Embedding Information Literacy in the Sociology Program at the University of Otago

“Easier, Less Stressful, and Better Results”: Sociology and Criminal Justice Majors’ Experience of Library Research before and after Library Instruction

“…Advanced, discipline-specific information literacy is an important part of the modern practice of sociology (Abowitz 1994; Caravello et al 2008; Proctor et al 2005), helping students hone their sociological imagination (Mills 1959) by enabling them to better evaluate facts that pertain to our social world (Mooney 2018). Librarians offer an often underutilized and vital source of knowledge and resources in building students’ competencies in information literacy (Junisbai, Lowe, and Tagge 2016).…”

“…Although information literacy can be a positive component of nearly any sociology course (Abowitz 1994; Proctor et al 2005), it seems a particularly important and complementary topic to embed into the research methods course. Not only is the course typically required in sociology departments at four-year institutions, but it is also a course focused on the scientific research process.…”

“…Junisbai et al (2016:1) argue that this collaboration “need not be extensive.” However, quality and quantity do matter. Prior research suggests that embedding information literacy instruction and content into a course curriculum yields greater benefits than a standalone session or course (Gilbert et al 2012; Oakleaf, Millet, and Kraus 2011; Proctor et al 2005; Wang 2011). Moreover, integrating multiple engagements with library instruction can be beneficial (Sullivan and Porter 2016) and tends to produce more consistently measurable improvements among student participants than one-time engagements (Gilbert et al 2012).…”

“…A key component of disciplinary specialization is proficiency with information seeking, including identifying and evaluating academic resources from the discipline (Abowitz 1994; Caravello et al 2008; Proctor, Wartho, and Anderson 2005). These skills are part of a broader goal of developing students’ “information literacy,” defined as the ability to “recognise the need for, locate, evaluate, and effectively use information” (Proctor et al 2005:153). In an information-saturated world, information literacy is an increasingly valuable skill set; gains in these skills will benefit students across their academic, professional, and personal pursuits (Proctor et al 2005).…”

“…These skills are part of a broader goal of developing students’ “information literacy,” defined as the ability to “recognise the need for, locate, evaluate, and effectively use information” (Proctor et al 2005:153). In an information-saturated world, information literacy is an increasingly valuable skill set; gains in these skills will benefit students across their academic, professional, and personal pursuits (Proctor et al 2005).…”