In Their Own Words: Using First-Year Student Research Journals to Guide Information Literacy Instruction

2018 ◽  
Vol 18 (1) ◽  
pp. 141-161 ◽  
Author(s):  
Glenda M. Insua ◽  
Catherine Lantz ◽  
Annie Armstrong
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
First Year ◽  
Student Research ◽  
Information Literacy Instruction ◽  
First Year Student

scholarly journals Instructional Characteristics of Information Literacy Programs in the First College Year

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Jennifer R. Keup ◽  
Ryan D. Padgett ◽  
Cindy A. Kilgo ◽  
Anne-Marie Deitering
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Information Technologies ◽  
National Sample ◽  
First Year ◽  
Instructional Tools ◽  
Institutional Practices ◽  
First Year Students ◽  
Information Literacy Instruction ◽  
Instructional Characteristics

Drawing from a national sample of 465 institutions, this descriptive study explores the instructional and pedagogical characteristics of course-based information literacy (IL) education in the first year of college. These national data indicate that information literacy instruction is an institutional priority for first-year students but that delivery methods, pedagogy, and evaluation of student learning outcomes rely upon more traditional approaches such as IL instruction in English courses and first-year seminars; librarians as the primary content developers and instructors; classroom activities, lectures, research papers, and presentations as common instructional tools; and an underutilization of information technologies. While analyses of institutional practices suggest emerging areas of information literacy instruction, these strategies have yet to gain prominence on campuses across the country.

On their own terms

2019 ◽  
Vol 47 (2) ◽  
pp. 169-192
Author(s):  
Elizabeth Kocevar-Weidinger ◽  
Emily Cox ◽  
Mark Lenker ◽  
Tatiana Pashkova-Balkenhol ◽  
Virginia Kinman
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Research ◽  
First Year ◽  
Literacy Curriculum ◽  
Research Skills ◽  
First Year Students ◽  
Content Type ◽  
Information Literacy Instruction

Purpose The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education. Design/methodology/approach The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college. Findings The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction. Practical implications Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths. Originality/value This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.

scholarly journals “She Has a Vocabulary I Just Don’t Have”: Faculty Culture and Information Literacy Collaboration

2013 ◽  
Vol 5 (4) ◽  
pp. 235-242
Author(s):  
Carolyn Caffrey Gardner ◽  
Jamie White-Farnham
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
First Year ◽  
Writing Program ◽  
Faculty Culture ◽  
First Year Writing ◽  
Information Literacy Instruction

The authors describe difficulties pertaining to discipline-specific discourse and identity among collaborators during the process of revising the information literacy component of a first-year writing program. Hardesty’s term “faculty culture” offers a frame through which to understand resistance and tension among otherwise engaged faculty and situates this experience within the uncomfortable history between faculty and librarians who may be perceived as “inauthentic” faculty. The authors suggest ways to improve communication between librarians and writing program faculty when collaborating on information literacy instruction.

The art of the real: fact checking as information literacy instruction

2020 ◽  
Vol 48 (1) ◽  
pp. 19-31
Author(s):  
Jamie M. Addy
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Pedagogical Practices ◽  
First Year ◽  
Valuable Insight ◽  
Digital Information ◽  
First Year Students ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Fact Checking

Purpose The purpose of this paper is to discuss how academic librarians tasked with research instruction can use connections between digital, civic and information literacy to combat polarization and misinformation through skill-based instruction. Design/methodology/approach The paper discusses a wealth of original data centered on first year students and their information literacy abilities. Discussion of two data sets (one pre/post scored by rubric and one mixed methods) is included to demonstrate the following: existing information literacy skills among a sample cohort of first year students and pre-/post-test assessments from the pilot program for a digital literacy curriculum, along with qualitative responses. Findings This paper outlines ways in which information literacy instruction with a fact checking curriculum can help students evaluate digital information more accurately. Originality/value This paper provides valuable insight into pedagogical practices that center information literacy as it relates to civic engagement, digital polarization, and the decline of trust and civility since the 2016 Election of President Trump.

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