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Information literacy class structure
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Zusammenfassung
Die Kompetenzförderung gehört mittlerweile zu einer anerkannten Kernaufgabe wissenschaftlicher Bibliotheken. Sie tun dies im Kontext ihrer jeweiligen Institution und häufig im Zusammenwirken mit den Fächern. Der Beitrag befasst sich mit den verschiedenen Kompetenzbereichen, die sich in den vergangenen Jahren als wichtig im Sinne von...
Citations
... Library and information science researchers have been calling for IL to be embedded in the curriculum since well before Badke's (2011) article, including Grafstein's foundational work in 2002. Today, it is generally accepted that IL must be integrated into the curriculum to be meaningful to students, though the real-world application varies (Association of College and Research Libraries [ACRL], 2015; Coonan & Secker, 2011). With this in mind, the researchers sought to understand if IL is more visible to higher education instructors and administrators now than it was thirteen years ago. ...
... Despite focusing on the same concept, it is evident that IL is manifested differently by various professional organisations and scholars in their IL models. In the third illustrative example, Hicks and Lloyd (2020) studied IL discourse in established higher education frameworks and textbooks, including A New Curriculum for Information Literacy (ANCIL) (Secker & Coonan, 2011), Framework for Information Literacy for Higher Education (ACRL, 2016), Metaliteracy (Mackey & Jacobson, 2011), and Seven pillars of Information Literacy (SCONUL, 2011) as well as 16 IL textbooks. Ultimately, Hicks and Lloyd found contrasting IL conceptualisations within these frameworks. ...
The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students’ learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders’ perceptions, (4) considering academic disciplines’ information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation.
... Although IL is traditionally gained rather passively via libraries or other central facilities in a university, a holistic approach argues that active IL instruction placed within the disciplines can be more effective (Grafstein, 2011;McGuinness 2007;Moore 2005). Intervention in IL development, by embedding IL through the degree, can profoundly improve students' research and writing outcomes (Ladbrook & Probert 2011;Secker & Coonan, 2011). 2 In STEM (Science, Technology, Engineering and Maths) disciplines, epistemic cognition, and digital literacy have been found to positively relate to learning outcomes (Greene et al., 2014) and strongly underpin students' information organising skills (Demirbag & Bahcivan, 2022). ...
Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.
... The development of information literacy and writing skills is a continuing and iterative process that involves a range of abilities and knowledge practices on a spectrum, from basic and practical skills to advanced intellectual cognitive functioning (Secker & Coonan, 2011 writing skills, and we are grateful when course instructors recognize our expertise in these areas and seek to collaborate with us in this area (Chao et al., 2010;Xu & Morris, 2007). Collaborations may involve library instructors being "embedded into disciplinary courses where they teach multiple one-shots, co-design assignments and assessments, and provide instructors with activities and train-the-trainer workshops. ...
This paper describes a pilot project undertaken in 2019 by library instructors at Simon Fraser University (SFU) to transition from in-person to online research and writing skills instruction within the context of a foundational course for multilingual international students at Fraser International College (FIC), an international pathway school to SFU. Our research and writing skills modules were integrated into a course with academic skill-building opportunities to support students' successful transition to English-medium university studies. This article reports findings from our mixed-methods study about the effectiveness of these modules. The first semester after we transitioned online, we collected response data from course instructors and students. Preliminary findings suggest students benefited from the self-paced and flexible nature of the online learning experience and resources. Course instructor feedback suggests a blended learning approach combining in-person and online components might be more effective for developing students' university-level research and writing skills. Our work on the modules was highly collaborative, involving an extraordinary level of commitment from FIC and SFU Library staff and instructors. Our findings suggest further collaboration with more specialists, especially with expertise in the area of English language learning, would produce more effective online resources for multilingual international students developing their research and writing skills.
... The early school years are viewed as the best starting point for intervention by librarians to allow proper delivery of information literacy education (Henri and Asselin, 2005;CREDO, 2019). As a result, efforts are being made to make information literacy a mandatory subject in classrooms, where librarians are provided with a teaching role in order to ensure successful integration throughout the school (Secker and Coonan, 2011). Some consider school librarians to be an essential element of the educational process in which they should act as learning facilitators and knowledge builders (Loertscher and Woolls, 2012;Merga, 2020). ...
Through a constructivist lens this qualitative study explores the perspectives and practices of school librarians regarding information literacy in Kuwait. Thematic analysis was used to understand and interpret librarians’ understandings, practices, barriers and drivers of information literacy in schools. Semi-structured interviews were used to collect in-depth narratives of 12 participants (8 librarians and 4 supervisors) from Kuwait’s government intermediate schools. Although the study predominantly uses a qualitative approach, it also draws upon a small preliminary quantitative study. A SurveyMonkey online questionnaire was created for this purpose, to which 178 out of 380 intermediate school librarians responded. The quantitative results informed the development of the main qualitative in-depth interview questions. This qualitative study contributes to new knowledge with Kuwaiti, Arabic and Muslim culturally relevant perspectives on information literacy. This study found that the theory of information literacy landscapes and attendant model created by Lloyd (2017, 2021) was able to reveal a way of knowing about the participants’ multiple information environments (sites), information sources (modalities of information) and practices (enactment) that comprise the school library information landscape. The study findings indicated that participants’ understanding of information literacy and its practice are shaped by the intersection of various information landscapes (education, workplace, religious, sociocultural, emotional).The study revealed a way of knowing about the participants’ modalities of information (epistemic, social, corporeal) and enactment (Library and Information Science/Studies (LIS) and information literacy, cultural and religious, educational and teaching, and collaborative and supportive practices). Furthermore, the study identified key factors that may enable or constrain school librarians in fostering information literacy in Kuwait, namely the awareness and knowledge of information literacy, librarians’ professional identity, passion, emotions and meaningfulness, as well as the workplace environment. Lastly, the study presents a list of recommendations for information literacy best practice by librarians in Kuwaiti government schools.
... Information literacy (IL) has many definitions and is sometimes conflated with digital literacy. I took the approach espoused by Secker and Coonan (2011) that digital literacy is part of IL and I have used the 2018 definition provided by the Chartered information and Library Professionals (CILIP, 2018, p. 3): ...
This is a report on how I integrated coaching techniques into my teaching of information literacy (IL) to 28 FHEQ Level 4 (Year 1) English undergraduates at Brunel University London, UK, during January 2021-April 2021. This was part of a compulsory module, titled Digital Literacy. During this time, it was held online due to COVID-19 lockdowns and, since restrictions have been lifted, I have started teaching this face to face in a flat classroom on the University campus.
... This, can lead young people into approaching the evaluation of information 'sub-optimally' although this can improve to a certain extent with age (Metzger et al., 2015, p325). It has been argued for some time that high levels of information literacy (IL) are regarded as an important part of a successful learning journey in higher education (Secker and Coonan, 2011), every-day life (Whitworth, 2014), work (Crawford and Irving, 2012) solution to the issue of poor information literacy capabilities in young people. The sub-set of cognitive, metacognitive and affective (emotional) capabilities which enable people to make sound judgements about information (known as information discernment) are critical components of information literacy (Walton and Cleland, 2017;Walton, 2017;Walton et al., 2018a, Wong et al., 2020. ...
Purpose
This paper intends to explore the relationship between participants' eye fixations (a measure of attention) and durations (a measure of concentration) on areas of interest within a range of online articles and their levels of information discernment (a sub-process of information literacy characterising how participants make judgements about information).
Design/methodology/approach
Eye-tracking equipment was used as a proxy measure for reading behaviour by recording eye-fixations, dwell times and regressions in males aged 18–24 ( n = 48). Participants' level of information discernment was determined using a quantitative questionnaire.
Findings
Data indicates a relationship between participants' level of information discernment and their viewing behaviours within the articles' area of interest. Those who score highly on an information discernment questionnaire tended to interrogate the online article in a structured and linear way. Those with high-level information discernment are more likely to pay attention to an article's textual and graphical information than those exhibiting low-level information discernment. Conversely, participants with low-level information discernment indicated a lack of curiosity by not interrogating the entire article. They were unsystematic in their saccadic movements spending significantly longer viewing irrelevant areas.
Social implications
The most profound consequence is that those with low-level information discernment, through a lack of curiosity in particular, could base their health, workplace, political or everyday decisions on sub-optimal engagement with and comprehension of information or misinformation (such as fake news).
Originality/value
Ground-breaking analysis of the relationship between a persons' self-reported level of information literacy (information discernment specifically) and objective measures of reading behaviour.
... Information literacy (IL) refers to a vital information practice in a society characterized by unlimited access to information; it also encourages information practices in digital environments to shape and constitute essential aspects of people's lives across the globe. Additionally, Information Literacy is the set of skills, attributes, and behavior that is important to students learning in this digital age Secker and Coonan (2011); Information Literacy has been linked explicitly to graduate employability in the UK and other countries worldwide; therefore, it is vital for universities to incorporate IL into students learning to ensure graduates acquire the IL skillsets and competencies during their course of study. According to Gross and Latham (2012), IL skills include research, critical thinking, computer technology, and communication skills. ...
The continued rise of the global economy, especially during COVID-19, has required stakeholders, including higher education, to think more strategically about preparing future university graduates with intercultural skill development. This study contributes to the literature by showing one approach whereby faculty can integrate intercultural communication competence into the STEM classroom via entrepreneurially-minded online discussions (a form of information literacy). This semester-long study applied a mixed methods approach. First, students participated in five online discussions, which were analyzed qualitatively to identify themes and patterns. Second, at the end of the semester, after completing the online discussions, students responded to a survey assessing their perceptions related to student learning and student satisfaction. The findings show that student perceptions of information literacy were high. Moreover, themes identified within the online discussions align well with the traditional communication process. Integrating intercultural competence into entrepreneurially-minded online discussions within the STEM classroom can be seen as "low hanging fruit" in that the return on investment for faculty is very high (i.e., requires minimal lecture time and promotes optimal connections to the real world).
... Appropriation of "information literacy" as a term may be further muddied through the range of competing and contradictory models and definitions of various "literacies" that are employed in the field (Stordy, 2015). The LIS-focused ANCIL information literacy framework (Secker and Coonan, 2011), for example, presents information literacy as an overarching concept, with academic literacies, digital literacies, media literacies and new literacies listed as subsidiary concepts. In contrast the non-LIS-focused JISC (2021) digital literacy framework presents digital literacy as the central concept, with information literacy relegated to a subsidiary. ...
Information literacy forms a key concept within Library and Information Science, where it forms the focus of scholarship, conferences, journals, and teaching librarian practice, alike. However, little is known about how other fields and disciplines have employed these outputs within their own research and practice. This paper examines how the concept of information literacy has been leveraged into the discourses of non-Library and Information Science disciplinary landscapes. This is achieved through a qualitative mapping of five different fields and disciplines, including Higher Education, Management and Business, Public Health, Nursing and Psychology, to identify how information literacy terminology, definitions, theories, and frameworks have travelled across scholarly and practice boundaries to become appropriated into other disciplinary landscapes. The aim of this collaborative work is to develop an indicative rather than an exhaustive understanding of what travels within information literacy research and practice and to strengthen the Library and Information Science narrative on the impact of information literacy activities.
... learning needs to be emphasized, to encourage involvement and motivation. Recent IL proposals (ACRL, 2015;Mackey;Jacobson, 2014;Secker;Coonan, 2011) have recognized the affective aspects of learning, with the goal of preparing learners to cope with complex and changing information landscapes. ...
... learning needs to be emphasized, to encourage involvement and motivation. Recent IL proposals (ACRL, 2015;Mackey;Jacobson, 2014;Secker;Coonan, 2011) have recognized the affective aspects of learning, with the goal of preparing learners to cope with complex and changing information landscapes. ...
Information competence is an essential component of translation competence and the basis for the lifelong learning of Translation and Interpreting trainees. This work describes the author’s updated approach to an information literacy course for Translation and Interpreting undergraduate students implemented at the Universitat Jaume I (Spain), which, due to the health situation generated by the COVID-19 pandemic, had to be taught entirely online. The article gives an account of how metaliteracy has been integrated as a guiding thread to encourage reflection and critical thinking throughout the course and awareness of its importance. The students’ feedback and the assessment results demonstrate that learning has been significant. Hopefully, the perspective, curricular proposal and experience analyzed here could be transferable to other discipline-based information literacy training programs.
La competencia informacional es un componente esencial de la competencia traductora y la base del aprendizaje permanente del estudiantado de Traducción e Interpretación. Este trabajo describe el enfoque actualizado de un curso de alfabetización informacional para estudiantado del grado en Traducción e Interpretación implementado en la Universitat Jaume I (España), que, debido a la situación sanitaria generada por la pandemia de COVID-19, tuvo que impartirse íntegramente en línea. El artículo da cuenta de cómo se ha integrado la meta-alfabetización como hilo conductor para fomentar la reflexión y el pensamiento crítico a lo largo del curso y la toma de conciencia de su importancia. El seguimiento del estudiantado y los resultados de la evaluación demuestran que el aprendizaje ha sido significativo. Se confía en que la perspectiva, la propuesta curricular y la experiencia aquí analizadas puedan ser transferibles a otros programas de formación en alfabetización informacional para disciplinas concretas, y que pueda ser adaptada a titulaciones específicas.
