Information Literacy

Informatievaardigheden brandstof bij levenslang leren

by Jaap Walhout

Informatievaardigheden voor leraren

by Jaap Walhout

Assessment with rubrics: An efficient and objective means of assessing student outcomes in an information resources class

by Missy Murphey

Content in context met LibGuides

by Bert Huizing

Published in: Pictogram 2/jaargang 2012 mei

This (Dutch language) describes the implementation of LibGuides at the University of Groningen. The LibGuides ( more This (Dutch language) describes the implementation of LibGuides at the University of Groningen. The LibGuides ( http://libguides.rug.nl/browse.php?o=s ) are mostly focused on the scientific (subject) areas of the University.
Every area has its own LibGuide in which content and sources in the context of the subject has been made available.

Do You See What I See?: Comparing Student and Librarian Perceptions of Learning Outcomes

by Faith Steele

In 2009 the Research and Instructional Services Department
at Raynor Memorial Libraries at Marquettemore In 2009 the Research and Instructional Services Department
at Raynor Memorial Libraries at Marquette
University, began using the Association of College &
Research Libraries (ACRL) Information Literacy Competency
Standards for Higher Education to track and
assess the information literacy competencies of instructional
sessions.1 Instructional sessions were entered
into a locally developed database and mapped to
the ACRL information literacy standard(s) addressed
in each session, as perceived by the librarian. Students
who participated in a research consultation session
were surveyed on their perception of the information
literacy standards addressed in the session and overall
effectiveness of the session. Responses from the students
and librarians were collected and correlated for
an in-depth look at information literacy standards in
research consultations conducted in 2010.

Information violence and the myth of interactivity: why new media do not mean democracy.

by Jan Motal

In Božena Baluchová - Jana Matúšová - Beata Slobodová. Budúcnosť médií. Piešťany: MEDIATIKA, 2012. od s. 223-241, 18 s. ISBN 978-80-971009-0-2. (In czech)

This theoretical study examines the myth of cyberculture being democratic. Author adapts the Philippe Breton's concept... more This theoretical study examines the myth of cyberculture being democratic. Author adapts the Philippe Breton's concept of democracy as a symmetric speech act, and seeks for this symmetry within the internet, taking notice of the men's situation in particular, democratic divide and interactivity. The man as a central category of democracy stands opposed to technodeterminism and tries to revaluate the question of man's meaning as opposed to the utopian transhumanism. Besides the discourse of utopian, dystopian and social sciences, men's situation in the information society is viewed on the basis of his hermeneutics.

Online peer assessment: helping to facilitate learning through participation

by Geoff Walton

Co-authored with Jamie Cleland, published in Journal of Learning Development in Higher Education, 2012

The focus of this article is on the combination of enquiry-based learning, information literacy and e-learning and how... more The focus of this article is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety-eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. Qualitatively, the results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. Quantitatively, a comparison between formative and summative assessment results indicates statistically significant differences in the grades obtained prior to and post the peer assessment learning intervention. The article concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways.

At the Intersection of Dog and Library

by Paul Lai

Poster presented at the St. Catherine University Library and Information Science Program's Annual Summit, April 30, 2012, St. Paul, MN. Based on a paper written for the Introduction to Library and Information Science course in the program for Fall 2011.

Considering the place of dogs in libraries not only reminds librarians to think about the physical and nondigital... more Considering the place of dogs in libraries not only reminds librarians to think about the physical and nondigital aspects of library members’ experiences with reading and information access but also suggests an alternative perspective on technology. Instead of understanding technology only as digital and machine-based, seeing dogs as technology emphasizes the instrumental quality of technology and focuses attention on what ends might be achieved in their use. In the case of dogs, librarians have begun to bring dogs into libraries for two major purposes—to encourage reading for young children and to offer stress relief for college students. Both of these purposes reflect a sense of community-building at the heart of librarianship. Furthermore, both reflect a trend towards thinking of librarianship as a broader practice of facilitating learning rather than as solely the practice of delivering services and access to collections.

Managing a SAM-based Computer Literacy Program

by Sandra C. Neill

Co-authored/presented with Miguel Roman (George Brown College) at Course Technology Conference, San Francisco CA 2006.

Alternate reality gaming to support information literacy.

by Nicola Whitton

Co-authored with Rosie Jones

Effectiveness of Course-Integrated and Repeated Library Instruction on Library Skills of Education Students

by Penny Beile

Given the investment in librarian time and energy and faculty and student time constraints, it was deemed important to... more Given the investment in librarian time and energy and faculty and student time constraints, it was deemed important to assess effectiveness of course-integrated library instruction, and more specifically, whether repeated library instruction has a cumulative effect on student learning. As such, students who began the study with no prior library instruction experience (n=45) were contrasted with students who had completed a library walking tour and worksheet (n=34) and with those who had attended previous course-integrated library instruction (n=27). A pre-test/post-test research design was utilized, with course-integrated library instruction as treatment. Analysis indicated a statistically significant difference (dependent t(105)=2.18, p<.05) between pre-test (M=49.43, SD=19.24) and post-test (M=77.69, SD=14.64) scores. However, an analysis of variance (ANOVA) revealed students with no prior library instruction experience did not significantly differ from those who completed a walking tour and worksheet or those who attended a prior course-integrated library instruction session (F(2,103)=1.63, p=.2).

Assessing Information Competence of Students using iSkills™ : a Commercially-Available, Standardized Instrument

by Penny Beile

Proceedings/pre-print. Brasley, Stephanie, Penny Beile, and Irv Katz. (2009). “Assessing Information Competence of Students using iSkills: A Commercially-available, Standardized Instrument,” in S. Hiller et al. (Eds.), Proceedings of the 2008 Library Assessment Conference (pp. 105-114). Washington, DC: ARL.

The iSkills instrument plays a key role in several assessment projects being conducted throughout the California State... more The iSkills instrument plays a key role in several assessment projects being conducted throughout the California State University (CSU) system and at the University of Central Florida (UCF). This paper, which supplements the 2008 Library Assessment Conference panel, is presented in three parts. The first section addresses the instrument’s purpose and development and the latter sections detail how UCF and CSU are using iSkills to assess student learning and evaluate instructional efficacy.

Assessing An Institution-Wide Information Fluency Program: Commitment, Plan, and Purposes.

by Penny Beile

University of Central Florida faculty and administrators recently endorsed a library-initiated proposal to integrate... more University of Central Florida faculty and administrators recently endorsed a library-initiated proposal to integrate information fluency across the curriculum. The information fluency proposal was drafted in response to a university-wide call for proposals for a quality enhancement plan, which is a requirement for reaffirmation by the institution’s regional accrediting body. After selecting information fluency as the winning proposal, university administrators, program and library faculty, and other support units collaborated to develop a comprehensive implementation and assessment plan. This article describes the role and purpose of a quality enhancement plan and the process by which information fluency was selected as a campus-wide core competency. The purposes to which program assessment results can be used are offered as is a description of the information fluency assessment plan at the University of Central Florida. The article concludes with observations regarding the anticipated impact of implementing and assessing information fluency on the Libraries and other support units.

Development and Validation of the Information Literacy Assessment Scale for Education (ILAS-ED).

by Penny Beile

No population exists where it is more important to produce information literate individuals than teacher candidates,... more No population exists where it is more important to produce information literate individuals than teacher candidates, yet few would suggest that practitioners newly entering the field are adequately prepared to model and teach information literacy to their students. Consequently, information literacy has recently been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Only in the last few years has there been an attempt to develop a standardized scale to assess general information literacy skills, and at the time of this writing no standardized tool exists that measures the information literacy levels of teacher candidates.

This study documents the development and validation of a standardized instrument to measure teacher candidates’ information literacy skills levels based on the International Society for Technology in Education’s 2000 National Educational Technology Standards for Teachers and the Association of College and Research Libraries’ 2000 Information Literacy Competency Standards for Higher Education. Undergraduate students enrolled in the teacher education program at the University of Central Florida were identified and asked to complete a test consisting of 22 multiple-choice test items and 13 demographic and self-percept items. A number of procedures designed to enhance validity and reliability of the scale were integrated throughout its development. Results of the test were also submitted to analysis.

This project is part of a national initiative to develop standardized information literacy assessment tools specific to a discipline, and is spear-headed by the Project for the Standardized Assessment of Information Literacy Skills and the Institute for Library and Information Literacy Education. Use of the instrument described herein will allow librarians and teaching faculty a means to inform curricular and instructional decisions, and results can be used for internal and external benchmarking of education students’ information literacy skills levels.

The ILAS-ED: A Standards-Based Instrument for Assessing Pre-Service Teachers' Information Literacy Levels

by Penny Beile

Few constituencies exist where it is more important to produce information literate individuals than teacher... more Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners newly entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills of teacher candidates.

This paper describes the development and validation of the Information Literacy Assessment Scale in Education (ILAS-ED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.

Exploring Behaviour In the Online Environment: Student Perceptions of Information Literacy

by Martin Oliver

Smith, J & Oliver, M. (2005) Exploring behaviour in the online environment: student perceptions of information literacy. ALT-J: Research in Learning Technology, 13 (1), 49–65.

The aim of this paper is to show how information literacy can be conceptualised as a key learning process related to... more The aim of this paper is to show how information literacy can be conceptualised as a key learning process related to discipline and academic maturity, rather than as a generic skill. Results of a small- scale study including questionnaires and observation of student behaviour are reported and analy- sed in relation to Bruce’s ‘seven faces of information literacy’ framework. The findings illustrate that information literacy is a highly situated practice that remains undeveloped through mandatory schooling. Some methodological issues are considered in relation to researching information liter- acy, including the limits of the Bruce model as a framework for analysis. We also show how decon- textualised courses can foreground and privilege certain behaviours that are beneficial but that developing higher-level information literate attitudes is likely to be an iterative and contextualised process.

InfoLit Global–międzynarodowy projekt na rzecz rozwoju edukacji informacyjnej

by Ewa Rozkosz

Kompetencje informacyjne w procesie uczenia się przez całe życie. Wytyczne = Guidelines on Information Literacy for Lifelong Learning

by Ewa Rozkosz

Ed. Jesus Lau ; transl. Ewa Hajdasz, Matylda Filas, Justyna Jasiewicz, Renata Piotrowska, Ewa Rozkosz, Grzegorz Winnicki, Zuza Wiorogórska

Creating a College-wide Computer Literacy Program

by Sandra C. Neill

Co-authored/presented with Miguel Roman (George Brown College) at League for Innovation in the Community College conference, Denver CO 2008.

Using assignment data to analyse a blended information literacy intervention: A quantitative approach

by Geoff Walton

Co-authored with Mark Hepworth, Journal of Librarianship and Information Science, 2012 OnlineFirst

This research sought to determine whether a blended information literacy learning and teaching intervention could... more This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students’ information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact.