A Survey of Librarian Perceptions of Information Literacy Techniques

Yearwood, Simone L.; Foasberg, Nancy; Rosenberg, Kenneth D.

doi:10.15760/comminfolit.2015.9.2.185

Cited by 12 publications

(6 citation statements)

References 11 publications

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“…Interestingly, "librarians' beliefs about which types of instruction are most effective did not necessarily reflect the types of instruction practiced on CUNY campuses." 22 While librarians considered one-on-one research consultations and for-credit classes the most effective, the authors noted reluctance to employ these because of the time commitment. Oneshot sessions remain the most prevalent kind of instruction even though they are not regarded as being the most effective.…”

Section: External Barriers To Librariansmentioning

confidence: 99%

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Oberlies¹,

Kirker

Mattson

et al. 2021

CRL

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How do the personal epistemological beliefs of instruction librarians inform their teaching practices? By learning about their personal beliefs about knowledge acquisition, are librarians better equipped to create an environment more conducive to student learning? These questions informed a mixed-methods research study. Using the Approaches to Teaching Inventory, 283 teaching librarians answered 22 questions about their teaching practices and how they believe students learn. We interviewed 12 of these librarians to learn more about their teaching practices and epistemological beliefs. Seven themes emerged as influences on the instructional practices of librarians that ranged from learning biases to classroom tensions.

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Section: External Barriers To Librariansmentioning

confidence: 99%

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Oberlies¹,

Kirker

Mattson

et al. 2021

CRL

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show abstract

“…Barriers to librarians’ ability to learn about and apply new theories and approaches to their practices have been identified in the literature (Booth, 2011; Gross et al, 2018; Hess, 2015; Kim, 2005; Tewell, 2018; Yearwood et al, 2015) and these barriers include a sense of lack of time to learn about new theories. A recent study by Tewell (2018) reported librarians’ sense of lack of time as a barrier to information literacy teaching.…”

Section: Support For Library Scholarship: Addressing the Barrier Of Timementioning

confidence: 99%

Theory into practice:: Challenges and implications for information literacy teaching

Schachter

2020

IFLA Journal

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This article is informed by a mixed-methods research study into librarians’ critical information literacy awareness and teaching practices in higher education institutions within British Columbia, Canada, and the literature related to critical pedagogical and literacy theory. I explore the perceived gap in librarian knowledge of theories that underpin their pedagogy, the value of learning about and applying theories to information literacy teaching, and strategies that can enable improved awareness and application of theory to librarians’ practices in higher education.

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“…Several studies (Ganley et al, 2013;Gross & Latham, 2009;Perry, 2017;Yearwood et al, 2015) have investigated perceptions of information literacy; however, only the recent study by Hinchliffe et al (2018) has focused specifically on identifying predictable misunderstandings in information literacy learning. Misconceptions, defined by Hinchliffe et al (2018) as "a belief held by students that is incorrect but held based on prior experience" (p. 8), are distinct from misunderstandings that arise from ignorance or a lack of prior knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses

Keba¹,

Fairall²

2020

CIL

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A Survey of Librarian Perceptions of Information Literacy Techniques

Cited by 12 publications

References 11 publications

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Theory into practice:: Challenges and implications for information literacy teaching

Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses

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