scholarly journals Giving Government Information the Green Light: Creating and Using the Stoplight Evaluation Guide in the Information Literacy Classroom

2016 ◽  
Vol 44 (1) ◽  
pp. 14 ◽  
Author(s):  
Kathy Karn-Carmichael ◽  
Kari D. Weaver
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Green Light ◽  
Search Strategies ◽  
Government Information ◽  
Scholarly Publications ◽  
Library Resources ◽  
Teaching Faculty

Guiding students to use appropriate information for research can be a difficult task in the higher education classroom. As students enter the collegiate ranks, librarians and teaching faculty must work hard to move students away from their Google-centric search strategies and instead use databases of scholarly publications and other appropriate library resources.

scholarly journals Beyond Google

2021 ◽  
Author(s):  
Brenda Carter
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Search Strategies ◽  
The Internet ◽  
Online Search ◽  
Research Skills ◽  
First Choice ◽  
Library Resources ◽  
Students First ◽  
Google Search

The internet is often students’ first choice when researching school assignments; however students’ online search strategies typically consist of a basic Google search and Wikipedia. The creation of library intranet pages providing a range of search tools and the teaching of customised information literacy lessons aim to better utilise library resources and improve students’ research skills and learning outcomes.

Cross-institutional collaboration for transfer student success

2019 ◽  
Vol 47 (3) ◽  
pp. 261-268
Author(s):  
Kaela Casey ◽  
Linda Kennedy ◽  
Janet Pinkley ◽  
Laura Worden
Keyword(s):  
Higher Education ◽  
General Education ◽  
Transfer Students ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Content Type ◽  
Transfer Success ◽  
Library Resources ◽  
Potential Applications ◽  
Teaching Faculty

Purpose Each of Ventura County’s four public institutions of higher education list information literacy (IL) as either an institutional outcome or general education outcome for their students. Despite this, communication between the four campuses on this topic was limited. Librarians from these institutions applied to be part of the grant-funded Project ALAS Faculty Fellows Program to find ways to collaborate with each other and with teaching faculty to support the development of IL skills in transfer students. Design/methodology/approach Librarians from Ventura County’s four public institutions of higher education, with funding from the Project ALAS Faculty Fellows Program, held a one-day IL summit to bring librarians and teaching faculty together to unify objectives and create a seamless IL transition for transfer students. Findings Creating an opportunity for librarians and teaching faculty to discuss the definition and potential applications of IL in courses and assignments led to positive outcomes. Teaching faculty learned about library resources and took steps to begin collaborating with their campus librarian(s). Librarians also learned about different academic expectations in various disciplines, made new connections and made plans for future IL-focused collaborations. Originality/value Studies have demonstrated that IL is a key component to student transfer success. However, this is not an element in education that can be achieved by one department alone. The collaborative effort described in this paper can serve as a model for other librarians hoping to foster dialogue and cooperation amongst their regional institutions.

scholarly journals Connecting and Collaborating with Faculty through Curriculum Mapping

2019 ◽  
pp. 219-229
Author(s):  
Elizabeth Young Miller
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Degree Program ◽  
Curriculum Mapping ◽  
Curriculum Review ◽  
Course Objectives ◽  
Teaching Faculty ◽  
Required Courses

In my role as the seminary liaison librarian, I utilize curriculum mapping to connect and collaborate with seminary faculty. After sitting at the table during a recent curriculum review, I began mapping gatekeeping measures and course objectives to the Framework for Information Literacy for Higher Education. Partnering with teaching faculty, I flagged certain required courses and developed assessments and exercises to measure information literacy at various stages in the MATS degree program.

The proof is in the process

2020 ◽  
Vol 48 (1) ◽  
pp. 33-47
Author(s):  
Amanda B. Albert ◽  
Jamie L. Emery ◽  
Rebecca C. Hyde
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Recent Literature ◽  
Lesson Plan ◽  
Academic Research ◽  
Trust In Government ◽  
Government Information ◽  
Content Type ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to apply the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process to encourage student confidence in government information. This approach will also help librarians address the continued erosion of trust in government exacerbated by campaigns of mis- and disinformation waged by the 45th President. Design/methodology/approach The authors examined recent literature on the public’s increased distrust of government under the 45th President, the impact of extreme skepticism on students, and the role instruction and government information librarians can play in addressing these issues. The authors used the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process as a guide for teaching students about the complexities of government information creation processes and addressing student apprehension about utilizing government information in their academic research. Findings Research indicates that in the midst of a decline in public trust in government, librarians are fighting an uphill battle to encourage wary students to use government information for academic research. Librarians can combat this via targeted Framework-aligned instruction. An example of how the frame Information Creation as a Process can be applied to government information is presented. Practical implications For easy implementation of the ideas presented in this paper, learning outcomes and a sample lesson plan are provided. Originality/value This paper contributes to the library literature on government information literacy and instruction as well as the Framework. It is the only paper that addresses the application of the frame Information Creation as a Process to government information.

Information Literacy Support for Online Students in Higher Education

2014 ◽  
pp. 624-640 ◽  
Author(s):  
Swapna Kumar ◽  
Kristin Heathcock
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Information Literacy ◽  
Doctoral Program ◽  
Literacy Skills ◽  
Online Students ◽  
Literacy Support ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Incoming Students

As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students’ information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.

Information Literacy Support for Online Students in Higher Education

2016 ◽  
pp. 1380-1396 ◽  
Author(s):  
Swapna Kumar ◽  
Kristin Heathcock
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Information Literacy ◽  
Doctoral Program ◽  
Literacy Skills ◽  
Online Students ◽  
Literacy Support ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Incoming Students

As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students' information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.

Extent of Information Literacy in the Higher Education Scenario

2020 ◽  
pp. 104-119
Author(s):  
Saravanan Parameswaran Pillai ◽  
Prasanth V. S. ◽  
Siju V.
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Demographic Variables ◽  
Literacy Skills ◽  
Higher Education System ◽  
Life Long Learning ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Self Learning ◽  
Information Competency

Higher education system has witnessed tremendous changes this decade at a global level due to the invasion of information technology in every aspect. The information centers and information services are no exceptions. The concept of self-learning and acquisition of life-long learning skills are necessary to be information-literate and information-empowered. Day-to-day need of information, competency, and familiarity is using ICT-based information sources, enhancing usage of library resources. Thus, directly or indirectly, information literacy skills or competencies influence the use of library resources. This chapter makes a comparative analysis on information literacy skills possessed by research scholars and their information literacy skills based on the demographic variables. The study revealed a moderate level of information literacy skills among the research scholars, and demographic variables and ICT awareness influences their information literacy skills.

scholarly journals FILL for Future (F4F) – Framework Information Literacy Lessons digital

2021 ◽  
Vol 55 (7) ◽  
pp. 394-415
Author(s):  
Tessa Sauerwein
Keyword(s):  
Higher Education ◽  
Information Literacy

Zusammenfassung Das Framework for Information Literacy for Higher Education macht einfallsreich und erfinderisch – gerade in Coronazeiten und darüber hinaus. Der Beitrag berichtet über die aktuellen Fortschritte des preisgekrönten Konzeptes FILL (Framework Information Literacy Lessons), das sich in seiner digitalen Weiterentwicklung als FILL for Future (F4F) präsentiert. Mit innovativen und spielerischen Impulsen aus dem Framework reichert es bibliothekarische Schulungspraxis an. Damit gilt F4F als beispielhaftes Projekt in der globalisierten Informationswelt. Es präsentiert sich offen und vernetzt, wie etwa Teaching Libraries mit ihren Zielgruppen. Ganzheitlich gestaltet tragen die vielfältigen Aktivitäten von F4F zur Verbreitung des US-amerikanischen Frameworks weiter und nachhaltig bei.

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