Opinions and experiences of university faculty regarding library research instruction

Gonzales, Rhonda

doi:10.1016/s0734-3310(02)00090-3

Cited by 22 publications

(16 citation statements)

References 2 publications

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“…Faculty relationships with libraries and librarians are complicated and influenced by a variety of factors, including their discipline; 18 their personal philosophy and experiences with information; 19 the overall "faculty culture" within departments; 20 and faculty perceptions of information literacy. Studies indicate that faculty understand the importance of library IL instruction and that they value sessions conducted by library professionals although they may not always take advantage of these services.…”

Section: Faculty Conceptions Of Information Literacymentioning

confidence: 99%

Through Faculty's Eyes: Teaching Threshold Concepts and the Framework

Dawes¹

2019

portal

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This study investigates faculty perceptions of teaching information literacy. Using 24 semi-structured interviews, a phenomenographic approach identified four qualitative ways in which faculty experienced teaching information literacy (IL). This paper analyzes the challenging information literacy concepts that faculty identify-known to many librarians as threshold conceptsand their relationship to the Association of College and Research Libraries (ACRL) "Framework for Information Literacy for Higher Education." The study highlights the transdisciplinary nature of IL instruction and indicates that, although unaware of the ACRL Framework, faculty already teach at least three concepts from that document. This finding suggests new opportunities for collaborations between librarians and faculty.

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Section: Faculty Conceptions Of Information Literacymentioning

confidence: 99%

Through Faculty's Eyes: Teaching Threshold Concepts and the Framework

Dawes¹

2019

portal

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“…Many studies have found that faculty commonly perceive undergraduate students' IL skills to be below the levels that they would like to see (Bury, 2011;Cannon, 1994;Cope and Sanabria, 2014;DaCosta, 2010;Dubicki, 2013;Duke and Asher, 2012;Gonzales, 2001; Leckie and Fullerton, 1999;Saunders, 2012;Singh, 2005).…”

Section: Faculty Conceptions Of Undergraduates' Information Literacy mentioning

confidence: 99%

Learning from faculty voices on information literacy

Bury

2016

RSR

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Purpose This paper aims to investigate faculty conceptions of information literacy (IL) in a digital information landscape by examining faculty definitions of IL in the context of undergraduate education, as well as faculty perceptions of, and expectations for, undergraduate IL knowledge and abilities. Design/methodology/approach This is a qualitative research study with 24 semi-structured interviews of faculty in different disciplines at a large public research university in Toronto, Ontario. Findings Faculty view IL as fundamentally intertwined with other academic literacies and as central for the successful pursuit of much undergraduate academic research work including developing autonomous, engaged learners. Faculty place special emphasis on fostering higher-order cognitive skills, especially developing a questioning disposition and the ability to evaluate, contextualize and synthesize information sources. Faculty see considerable scope for improvement of undergraduate IL capabilities, and a large majority see a role for themselves and librarians here. Practical implications Findings of this and other studies align well with core elements in the new IL guidelines and frameworks for higher education both in North America and the United Kingdom. This includes highlighting a need for a strong faculty role in shaping IL in higher education in the future, a need for a holistic lens in developing multiple academic literacies, an emphasis on high-order cognitive abilities and a recognition of the importance of affective dimensions of learning IL. Originality/value This paper fills a gap in the literature where there is an absence of studies, especially of a qualitative nature, which explore faculty conceptions of IL. A majority of studies published focus instead on librarian conceptions and practice.

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“…For example, a high proportion of faculty who requested library instruction also reported being heavy library users. 6 In 2005, Singh published the results of a large-scale research study involving mass communication and journalism faculty from schools across the United States. Faculty responded to a survey about their use of library instruction, their students' IL skills, and the impact of the instruction on student performance.…”

Section: Literature Reviewmentioning

confidence: 99%