Step by Step through the Scholarly Conversation: A Collaborative Library/Writing Faculty Project to Embed Information Literacy and Promote Critical Thinking in First Year Composition at Oregon State University

2008 ◽  
Vol 15 (1-2) ◽  
pp. 57-79 ◽  
Author(s):  
Anne-Marie Deitering ◽  
Sara Jameson
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
First Year ◽  
State University ◽  
First Year Composition ◽  
Oregon State University

Information Literacy Education for First-Year Composition Students

2018 ◽  
pp. 85-121 ◽  
Author(s):  
Monica D. T. Rysavy ◽  
Russell Michalak ◽  
Kevin Hunt
Keyword(s):  
Information Literacy ◽  
Business Students ◽  
Literacy Skills ◽  
First Year ◽  
Literacy Assessment ◽  
First Year Students ◽  
Composition Students ◽  
First Year Composition ◽  
Composition Course ◽  
International Graduate

This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.

scholarly journals The Collision of Two Lexicons: Librarians, Composition Instructors and the Vocabulary of Source Evaluation

2016 ◽  
Vol 11 (1) ◽  
pp. 23 ◽  
Author(s):  
Toni M. Carter ◽  
Todd Aldridge
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
Rhetoric And Composition ◽  
Student Writing ◽  
First Year ◽  
Source Evaluation ◽  
First Year Composition ◽  
Composition Instructors ◽  
Writing Assignment ◽  
Writing Sample

Abstract Objective – The study has two aims. The first is to identify words and phrases from information literacy and rhetoric and composition that students used to justify the comparability of two sources. The second is to interpret the effectiveness of students’ application of these evaluative vocabularies and explore the implications for librarians and first-year composition instructors’ collaborations. Methods – A librarian and a first-year composition instructor taught a class on source evaluation using the language of information literacy, composition, and rhetorical analysis (i.e., classical, Aristotelian, rhetorical appeals). Students applied the information learned from the instruction session to help them locate and select two sources of comparable genre and rigor for the purpose of an essay assignment. The authors assessed this writing assignment for students’ evaluative diction to identify how they could improve their understanding of each other’s discourse. Results – The authors’ analysis of the student writing sample exposes struggles in how students understand, apply, and integrate the jargon of information literacy and rhetoric and composition. Assessment shows that students chose the language of rhetoric and composition rather than the language of information literacy, they selected the broadest and/or vaguest terms to evaluate their sources, and they applied circular reasoning when justifying their choices. When introduced to analogous concepts or terms between the two discourses, students cherry-picked the terms that allowed for the easiest, albeit, least-meaningful evaluations. Conclusion – The authors found that their unfamiliarity with each other’s discourse revealed itself in both the class and the student writing. They discovered that these miscommunications affected students’ language use in their written source evaluations. In fact, the authors conclude that this oversight in addressing the subtle differences between the two vocabularies was detrimental to student learning. To improve communication and students’ source evaluation, the authors consider developing a common vocabulary for more consistency between the two lexicons.

Multimodal Information Literacy in Higher Education

2020 ◽  
pp. 97-120
Author(s):  
Marlee Givens ◽  
Liz Holdsworth ◽  
Ximin Mi ◽  
Fred Rascoe ◽  
Alison Valk ◽  
...  
Keyword(s):  
Information Literacy ◽  
First Year ◽  
Technology In Education ◽  
Library Instruction ◽  
Multimodal Texts ◽  
First Year Composition ◽  
Composition Instructors ◽  
Multimodal Information ◽  
Integrated Or ◽  
University Setting

This chapter addresses technology in education, multimodal texts, and information literacy in a STEM research-focused university setting. Students produce multimodal content in first year composition classes, but composition instructors lack the skills required to teach students multimedia technology. Librarians respond to the needs of the faculty and students they support. Library instruction takes place within the composition class (course-integrated or “one-shot” instruction) or in a multimedia classroom at the library. The librarians bring technical skills as well as a grounding in information literacy, and their instruction increases students' written, sonic, visual and data literacy. As a result, students become more savvy content consumers as well as creators.

scholarly journals Chapter 10. Writing Information Literacy in First-Year Composition: A Collaboration among Faculty and Librarians

2016 ◽  
pp. 211-233 ◽  
Author(s):  
Donna Scheidt ◽  
William Carpenter ◽  
Robert Fitzgerald ◽  
Cara Kozma ◽  
Holly Middleton ◽  
...  
Keyword(s):  
Information Literacy ◽  
First Year ◽  
First Year Composition

The Possibilities of Uncertainty

2020 ◽  
Vol 20 (1) ◽  
pp. 141-148
Author(s):  
Joshua Daniel-Wariya ◽  
Lynn C. Lewis
Keyword(s):  
First Year ◽  
State University ◽  
Oklahoma State University ◽  
Hidden Information ◽  
Sources Of Uncertainty ◽  
First Year Composition ◽  
Potential Sources ◽  
Analytic Complexity

This article describes the rationale, development, and implementation of a digital archival curriculum within the first-year composition program at Oklahoma State University. Such a curriculum helps students engage genuine inquiry to discover arguments rather than defend their existing beliefs. Analytic complexity and hidden information are offered as potential sources of uncertainty.

scholarly journals Using Rubrics to Collect Evidence for Decision-Making: What do Librarians Need to Learn?

2007 ◽  
Vol 2 (3) ◽  
pp. 27 ◽  
Author(s):  
Megan Jane Oakleaf
Keyword(s):  
Decision Making ◽  
Information Literacy ◽  
Reliability And Validity ◽  
Quality Data ◽  
First Year ◽  
Online Information ◽  
State University ◽  
First Year Students ◽  
North Carolina State University ◽  
Expert Status

Objective - Every day, librarians make decisions that impact the provision of library products and services. To formulate good decisions, librarians must be equipped with reliable and valid data. Unfortunately, many library processes generate vast quantities of unwieldy information that is ill-suited for the evidence based decision-making (EBDM) practices librarians strive to employ. As a result, librarians require tools that facilitate the translation of unmanageable facts and figures into data that can be used to support decision-making. One such tool is a rubric. Rubrics provide at least four major benefits to librarians seeking to use EBDM strategies and merit further investigation. To this end, this study examined 1) librarians’ ability to use rubrics as a decision facilitation tool, 2) barriers that might prevent effective rubric usage, and 3) training topics that address potential barriers. Methods - This study investigated librarians’ use of rubrics as an EBDM tool to improve an online information literacy tutorial. The data for the study came from student responses to open-ended questions embedded in an online information literacy tutorial called LOBO used by first-year students in English 101 at North Carolina State University (NCSU). Fifteen academic librarians, five instructors, and five students applied rubrics to transform students’ textual responses into quantitative data; this data was statistically analyzed for reliability and validity using Cohen’s kappa. Participant comment sheets were also examined to reveal potential hurdles to effective rubric use. Results - Statistical analysis revealed that a subset of participants included in this study were able to achieve substantially valid results. On the other hand some librarian participants included in the study were unable to achieve an expert level of validity. Non-expert participants alluded to roadblocks that interfered with their ability to provide quality data using rubrics. Conclusions - Participant feedback can be categorized into six barriers that may explain why some participants could not attain expert status: 1) difficulty understanding an outcomes-based approach, 2) tension between analytic and holistic rubric structures, 3) failure to comprehend rubric terms, 4) disagreement with rubric assumptions, 5) difficulties with data artifacts, and 6) difficulties understanding local library context and culture. Each of these barriers can be addressed through training, and topics to maximize the usefulness of a rubric approach to EBDM are suggested.

scholarly journals Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Natalie Tagge
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Medical School ◽  
Information Literacy ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Information Literacy Skills ◽  
First Year Medical Students

Background: While the term “information literacy” is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum.Case Presentation: This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students. The model provides first-year medical students with the opportunity to learn information literacy skills, critical thinking skills, and teamwork, and then practice these skills throughout the pre-clerkship years.Conclusions: The curriculum was deemed a success and will be included in next year’s first-year curriculum. Faculty have reported substantial improvements in the information sources that first-year medical students are using in subsequent clinical reasoning conferences and in other parts of the curriculum. The effectiveness of the curriculum model was assessed using a rubric.

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