Integrating information literacy in health sciences curricula: a case study from Québec

Clairoux, Natalie; Desbiens, Sylvie; Clar, Monique; Dupont, Patrice; St-Jean, Monique

doi:10.1111/hir.12025

Cited by 20 publications

(15 citation statements)

References 20 publications

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“…One of the main challenges in IL teaching is keeping students engaged. Whilst librarians are continually working with academic departments to ensure that IL teaching is fully integrated within the curriculum (Burgoyne & Chuppa-Cornell, 2015;Clairoux, Desbiens, Clar, Dupont, & St-Jean, 2013;Kavanagh, 2011;Moore, Black, Glackin, Ruppel, & Watson, 2015;Mullins, 2014;Rae & Hunn, 2015), this is still not universally the case. This means that IL teaching is often seen as an add-on (Ross & Furno, 2011) and can be viewed by students as peripheral to their main course of study.…”

Section: Active Learningmentioning

confidence: 99%

Using audience response systems to enhance student engagement and learning in information literacy teaching

Funnell

2017

JIL

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One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

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Section: Active Learningmentioning

confidence: 99%

Using audience response systems to enhance student engagement and learning in information literacy teaching

Funnell

2017

JIL

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“…In the field of IL, several case studies explore threshold concepts for information literacy as a focal point within particular fields of study, such as engineering 13 or nursing. 14 The prevailing trend in research, however, accords with the Framework in situating IL within information science or as a discipline itself. In this vein, Lori Townsend, Korey Brunetti, and Amy Hofer initially identified a suite of four threshold concepts for information literacy: (1) format as process, (2) authority is constructed and contextual, (3) information as a commodity, and (4) primary sources and disciplinarity.…”

Section: Threshold Concepts and Il As A Disciplinementioning

confidence: 99%

Teaching for Transfer: Reconciling the Framework with Disciplinary Information Literacy

Kuglitsch¹

2015

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This article explores the tension between information literacy as a generalizable skill and as a skill within the disciplines. The new ACRL Framework for Information Literacy for Higher Education addresses many challenges facing the previous ACRL Information Literacy Competency Standards for Higher Education, but the tension between disciplinary expertise and generalizable skills remains. Viewing the documents through the lens of teaching for transfer-that is, instruction that enables students to utilize knowledge and skills gained in one context in other situations-offers a useful approach. Exploring the Framework from the point of view of teaching for transfer addresses both practical and theoretical challenges. This viewpoint respects both the generalizable nature of information literacy and the highly contextual nature of its application in an academic setting.

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“…Despite the deficiencies observed by Doherty (2005), McGuiness (2011), Reale (2017) and others, recent journal literature on library instruction provides some evidence of growing practitioner interest and engagement in reflection that models the behaviours advocated in teaching textbooks. Several case studies report the adoption of reflective/self-reflective/reflexive practices to plan, evaluate and improve instruction, identify professional development needs, and foster a reflective teaching culture, documenting the use of journalling, video-recording sessions, peer feedback, group discussion, assessment data, and a professional development framework as resources for reflection (Clairoux, Desbiens, Clar, Dupont & St-Jean, 2013;Gewirtz, 2014;Goodsett, 2014;Hussong-Christian, 2012;Kavanagh, 2011;Porter, 2014;Sinkinson, 2011;Woods, 2012).…”

Section: Teaching Librariansmentioning

confidence: 99%

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Corrall

2017

JIL

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Do we think enough about what we are doing as information literacy practitioners? The relationship between reflection and information literacy development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their information literacy abilities. Parallel literature from education and other fields has promoted the concept of the reflective or thinking practitioner. Drawing on literature and theory from various domains, we review the concepts of reflection and reflective practice, and discuss their application and take-up in library and information work, with particular reference to the teaching role of librarians in the context of developments in critical information literacy. Our review suggests that reflective practice is generally recognised as an important dimension of library and information work, but is currently underdeveloped in comparsion with other professions. Using terminology and theory from the pedagogical arena, we contend that critical reflection needs to be elevated to the special status of a threshold competence for library and information professionals generally and for information literacy practitioners in particular. We also argue that our profession needs purpose-designed domain-specific advice and guidance on reflective practice, to support initial and continuing education of library and information workers, and we conclude by identifying areas where further research is required to clarify the role of reflection in library and information research and evaluation, to explore existing approaches to reflection in professional education programs, and test the transferability of reflective methods used in other professional domains.

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Integrating information literacy in health sciences curricula: a case study from Québec

Cited by 20 publications

References 20 publications

Using audience response systems to enhance student engagement and learning in information literacy teaching

Using audience response systems to enhance student engagement and learning in information literacy teaching

Teaching for Transfer: Reconciling the Framework with Disciplinary Information Literacy

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