Faculty-Librarian Collaboration to Achieve Integration of Information Literacy

Lindstrom, Joyce; Shonrock, Diana D.

doi:10.5860/rusq.46n1.18

Cited by 87 publications

(17 citation statements)

References 12 publications

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“…Ren (2000) surveyed 85 students before and after library instruction, and he found that students' self-efficacy in relation to attitudes, emotional experiences, and performance in electronic information searching increased after the training. Arp, Woodard, Lindstrom, and Shonrock (2006) discussed the importance of the integration of information literacy into the teaching and learning process. They noted that information literacy education would increase students' academic achievement, retention, motivation, intellectual development, learning and community involvement.…”

Section: Tablementioning

confidence: 99%

Distance Learners' Self-efficacy and Information Literacy Skills

Tang

Tseng

2013

The Journal of Academic Librarianship

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Section: Tablementioning

confidence: 99%

Distance Learners' Self-efficacy and Information Literacy Skills

Tang

Tseng

2013

The Journal of Academic Librarianship

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“…The heavy time demand of embedded librarianship is often noted in the literature (Arp et al, 2006;Abrizah et al, 2016). Finding time for library instruction in the busy lab session schedule was equally challenging.…”

Section: Discussionmentioning

confidence: 99%

“…Arp et al, 2006;Brasley, 2008;Douglas & Rabinowitz, 2016). The practice of having an embedded librarian working in partnership with teaching faculty has gained traction with the rapid expansion of digital information resources (Abrizah et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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IntroductionThe purpose is to illustrate how a team of 3 faculty from different disciplines sought to increase select information literacy outcomes of first year biology students using Bernard J. Lonergan's cognitional theory, the Generalized Empirical Method (GEM). The majority of students entering college have little experience in finding, retrieving, understanding, evaluating, incorporating, and citing scholarly sources in their scientific research papers. One factor may be a lack of library instruction and research experience in high school (Head, 2013;Smith et al., 2013;Douglas & Rabinowitz, 2016). Even for those with prior instruction, transitioning from high school level assignments to college level research can be a formidable challenge (Bent, 2008;Warwick et al., 2009;Varlejs et al., 2014;Loesch, 2017). In addition, few students understand the system of scholarly publishing or the structure of scientific information (Badke, 2012). They do not grasp the relationship between articles, journals, and library databases or the difference between searching a scientific database and using search engines such as Google. In her seminal paper "Desperately Seeking Citations: Uncovering faculty assumptions about the undergraduate research", Leckie (1996) describes how undergraduates have only the vaguest ideas about the research and scholarly publication process; they conceptualize research as "a fuzzy, library-based activity that is required of them to complete their coursework" (p. 202-203). A follow-up report (Rose-Wiles & Hofmann, 2013) suggests that little has changed in almost three decades, and that dependence on databases and on-line articles, rather than searching in physical journals, makes the library-based research process even more confusing for naïve undergraduate students.Science is a research-driven discipline, and therefore students should possess the requisite search skills. They have heard of the scientific method, but seem to associate it solely with completing hands-on experiments or Eureka style discovery rather than with background reading, hypothesis formation and testing and finally communication of results. As Cervetti and Pearson (2012) note, students treat science texts as if they contained established truths, without understanding how facts are determined or thinking of science as way of answering questions. Furthermore, most first year science students do not know how 4 PREPRINT: Enhancing information literacy using Bernard Lonergan's Generalized Empirical Method to generate interesting research questions that would lead to the discovery of new information and contribute to their learning. Even within a science course, the students' laboratory experiences seldom go beyond replicating well-established observations, with minimal dialog when reporting the results.Students often lack an understanding of how a literature search contributes to an in-depth discussion of their laboratory results. Thus to succeed in college, students must transition from replication of data obtained in a highly ...

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“…In some cases, the authors refer to this kind of extended teaching experience as a "learning community" either due to the high level of collaboration across the interdisciplinary faculty involved in the class (Barone & Weathers, 2004); or due to the inclusion of library faculty in an already established learning community of linked content courses as a means of integrating information literacy into the curriculum (Voelker, 2006). However, our review of the literature found few articles discussing the integration of for-credit information literacy courses with other credit-bearing content courses in a formal learning community model, which is often defined as a cohort of students who are co-enrolled in multiple courses and the curriculum is intertwined to be mutually supportive (Arp, Woodard, Lindstrom, & Shonrock, 2006). Vickery Kaye Lebbin (2006) describes her experience of teaching a three-credit information literacy course paired with a composition course around the theme of research and writing.…”

Section: Literature Reviewmentioning

confidence: 99%