Lessons from Forty Years as a Literacy Educator:

Elmborg, James K.

doi:10.11645/11.1.2190

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…During his career, Elmborg (2017) found his focus on literacy, rather than on teaching. He referred to "narrative literacy" as a concept to track the development of IL from his personal history.…”

Section: Il In Literaturementioning

confidence: 99%

“…The discovery of the Internet motivated Elmborg (2017) to "re-think the nature of academia, the ways we access and communicate scholarship, and the ways authorship would have to change in the context of the emerging new world" (p. 59). Additionally, the new century introduced main themes to the discussion: IL, the social turn, pragmatic approaches to IL instruction, and assessment.…”

Section: Il In Literaturementioning

confidence: 99%

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How to Improve Information Literacy at School: The Students’ Perspective

Bulling¹

2020

UCER-A

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Information literacy (IL) is gaining importance and recognition as modern society develops. Consequently, it is becoming increasingly vital to initiate its development from very early educational stages. Though students are the main agents of this process their opinions are rarely considered to design and assess IL development programs. This study conducted at a Chilean private school aims to bridge this gap. How do students value their school's IL program? What importance do they attribute to different IL skills? Where and how do they acquire and apply these skills? The main findings evidenced formal and informal learning environments; guided in-class work and solo work seemed to be the main means, and there appeared to be conceptual confusion among IL, computer, and digital skills. Additionally, the current study provides a set of suggestions to enhance IL at the targeted school.

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Section: Il In Literaturementioning

confidence: 99%

Section: Il In Literaturementioning

confidence: 99%

How to Improve Information Literacy at School: The Students’ Perspective

Bulling¹

2020

UCER-A

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“…More practical support can include helping faculty learn about the methods students use to cheat (Auer & Krupar, 2001), or introducing faculty to tools available to help them, whether demonstrating technology such as plagiarism checkers or providing resources for preventing misconduct in their classrooms, or simply helping them design original research projects that encourage meaningful use of sources (Smith, 2003;Wood, 2004). Intervening at this level in project design can also help reinforce what Elmborg (2017) refers to as the "process model of writing" (p. 58) because it privileges research at an early stage. Additionally, libraries can enhance the support they provide by working with other campus entities who share similar goals, with some of the most valuable academic integrity efforts occurring in collaboration with university writing centres.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…These foci mirrored the interconnected ways in which librarians and writing centre staff typically engage with students about academic integrity during the research and writing process, and using the workshop as a means of parsing these roles has further reinforced both organizations' commitment to providing critical literacy instruction (Pagnac et al, 2014). Moreover, this kind of online asynchronous workshop disrupts the typical one-shot model of library instruction session criticised by Elmborg (2017).…”

Section: Themementioning

confidence: 99%

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

Ard

2019

New Review of Academic Librarianship

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This research investigated the impact of implementing an asynchronous online academic integrity workshop at the University of South Alabama. The workshop featured interactive modules designed to teach students about ethical conduct, impart study skills correlated with academic integrity, and provide instruction on integrating and citing sources. Quantitative and qualitative data were collected through a pretest and posttest and an open-ended survey. Quantitative analysis indicated statistically significant improvements in scores among the 1,312 participants. Qualitative feedback revealed that students became more aware of the expectations of higher education, including the fact that scholarship is a conversation. These positive results correlate with prior research concerning academic integrity workshops. While previous studies explore particular acts of academic misconduct, especially plagiarism, this study demonstrates how collaboration between a university's library and writing centre can familiarise students with both the practical aspects of academic integrity and the expectations of college coursework and academic culture.

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“…Composition and rhetoric literature has a rich discourse on the theory and praxis of reflection as a pedagogical approach. Precedent has been set for turning to composition and rhetoric, as demonstrated by Elmborg (2006Elmborg ( , 2017, Jacobs (2008) and Drabinski (2017). Therefore, this essay explores the application of reflection as an explicit pedagogy that fosters transfer learning within course-embedded library instruction events using the framework for reflective pedagogy found in composition and rhetoric scholarship as a theoretical foundation.…”

Section: Introductionmentioning

confidence: 99%

Reiterative reflection in the library instruction classroom

Whitver¹,

Riesen

2019

RSR

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Purpose This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices. Design/methodology/approach This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom. Findings The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place. Research limitations/implications Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions. Practical implications This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning. Originality/value Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

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Lessons from Forty Years as a Literacy Educator:

Cited by 9 publications

References 2 publications

How to Improve Information Literacy at School: The Students’ Perspective

How to Improve Information Literacy at School: The Students’ Perspective

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

Reiterative reflection in the library instruction classroom

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