How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian

Ariew, Susan

doi:10.15760/comminfolit.2014.8.2.167

Cited by 25 publications

(16 citation statements)

References 11 publications

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“…24 As the Framework has come to replace the Standards, more recent scholarship has looked at the ways in which they will change the way we teach and has examined how students understand the frames in order to consider the best ways to integrate them into the classroom. 25 Stepping slightly away from strict IL credit-courses, Kemp looked at the potential of librarians teaching non-IL courses finding that, despite some drawbacks, the benefits of "closer interaction with students over an extended period of time, a deeper understanding of faculty workloads, student needs, and administrative requirements, news ways of looking at collection development, enhancement of faculty status, increased intellectual stimulation, and sharper selfassessment of performance" all "argue that librarians should teach credit-bearing courses when possible." 26 She points out that "students will be more comfortable about visiting the library" and will "learn to use the library" as a result of "deeper relationships with a librarian" and that faculty status for academic librarians "is validated" when they are in the classroom as teachers.…”

Section: Searching As Strategic Explorationmentioning

confidence: 99%

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

Edwards¹

2018

RUSQ

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In recent years, we have seen a proliferation of the amounts of information that we’re exposed to, and our ability to critically navigate that information hasn’t kept pace with the speed at which it’s coming at us. As information professionals we must ask ourselves—what is our role in helping students and patrons navigate information? What value can we add in a world where information is increasingly complex, contradictory, and competitive? Are our traditional methods of delivering information literacy enough? This paper looks at the evolution of information literacy instruction from the skills in the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) through the newly adopted Framework for Information Literacy for Higher Education (2016), using examples from my own experience as a reference and teaching librarian. I will focus on how the ways in which we reach students has changed—from one-shot information literacy sessions to more in-depth interactions with students under the new Framework. I will argue, ultimately, that to truly serve students in our current information age, librarians must consider moving even deeper into the classroom, developing and teaching information literacy and critical thinking skills for credit in the college and university setting, and I will highlight a course I developed at my own institution.How will this change what we do in the classroom?

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Section: Searching As Strategic Explorationmentioning

confidence: 99%

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

Edwards¹

2018

RUSQ

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“…Since the publication of the standards, librarians have developed tools and resources making it possible to incorporate IL in curricula. In addition, it encourages them to look at and evaluate their teaching and learning practices (Ariew, ; Ellis et al., ; Shao & Purpur, ).…”

Section: Introductionmentioning

confidence: 99%

2BIC: taking your adventuring gear to organise pop‐up health information literacy sessions

Vandendriessche

Michels

Stoop

et al. 2018

Health Info Libraries J

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Academic libraries play an important role in the provision of health information literacy (IL) skills and there are many approaches to how these can be delivered. In this paper, guest writers Inge Discart and colleagues from KU Leuven Libraries 2Bergen Information Centre (2BIC) in Belgium discuss a pop-up information literacy skills project. In particular, the article presents the findings from an initial information skills needs assessment conducted at the University, followed by how the concept of the pop-up sessions was developed and promoted throughout the organisation. The paper identifies the variety of sessions offered and the format in which they were delivered, with final results on how these were received and which sessions were the most popular. This article provides insight into an alternative approach to health information skills delivery and the outcomes from it. H S.

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“…“The Standards helped many institutions to re-think their mission, re-evaluate their programmes, and communicate more clearly to academic faculty and administrators the value of IL instruction. Because of the Standards, IL was not just a nice notion a few institutions and experts embraced; it became an important movement in changing the paradigm for academic libraries” (Ariew, 2014, p. 215). Due to a rapidly changing environment, The Framework for IL for HE was adopted by the ACRL Board in January 2016 and the IL Competency Standards were rescinded in June 2016, the belief being that “information literacy as an educational reform movement will realise its potential only through a richer, more complex set of core ideas” (American Library Association (ALA), 2016).…”

Section: Introductionmentioning

confidence: 99%

“…These were implemented across America, with HE institutions responsible for ensuring that their students are information literate and are able to transfer those skills into the workplace and become lifelong learners. During the fifteen years since the publication of the Standards, academic librarians and HE institutions in America have developed tools and resources which have allowed IL to be integrated into the curricula, and encouraged librarians to look at their teaching and learning practices (Ariew, 2014). 'The Standards helped many institutions to re-think their mission, re-evaluate their programs, and communicate more clearly to academic faculty and administrators the value of IL instruction.…”

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confidence: 99%

Promoting information literacy: perspectives from UK universities

Ellis

Johnson

Rowley

2017

LHT

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Purpose-Academic libraries have sought to become the leaders in the provision of information literacy (IL). This study seeks to identify to what extent IL is being promoted through institutional websites. Design/methodology/approach-Data was collected from all UK university websites (n=133) in early 2015 to identify the promotion of IL. Content analysis was used for the five categories: IL in the mission statement, visions or strategic plan; IL model or framework; IL policy; IL assessment; and, IL training. Data collection was limited to information in the public domain which could be accessed from individual websites, which were searched and browsed systematically. Findings-85.7% of universities promote IL to some extent on their websites in at least one of the five categories, however the degree of the information provided varied extensively. Less than 6% of universities promote IL at institutional level. Only 17.3% refer to a model or framework, 15.8% show their IL policy and 9% provide information on their assessment of students' IL skills. Information on IL training is offered on 84.2% of websites, the most common method being online tutorials, although 52.6% only offer training for one or two aspects of IL, primarily information seeking and citing and referencing. Originality/value-This article provides up-to-date data concerning how universities in the UK promote information literacy in the public domain via their websites. It should be of interest to academic librarians who are responsible for IL provision.

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How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian

Cited by 25 publications

References 11 publications

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

2BIC: taking your adventuring gear to organise pop‐up health information literacy sessions

Promoting information literacy: perspectives from UK universities

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