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Descriptors:
Evaluation; Research Libraries; Information Literacy; Interdisciplinary Approach; Feedback (Response); Research Methodology; Communication Research; Research Skills; Case Studies; Outcomes of Education; Scores; Partnerships in Education; Cooperation; Higher Education; Librarians

Abstract:
This report offers an interdisciplinary approach for conducting assessment on learning outcomes in undergraduate communication research skills where information literacy is embedded in the expected outcome. A Communication Studies department and the University Library piloted a two-year program to develop strategies for coordinated assessment that give feedback to both the Department and the Library. This collaborative model could be applied to any type of communication learning outcome that is related to information literacy. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Teaching Methods; Educational Change; Academic Achievement; Foreign Countries; Librarians; Cooperation; Information Literacy

Abstract:
Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de-skilling nature, alongside the emergence of new, as well as changing, roles that typically function across traditional boundaries and frequently involve elements of up-skilling. The paper points to the value of the latter group of adaptations, characterising them as "direct-response" changes to new environmental conditions. In contrast, de-skilling adaptations, classed as "indirect-response" changes, are viewed as impacting negatively on key aspects of higher education. Inter-professional teaching practices are advocated as an alternative to the casualisation strategy, based on the belief that it would empower large numbers of existing groups of higher education workers to make a fuller and richer contribution to student learning and help prepare them for an uncertain future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Research Skills; Asians; Foreign Students; Undergraduate Students; Student Behavior; Information Needs; Information Seeking; Information Utilization; Guidelines; Peer Influence; Prior Learning; Student Interests; Time Management; Academic Libraries; Library Services; Foreign Countries; Portfolios (Background Materials); Semi Structured Interviews; Flow Charts

Abstract:
Academic librarians are striving to better serve international students as this emerging population grows on university campuses. Past studies of international students generally focus on linguistic and cultural differences in relation to information literacy skills development. However, it is necessary to go beyond these factors to better serve the population. By using a framework based in information behavior research, the present study investigates the factors that mediate students' behavior and information literacy skills. Practical recommendations based on the findings of an in-depth qualitative study of students' research process are provided. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Data Collection; Information Literacy; Classroom Environment; Data Analysis; Preservice Teachers; Inquiry; Teacher Researchers; Language Arts; English Curriculum; Secondary Education; Difficulty Level

Abstract:
Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice teachers of secondary English in diverse classrooms over a 6-year period. Analyzing products, processes, and self-reports, we found inquiries evidenced a range in breadth of data collection and depth of analysis. Qualitative themes and two cases illustrate data analysis processes and challenges of pattern finding, initially crude analyses in striving for depth, and the need for data literacy mentoring. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Information Literacy; Intervention; Teaching Methods; Undergraduate Students; Statistical Significance; Social Networks; Internet; Higher Education; Evaluation; Electronic Learning; Blended Learning; Evaluation Criteria; Control Groups; Experimental Groups

Abstract:
This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates' information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students' information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Political Science; Internet; Information Skills; Classroom Techniques; Controversial Issues (Course Content); Mass Media Use; Technology Uses in Education; United States Government (Course); Skill Development; Media Literacy; Critical Literacy; Legislators; Citizenship Education; Teaching Methods; Cognitive Style

Abstract:
Students have access to a vast amount of information about American politics through new media outlets (e.g., the Internet). We survey the perils and promise of this new landscape through a case study of a political science class at the College of Staten Island, City University of New York (CUNY), that examined congressional races in the 2010 election season. We find that students have access to a diversity of information and opinion about House of Representative races that would have been unthinkable a decade ago. However, the students' information literacy skills and the ability of students to sort and weigh the value of various perspectives to inform their own conclusions was limited. Unlike much of the celebratory tone of studies that proclaim the emancipatory value of new media for citizens and students alike, we argue that educators interested in the potential of new media must devote considerable attention to both the variety and reliability of new media outlets, as well as provide the historical and political context for information that students gather, with the goal of developing a deeper form of information literacy for students. New media offers much potential, but great challenges to educators as well. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Archives; Information Literacy; Curriculum Development; Workshops; Program Descriptions; Educational Principles; Curriculum Design; Instructional Design; Cooperative Planning; Teamwork; Library Instruction; Social Sciences

Abstract:
This article describes a year-long application of critical information literacy theory for social-science-related library workshops. Each of these workshops had a customized section that included working with special collections and university archives. The students who participated ranged from incoming freshman to seniors at Stanford University. The curriculum development method for these workshops is based on principles of collaborative co-design. (Contains 1 figure and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Information Literacy; Library Instruction; Case Studies; Health Programs; Information Services; Information Sources; Advocacy; Information Management; Critical Literacy; Educational Opportunities; Formative Evaluation; Library Research; Institutional Characteristics; Operations Research; Scientific and Technical Information

Abstract:
Library instruction methods most frequently focus on teaching students searching skills to navigate the maze of library databases to locate appropriate research materials. The current theory of critical information literacy instruction calls on librarians to spend more of their time in the classroom focused on understanding the social, political, and cultural construction of knowledge. In this article, the author provides a case study of the information environment in the National Women's Health Network, a women's health interest group, to help librarians facilitate nuanced discussions with students on the applicability of interest group literature inside and outside of the university classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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