A shift from bibliographic instruction to information literacy in the United States

2017 ◽  
Vol 78 ◽  
pp. 27-53
Author(s):  
Makiko Ueoka
Keyword(s):  
United States ◽  
Information Literacy ◽  
The United States ◽  
Bibliographic Instruction

scholarly journals Teaching Metaliteracy in the Religious Studies Classroom

2020 ◽  
Vol 1 (2) ◽  
pp. 21-30
Author(s):  
Marianne Delaporte Kabir ◽  
Sanjyot Walawalkar
Keyword(s):  
United States ◽  
Information Literacy ◽  
Collaborative Work ◽  
The United States ◽  
Religious Studies ◽  
Search Strategies ◽  
The Internet ◽  
Lifelong Learners ◽  
Discrete Search ◽  
Team Based Learning

This paper reflects upon the collaborative work between a professor and a librarian, who constructed a course on religious communes in the United States implementing the seven elements of metaliteracy as put forth by Jacobson and Mackey (2013). The shifting terrain of information literacy is hard enough for librarians to traverse, but it can feel insurmountable for professors in the classroom. Working side by side with a librarian can be one of the most fruitful ways for professors to advance in this field. The seed for this project came from a collective intent to create lifelong learners with strong habits of inquiry rather than merely teaching students discrete search strategies and skills. By using technology and team based learning, we opened up students to a critical yet empathetic understanding of religion and to help them develop as informed users and creators on the internet.  

A Short History of Instruction in the Use of Libraries

2013 ◽  
pp. 32-41
Author(s):  
Rosanne M Cordell
Keyword(s):  
United States ◽  
20Th Century ◽  
Information Literacy ◽  
Academic Libraries ◽  
The United States ◽  
Short History ◽  
Academic Context ◽  
The Status ◽  
History Of ◽  
Area Of Study

Instruction in the use of academic libraries has a long history but was not well established as a permanent and formal part of academic libraries in the United States until well into the 20th century. It has taken many forms, but none are likely to be maintained as formal programs unless measures are taken to move them beyond the status of the efforts of single individuals. The development of information literacy as an area of study coincided with the institutionalization of instruction programs and has given academic context and form to the curricula for instruction in the use of academic libraries.

scholarly journals Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

2010 ◽  
Vol 71 (3) ◽  
pp. 203-222 ◽  
Author(s):  
Jacqui Weetman DaCosta
Keyword(s):  
Higher Education ◽  
United States ◽  
Information Literacy ◽  
Faculty Perceptions ◽  
The United States ◽  
Literacy Skills ◽  
Skills Gap ◽  
Practical Reality ◽  
Information Literacy Skills ◽  
Information Skills

Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.

scholarly journals Believing the Unbelievable: Understanding Young People's Information Literacy Beliefs and Practices in the United States

2015 ◽  
Vol 9 (3) ◽  
pp. 325-348 ◽  
Author(s):  
Miriam J. Metzger ◽  
Andrew J. Flanagin ◽  
Alex Markov ◽  
Rebekah Grossman ◽  
Monica Bulger
Keyword(s):  
United States ◽  
Information Literacy ◽  
The United States ◽  
Literacy Beliefs ◽  
Beliefs And Practices

Survey of information literacy instructional practices in academic libraries

2019 ◽  
Vol 52 (4) ◽  
pp. 964-971 ◽  
Author(s):  
Noa Aharony ◽  
Heidi Julien ◽  
Noa Nadel-Kritz
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Online Survey ◽  
The United States ◽  
Shared Responsibility ◽  
Academic Librarians ◽  
Multiple Challenges

This paper reports a study of information literacy instructional practices in Israeli academic libraries, conducted to understand the methods and approaches used by academic librarians in their instructional work, and to explore whether their practices have been influenced by the ACRL Framework for Information Literacy for Higher Education. The study used an online survey to gather data, an instrument based on one used successfully in similar surveys in Canada and the United States. The survey was completed by Israeli academic librarians with instructional responsibilities. Findings show that respondents believe that information literacy instruction is a shared responsibility, and that one-on-one instruction is the most-used approach. Results reveal multiple challenges faced by respondents, as well as opportunities for improvement in their instruction.

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