Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom

Abstract

Purpose -This paper critically examines the concepts of lifelong learning, information literacy, and global citizenship, making explicit connections among them via theories of social capital. It then presents a model of librarian-faculty collaboration that relies upon information literacy as a framework for fostering lifelong learning and global citizenship.Design/methodology/approach -The paper begins with a theoretical analysis of lifelong learning, information literacy, global citizenship, and social capital in order to provide a conceptual framework for the case study that follows. The case study describes the librarian-faculty collaboration, which included the development of course goals, the syllabus, learning outcomes and objectives, assignments, course-integrated library instruction sessions, and assessment tools.Findings -Social capital is a useful theoretical tool for conceptualizing pedagogical strategies for promoting information literacy and global citizenship. Pre and posttests, questionnaires, assignments, and student reflections indicate that the three primary goals of the collaboration were met. By the end of the course, 1) students' IL competencies improved, 2) students had developed a better understanding of their roles as global citizens, and 3) students were more aware of the connections among global citizenship, lifelong learning, and information literacy.Practical Implications -Provides practical ideas for librarian-faculty collaboration and for integrating information literacy competencies into assignment sequences.Originality/value -Uses social capital theory to make connections among lifelong learning, information literacy, and global citizenship as well as to argue for the value and import of librarian-faculty collaborations. Describes a successful librarian-faculty collaboration in the context of a Global Studies course.

Partnership between Engineering Libraries: Identifying Information Literacy Skills for a Successful Transition from Student to Professional

“…In particular, liaison librarians actively promote incorporating information literacy skills within courses. Many articles have shown that it is these initiatives, built into course assignments, that permit students to develop an understanding of information literacy (Adler 2003;Buchanan, Luck, and Jones 2002;Ducas and Michaud-Oystryk 2003;Julien and Given 2003;Lindstrom and Shonrock 2006;Owusu-Ansah 2007;Stevens and Campbell 2006).…”

Using service-learning and global virtual team projects to integrate sustainability into the technical communication curriculum

“…Educators in the field of technical communication and in many other fields are focusing a great deal of attention on the need to prepare students to function in the global marketplace [5,7,8,9,10]. Students must be prepared to work in a multicultural environment.…”

Information Literacy and Global Readiness: Library Involvement Can Make a World of Difference

“…Stevens and Campbell also believed the goal of heightening the global awareness and competency of the students was achieved. For many students, their research into resource conflicts became very personal and they appeared to internalize how they were connected to the world and how their consumption of resources affected other people around the globe (Stevens and Campbell 2008). were capped at fifteen students to keep the interaction with foreign partners manageable.…”