Wendy Holliday's research while affiliated with Northern Arizona University and other places
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Publications (21)
The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of teachi...
Full text: http://archives.pdx.edu/ds/psu/22380
The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequence...
This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authenti...
This paper reports on the findings of an observational study of information literacy instruction in a college writing course. Using a sociocultural approach, the study explores how classroom discourse can influence the ways in which students conceive of information literacy and the process of research and writing. We found that a discourse that emp...
This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and...
Librarians from Utah State University explain recent efforts to encourage subject librarians to take a more holistic view of their roles. We are shifting from a traditional emphasis primarily on collection development and refocusing on natural connections between collections, instruction, liaison, and reference service. The poster provides backgrou...
Librarians from Utah State University explain recent efforts to encourage subject librarians to take a more holistic view of their roles. We are shifting from a traditional emphasis primarily on collection development and refocusing on natural connections between collections, instruction, liaison, and reference service. The poster provides backgrou...
Numerical evidence is everywhere and how best to handle and leverage it is a growing concern in the academic world in general and the academic library world in particular. Libraries are not only storehouses and key contacts for library patrons in accessing numbers, but are also collectors and users of their own data, which is integral to the functi...
Outcomes assessment has been a mandate across higher education for at least a decade, and instruction librarians are no strangers to the call to show what their students have actually learned. Most libraries keep general statistics on instruction, including the number of class sessions librarians teach and the number of students in attendance. Thes...
This course is for learning information literacy skills, especially those related to using an academic library and the Internet for college-level research. The course uses a modified problem-based learning approach to give you an authentic and hands-on experience with the subject matter. The purpose of this course is to help you learn about informa...
Library web sites have evolved over the past decade, from simple pages with a few links to complex sites that provide direct access to hundreds of different resources. In many cases, this evolution occurs with little overall planning, often resulting in web sites that are hard to manage and difficult for users to navigate. This article outlines the...
In 2002, librarians at the Utah State University (USU) Libraries were awarded a grant to develop online tutorials. The major design challenge was to create tutorials specific to USU resources and students, including distance learners, while also making them flexible so that other Utah colleges and universities can adapt them for their own needs. Th...
This article details the process of implementing a sequenced information literacy program for two core English composition courses at Utah State University. An extensive needs assessment guided the project, leading to a curriculum design process with the goal of building a foundation for deeper critical thinking skills. The curriculum development a...
In January 2004, Utah State University Libraries (USU) launched its Library Peer Mentor (LPM) Program. The program was designed to hire students to assist at the reference desk and in the classroom, extending the reach of librarians. Research suggests that students often ask fellow students for help when using the library.1 We wanted to use peer te...
Brings together recent research on undergraduate information behavior, including preliminary findings of a qualitative study testing Kuhlthau's Information Search Process (ISP) model. The main methods include a literature review of undergraduate attitudes and information behavior and a qualitative study of 35 undergraduates. The data were coded int...
In 2002, librarians at the Utah State University (USU) Libraries were awarded a grant to develop online tutorials. The major design challenge was to create tutorials specific to USU resources and students, including distance learners, while also making them flexible so that other Utah colleges and universities can adapt them for their own needs. Th...
The American Library Association defines information literacy as a "set of skills needed to find, retrieve, analyze, and use information." Students in an academic setting need to learn how to learn about all kinds of information. Committed to finding innovative ways to teach students information literacy skills, Utah State University's Library Inst...
Citations
... Metaphors help to organize activities. Holliday (2017) explained that we act following our perceptions of the world. Our metaphors through teaching and learning enable or limit some behaviors. ...
... This is because new knowledge from those large amounts of data cannot be derived without the appropriate skills or techniques. Information synthesis can be defined as the process of evaluating, analyzing and connecting information that is found from various sources and combining them with prior knowledge in order to develop something new [15]. Meanwhile, the synthesizing mind differentiates on the importance of the information and sorts them out in ways they are beneficial to the synthesizer and optimally, to the targeted audiences [16]. ...
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... Guidelines have been published to guide rubric-based assessment of IL skills that include strategies such as building collaborative relationships between faculty and librarians, choosing an assignment in which students must demonstrate the skills being assessed, and customizing a rubric, such as the VALUE rubric for Information Literacy, specifically to the chosen assignment [12]. The VALUE rubric for Information Literacy is designed to assess students' IL skills regardless of discipline [2], and several such studies from beyond engineering were useful in informing this project [13]- [15]. ...
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... The turn of the century brought a shift from behaviourist to constructivist learning models as practitioners began moving from teacher-centred methods (lectures, demonstrations, workbooks, tutorials) to more interactive learner-centred experiences exploiting the capabilities of the Web to facilitate active, creative online learning (Dewald 1999;Woodard 2003). The shift towards teacher as guide/facilitator/co-learner continued with adoption of social constructivist and sociocultural learning theories, emphasising social and cultural aspects of learning, conceptualised as an interactive, collaborative social process (Bowles-Terry, Davis & Holliday 2010;Wang 2007). Participatory Web 2.0 technologies then led towards connectivism as a theory based in the digital world that views learning as a continual process based on social networks connecting people, technology and information (Farkas 2012;Guder 2010). ...
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... A teacher's word choice can influence student attitudes, especially regarding information literacy. Holliday and Rogers (2013) found that describing research as "learning more about x" rather than "finding sources about x" helped students appreciate their research questions more fully and devise more meaningful strategies for learning about their topics. This study demonstrates that a teacher's word choice makes a difference in how students understand the point of their research. ...
... Collaborations between librarians and composition instructors, the inherent relationship between information literacy and writing, and the concept of information literacy as a situated literacy within composition have all received substantial coverage in the literature (Barclay & Barclay, 1994; Birmingham et al., 2008; Bowles-Terry, Davis, & Holliday, 2010; Fister, 1992; Hlavaty & Townsend, 2010; Jacobs & Jacobs, 2009; Mazziotti & Grettano, 2011; Mounce, 2009; Palsson & McDade, 2014; Shields, 2014; Sult & Mills, 2006; White-Farnham & Caffrey Gardner, 2014). This review focuses on a few additional works that most closely relate to our research. ...
... On the other hand, misunderstanding of library terminologies can potentially lead to student anxiety and distress which, in turn, may result in breakdown of the relationship between the library personnel and the students. Studies have reported that unknown library terms may confuse students and can act as a potential learning barrier (Holliday et al. 2006). Furthermore, if freshmen students do not understand the meaning of library terminologies, they might feel frustration and boredom when attending library instruction programmes. ...
... In this same line, Ward (2006) advocated a new view of IL for lifelong meaning. In a collaborative effort between academics and librarians to enable students richer experience of IL, Diekema et al. (2011) advocated for a more situated experience of information literacy. Other relevant concepts started to incorporate into IL, such as those related to reflection and selfknowledge (Markless, 2009). ...
... Having students as peer teachers supports the students as partners agenda, as they are fully engaged in aspects of programme delivery (Healey et al., 2014). Holliday and Nordgren (2005) evaluated a program set up to promote peer teaching and found that students benefitted from the position, especially in relation to learning from teaching others. It is suggested that peer-led sessions promote student success, as peer teachers can be available and accessible to other students to teach and discuss digital literacy (Jarson, 2017). ...
... Identificar la audiencia a la que se dirige el tutorial, así como sus características , necesidades y preferencias. Es aconsejable para ello llevar a cabo estudios formales de usuarios, que pueden consistir en grupos focales, entrevistas o encuestas (Holliday et al., 2006). Establecer claramente cuál es la finalidad y los objetivos del tutorial, que deben ser realistas, concretos y ajustados a una necesidad real. ...
