Tag Archives: information literacy

Enhancing Student Agency and Self-Efficacy Using ADDIE’S Evaluate Phase for a LIS 1001 Course Refresh

Peer-Reviewed Article, , , , , , ,

By Sarah Moukhliss, Ed.D., MLS
STEM Online Learning Librarian & CIRT/OER Liaison
Thomas G. Carpenter Library
University of North Florida

Abstract

This article outlines the initial development and iterative changes made by Online Learning Librarian Moukhliss during the course refresh of a one-credit-hour online undergraduate library research course. Specifically, it focuses on the Evaluate phase of the ADDIE instructional design process (Analyze, Design, Develop, Implement, Evaluate). Based on student feedback, Moukhliss incorporated greater voice and choice into the final research assignment.

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Negotiating the Power Dynamics of Librarian-Led Instruction: Strategies for Overcoming the Limits of One-Shot Instruction

Essay, , ,

Michelle Bishop, First-Year Experience Librarian,
Nicole Westerdahl, Research, Instruction, and Outreach Librarian,
and Deborah Bauder, Research, Instruction, and Outreach Librarian,
State University of New York at Oswego

Introduction

By its very nature, the traditional one-shot information literacy instruction session goes against most pedagogical best practices, yet remains a common format for instruction in academic libraries. The typical one-shot, as implied by its name, is a one-time instructional session where librarians provide varying levels of instruction on library or research related topics. The persistent struggles associated with this teaching model continue to dominate the information literacy literature. The history of this discussion has centered on debates about the instructional role of librarians, calls for better collaborations with discipline faculty, meaningful assessment, inclusive teaching practices, librarian burnout, and effective professional development. Despite the abundance of articles addressing these challenges, librarians continue to grapple with this instructional method and to explore creative approaches to mitigate the many well-documented pedagogical challenges of the one-shot.

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Microdosing Information Literacy: Embedding Information Literacy to Improve Research Skills

Peer-Reviewed Article, , ,

Alison Downey, Assistant Professor of LIbrary Science at Valparaiso University
Holly Cross, Assistant Professor of Psychology at Valparaiso University
Abbie Thompson, Assistant Professor of Psychology at Valparaiso University

Abstract

In the summer of 2022, a librarian and 2 psychology faculty at Valparaiso University, a small liberal arts college, created a hybrid embedded IL intervention for introductory psychology courses to cover a broad range of research skills while limiting alterations to the existing course schedule. This model supports the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy in Higher Education with extensive collaboration between librarians and subject faculty. The goal of this initiative was to develop a curriculum, covering multiple facets of IL, that could be integrated into any current introductory psychology class without significant alterations to class content while expanding beyond the traditional one-shot model, in addition to,increasing students’ IL proficiencies. The IL intervention included: a set of online micro lessons, a classroom activity addressing authority and evaluation of potential misinformation, and a scaffolded semester-long project on gathering, evaluating and disseminating psychological research. Though content creation and collaboration required more time and effort at the beginning of the initiative, the outcome can be used in future semesters with few modifications. At both the start and completion of the semester, the control courses, and the 2 embedded IL courses, were administered self-assessment surveys and objective, quantitative post-test of IL knowledge and skills. Results from the pilot semester indicated that students participating in the intervention felt more confident in their research abilities, understanding of IL, and comfort working with the psychology librarian. This article will review the intervention and curriculum that was developed, feedback from students, address pitfalls and hurdles of integrating IL, and share lessons learned on how this model can be integrated in introductory psychology courses at other universities.

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Questions for a Crisis (Book Review)

Review, , , ,

Paradoxes of Media and Information Literacy: The Crisis of Information
By Jutta Haider and Olof Sundin (Routledge, 2022)
Reviewed by Barbara Fister

In a new book, two Swedish LIS researchers lay out a series of “paradoxes” that face librarians and others who struggle to align their media and information literacy programs with the needs of the present moment, drilling deeply into issues that practitioners will find familiar – and enormously challenging.

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Memes and the Art of Literacy Maintenance

Essay, ,

By Beth Carpenter, User Services & Instruction Librarian
Transylvania University
and
Bria Sinnott, Arts & Communication Librarian
Towson University

Abstract

Memes are powerful social media tools, but also powerful information literacy artifacts. Through theory and practice, memes have an important place in how we understand the way our students are thinking, how we can envision the future of information literacy, and how we can have some fun in the process.

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