Library instruction and information literacy 2007

Johnson, Anna Marie; Jent, Sarah; Reynolds, Latisha

doi:10.1108/00907320810920405

Reference Services Review

2008

DOI: 10.1108/00907320810920405

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Library instruction and information literacy 2007

Anna Marie Johnson

Sarah Jent

Latisha Reynolds

Abstract: PurposeThe purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.Design/methodology/approachThe paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.FindingsThe paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality repro… Show more

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Cited by 3 publications

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An information literacy program built for relevance and purpose

Simard

2009

Reference Services Review

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Purpose -The purpose of this paper is to discuss the design and implementation of an information literacy program for the Faculties of Science and Engineering at McGill University. Design/methodology/approach -Borrowing from the literature and Bloom's Taxonomy of Educational Objectives, a theoretical approach to audience characterization is used to generate learning outcomes aligned with American Library Association Information Literacy Standards for Science and Technology. Findings -Results suggest that a learner-centered program, addressing potential gaps between perceived and actual skills and needs, is well-received by the student population. Originality/value -This study, primarily focused on the description of a program, provides timely and useful information to academic librarians.

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An information literacy program built for relevance and purpose

Simard

2009

Reference Services Review

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Assessing organically: turning an assignment into an assessment

Perruso

Kingsley‐Wilson

2010

Reference Services Review

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PurposeThis paper aims to report on how a close collaboration between librarian and instructor made it possible for an existing course assignment to organically evolve into an information literacy assessment, overcoming some of the impediments educators confront in assessing student learning. In addition, the paper seeks to discuss how assessment with realistic scenarios requiring actual research helped to highlight deficiencies in skills and critical thinking, a method known as “authentic assessment”. Results from a pilot and the formal assessment are included.Design/methodology/approachA six‐question pre‐ and post‐test “authentic assessment” was piloted with 60 students, then administered to 43 students. Other journalism instructors and librarians reviewed the questions for validity. A detailed scoring rubric was used, with the authors reviewing each other's work for reliability.FindingsOf students completing both tests, 80 percent showed an average improvement of 47 percent, and average scores increased on five of the six questions. The assessment tool, which addresses most learning outcomes for the course, appears to be a useful gauge of information literacy for journalism students.Research limitations/implicationsThe reliability of the instrument needs to be tested. Also, modifying questions between pre‐ and post‐test, to prevent copy‐and‐paste answers, requires care to assure similar levels of difficulty.Originality/valueWhile there are many case studies of collaboration in information‐literacy instruction and of assessment performed by librarians, there are few examples of assessments jointly developed by librarians and course faculty, and fewer still “authentic assessments” using measures requiring real‐world research because of the effort involved. Additionally, the paper finds no examples of what is described as “organic assessment”, wherein an existing course assignment, if developed to demonstrate student learning, was adapted to become an assessment tool.

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Scientific information management policies and information literacy schemes in Greek higher education institutions and libraries

Clapsopoulos

Zapounidou

Balatzaras

et al. 2014

ISU

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Abstract. Scientific information management and related policies may impact information literacy practices, models and policies. This paper demonstrates the current situation regarding information literacy in Greece with a focus on Greek higher education institutions and libraries. Presents recent developments in scientific information management in Greece and discusses possible interaction between information literacy and scientific information policies.

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Library instruction and information literacy 2007

Cited by 3 publications

References 11 publications

An information literacy program built for relevance and purpose

An information literacy program built for relevance and purpose

Assessing organically: turning an assignment into an assessment

Scientific information management policies and information literacy schemes in Greek higher education institutions and libraries

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