... Ο σχεδιασμός του μαθήματος βασίζεται στη γνώση αντίστοιχων περιπτώσεων στην Ελλάδα και στο εξωτερικό, στη μελέτη εγχειριδίων που περιλαμβάνουν οδηγίες και ασκήσεις σχετικά με τη διδασκαλία του ΠληΓρ στην ανώτατη εκπαίδευση (Burkhardt & MacDonald, 2010;Deane, 2010;Gillet et al., 2009) και στη δεκαετή εμπειρία της διδάσκουσας από τη συμμετοχή της σε αντίστοιχο πρόγραμμα ΠλΓρ στο Τμήμα Φιλολογίας του ΑΠΘ. Τα Πρότυπα Πληροφοριακού Γραμματισμού για την Εκπαίδευση Εκπαιδευτικών (ACRL, 2011) αποτέλεσαν τη βάση για τη σχεδίαση του όλου εγχειρήματος. ...
Το παρόν άρθρο παρουσιάζει το σχεδιασμό, την εφαρμογή και την αξιολόγηση ενός μαθήματος Πληροφοριακού Γραμματισμού ενταγμένου στο προπτυχιακό πρόγραμμα σπουδών του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης της Παιδαγωγικής Σχολής του ΑΠΘ. Παρουσιάζονται αναλυτικά ο σχεδιασμός και το περιεχόμενο του μαθήματος, και εξηγούνται οι τροποποιήσεις που σημειώθηκαν τα δύο τελευταία χρόνια της εφαρμογής του. Ακολουθεί συζήτηση πάνω στις αξιολογήσεις των φοιτητών και σχολιασμός των σημειώσεων και των παρατηρήσεων της διδάσκουσας κατά το ακαδημαϊκό έτος 2014-15, σχετικά με τα δυνατά και τα αδύνατα σημεία του μαθήματος ως προς τα μέσα και τις μεθόδους. Τέλος, περιλαμβάνονται προτάσεις για περαιτέρω βελτίωση του συγκεκριμένου μαθήματος, καθώς και για την εισαγωγή της διδασκαλίας του Πληροφοριακού Γραμματισμού στην εκπαίδευση εκπαιδευτικών στην Ελλάδα.
... (Sonley et al 2007) Assessment is most effective for long term learning when students get feedback, revise and reapply their learning in a new way. (Burkhardt and MacDonald 2010) According to Webber and Johnston, the ideal university model is one in which all students, teachers, researchers and administration are information literate. They list some barriers to this ideal, one being that information literacy is a complex subject and is not academically recognized, and another being that librarians have little status within the Universities, their "Sphere of influence" amongst the faculty is small, therefore IL is "marginalized by staff and students" and not often embedded into the curriculum. ...
Rapid changes in technology and the proliferation of online sources has made information literacy (IL) a necessary and valued skill in today’s society. Academic libraries are faced with the challenges of delivering IL instruction to their entire body of students even with decreased resources. There has been a growing trend in academic libraries to create online tutorials that teach IL in order to meet demand. This study primarily investigates the effectiveness of such an online tutorial in teaching within a third level college in Ireland. A case study approach was used to discover the effectiveness of an online tutorial in terms of learning outcomes. Questionnaires were used to compare learning outcomes after use of the online tutorial and taught classes. In depth interviews were conducted with students, focus groups of teaching staff and students were assembled and students were observed using the online tutorial. The study found that although the staff and students of IT Sligo placed a high value on IL skills, there is a lack of appropriate training in this area. The study established that there is support from the lecturing staff and students of IT Sligo in embedding the online tutorial in the curriculum. The study found that after a further collaborative process with stakeholders and further improvement of the online tutorial, integration into the curriculum should be easily achieved. This improvement would include universal design principles and improvement of multimedia principles. Other improvements include using a more socially constructivist framework. This study found that students and staff favour a blended learning environment therefore the online tutorial should be used in conjunction with taught classes. This study suggests that after improvements are made to the online tutorial it is an effective tool for the teaching of information literacy in IT Sligo.
This chapter acknowledges the widespread recognition of the importance of instruction in the area of information literacy and shows how information literacy and critical thinking, another vital skill demanded in more and more fields of endeavor, can be integrated as institutions seek to prepare their students to be able to function effectively in today's knowledge-based environment. Some attention is given to Information Literacy frameworks which aim to guide the development of information literacy and enhance delivery and assessment in this field. It recognizes the importance of information specialists and faculty in higher education institutions to be able to work together to establish and develop Information Literacy programs that will equip students with the relevant skills to be considered information literate. It also touches briefly on pedagogical approaches that may be taken in the delivery of Information Literacy instruction and emphasizes the importance of assessment as a means of enhancing the ultimate value of the process to students who participate.
The purpose of this study was to explore the current practices of information literacy instruction in the libraries of universities in Pakistan. The research method consisted of a quantitative approach using a structured questionnaire for empirical data collection, which was sent to the universities and degree awarding institutions recognized by the Higher Education Commission of Pakistan. The collected data was analyzed using the Statistical Package for Social Sciences software (SPSS version-24). Both the descriptive (frequency, percentage, mean, standard deviation) and inferential (Kruskal-Wallis, and Mann-Whitney U statistic) testing were applied for analyzing the data.
The findings of the study show that 63% of the responding university libraries offer information literacy (IL) education mostly to new students and this ranges from basic to advanced skills. Face-to-face delivery is the most popular IL delivery method. The IL instruction appears to take place in library training rooms. The outcome of this study will help the Library and Information Sciences (LIS) schools, library associations, and universities comprehend the present status of information literacy instructions in the libraries of Pakistani universities.
This chapter acknowledges the widespread recognition of the importance of instruction in the area of information literacy and shows how information literacy and critical thinking, another vital skill demanded in more and more fields of endeavor, can be integrated as institutions seek to prepare their students to be able to function effectively in today's knowledge-based environment. Some attention is given to Information Literacy frameworks which aim to guide the development of information literacy and enhance delivery and assessment in this field. It recognizes the importance of information specialists and faculty in higher education institutions to be able to work together to establish and develop Information Literacy programs that will equip students with the relevant skills to be considered information literate. It also touches briefly on pedagogical approaches that may be taken in the delivery of Information Literacy instruction and emphasizes the importance of assessment as a means of enhancing the ultimate value of the process to students who participate.
The period we live in is an age of information explosion. The tremendous developments of digital information and communication technologies have raised the problems of information overload or excessive production, consumption and complexity of information. Digital technologies have enabled access to alternative information easier and cheaper. But, this has led to the problem of information overload especially for the digital natives of digital age. In this study, it is aimed to discuss the individual and social dimensions of the information overload problem of digital natives, who are exposed to excessive information because of the new life style based on the facilities of digital technologies, in a theoretical level based on the related literature. The basic assumption of the study is that the technological developments that we normally think of as progress in society, and consequently the rapid changes in the production, consumption and dissemination of information, as well as in the relationships of individuals with information, bring about a number of side effects that make it increasingly difficult to predict and control subsequent processes at the social and individual level. In any case, even more and more increasing digital content has positive effects for young people who are most in contact with them, but they also have a lot of risks like information anxiety. As a result, the perceptions, use and assimilation of information by individuals has changed considerably compared to the previous periods. These changes have led to problems such as inferiority or quality of information, inability to distinguish real or true content from false content, excessive timewasting, and various types of cognitive, mental and physical disorders. Of course, access to too much content undermines the collective well-being at the community level, not only in the individual sense. The new threats and risks caused by information overload point to the dark side of the new world that confront individuals with a lot of information. Therefore, the problem of information overload and anxiety can be regarded as a source of new concern for the digital age, both individually and socially.
During some rounds of nuclear negotiations between the world powers and Iran, we noticed a situation in which some Twitter users were seemingly trying to disengage people from the flow of latest news about the most trending negotiation's hashtag, "#IranTalks". We recorded and sampled the tweets containing this hashtag on a random basis. We then marked the disengaging tweets based on some criteria and recorded the accounts responsible for these tweets in a list. Then, we applied social and organizational network analysis techniques and found strong evidence for the existence of a networked organization through which the accounts responsible for such tweeting behavior are connected. We believe the results of this study can stimulate more research about this social and organizational phenomenon and its possible impacts.
Relationship Marketing (RM) can be considered as important concept in library
environment. Unlike past, there is a need for customer orientation in order to
attract and retain customers in this competitive environment. For successful RM
there is a need for better communication. Communication can be regarded as
key to building relationships. The customer-library staff relationship is very much
important in this context. This study has investigated this relationship at the
Open University of Sri Lanka. Focus group technique was used to understand the
relationship. Both faculty members as well as students were included in the
study.
It was found that better communication strategies will lead for better customer
relationships. Furthermore the need for better communication skills can be
highlighted in terms of Information technology (IT) as well as interpersonal
communication. The communication problem can be observed from both parties
including customers (students and faculty members) as well as staff. A better
communication framework should be recommended as a strategy for
sustainable relationship marketing for the library in long-run.
Collaboration among librarians and faculty when designing courses can offer a new model of embedded librarianship that allows better scalability and opportunities for more authentic assessment. This column looks at one example at Central Piedmont Community College in Charlotte, North Carolina.
In this paper fundamental principles that might inform an approach to Information Literacy (IL) on the postgraduate level will be identified. Those are based on following premises:
• the aims of postgraduate/doctoral studies are different in comparison to earlier educational levels and face specific challenges due to the heterogeneity of student populations
• IL frameworks have to acknowledge and address this challenge by adjusting to specific needs of postgraduate students who operate in new information realms
• new modes of assessment are needed as a result of revolutionary changes in information landscapes and patterns of generation and use of scientific information
Teaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education, an important precondition for research practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularly as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0). Such profound changes suggest renewed conceptions and focal points of IL at the postgraduate level which will take into account the fluid nature of current information environments. After discussing changes in information landscapes brought about the Web 2.0 and examining transformed premises of scientific work within such environments, the authors will plea for re-conceptualizations of IL on the postgraduate level and propose new principles of IL frameworks and modes of assessment that will recognize this transformation.
Libraries are seeing an increased emphasis on instruction, as indicated by analyses of job ads and surveys of library directors, but librarians responsible for instruction report lacking confidence in their abilities, and feeling underprepared to take on teaching roles. Through a review of courses offered at American Library Association-accredited institutions and a content analysis of syllabi, this study examines the extent to which library and information science programs are preparing new instruction librarians. The findings reveal the extent of opportunities available for students to learn about and practice instruction, and analyze the content outcomes, topics, and assignments of these courses.
ResearchGate has not been able to resolve any references for this publication.