Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Using ACRL's New Framework for Information Literacy to Explore Teaching Strategies for Intergovernmental Information


Published on

Our objective today is to provide you with some information on ACRL's New Framework for Information Literacy and to show you some ways the World Bank eLibrary ( and other intergovernmental websites can be used to teach the concepts presented in the framework.

Published in: Education
  • Be the first to comment

Using ACRL's New Framework for Information Literacy to Explore Teaching Strategies for Intergovernmental Information

  1. 1. Using ACRL's New Framework for Information Literacy to Explore Teaching Strategies for Intergovernmental Information Presenters:Presenters: Devika Levy Sales and Outreach Manager World Bank Publications Brett Cloyd Reference and Government Information Librarian University of Iowa Libraries June 10, 2015
  2. 2. About The World Bank Group Presenters:• Vital source of financial and technical assistance to developing countries. • Two goals for the world to achieve by 2030:  End extreme poverty  Promote shared prosperity • Support to developing countries through policy advice, research and analysis, and technical assistance. • Five institutions managed by their member countries.
  3. 3. A Brief Introduction to World Bank eLibrary June 10, 2015 Devika Levy
  4. 4. About eLibrary 4 • World Bank’s official subscription-based publishing platform • Easy discovery and access • Offers a variety of personalization and added-value features for using WB content • Designed to meet the unique needs of libraries, researchers, and the academic community • Used by the world’s top academic institutions, international and governmental agencies, think tanks and NGOs
  5. 5. What’s in the eLibrary? 20-30 Years of Content • Books: Complete Backlist • Working Papers and Other Research: new collection of Economic Outlooks just added • 2 Journals: World Bank Economic Review and World Bank Research Observer: Complete backlist with no embargoes • Covers more than 200 countries and economies at all income levels – emphasis on low- and middle-income countries 5
  6. 6. Broad “Social Science” Topics 6
  7. 7. Multiple Ways to Access Content • Multiple Browse Options • Quick and Advanced Search • New Titles • What’s Popular • Personal accounts for quick retrieval of content you need 7
  8. 8. Powered by Metadata 8
  9. 9. Topic Browse 9
  10. 10. Country Browse with Data 10
  11. 11. elibrary.worldbank.org11 Country Browse with Data (Time Series)
  12. 12. Browse by Content Type 12
  13. 13. Alerts, Favorites, and More 13
  14. 14. HTML (Forthcoming) 14
  15. 15. HTML Sample Figure 15
  16. 16. CREATIVE COMMONS ATTRIBUTION (CC BY) 16 • Creative Commons Attribution (CC BY 3.0 IGO) license applies to most content in eLibrary • Allows free and unrestricted use, re-use and distribution
  17. 17. TOOLS FOR LIBRARIANS & ADMINISTRATORS 17 • Indexing in Google and library discovery services • MARC records and alerts for new records • Downloadable metadata (updated monthly) • Perpetual use of all downloaded content • COUNTER 4-compliant usage reports • Open URL/link resolver option • Athens and Shibboleth authentication • Institutional branding • Free online and on-site training • Dedicated customer service
  18. 18. SUBSCRIPTION INFORMATION 18 • Institutional subscriptions only • Subscription cycle: o 12-month subscription or prorated through December 31 • Prices based on total number of FTE / authorized users and institution type • Geographic & consortia discounts available • Free trials available for libraries • Subscribe through: o The World Bank ( o Your preferred subscription agent o Library consortia
  20. 20. DEFINITION “Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” Framework for Information Literacy for Higher Education
  21. 21. FRAMEWORK BACKGROUND • New in 2015 • Part of ACRL’s “Constellation of Information Literacy Documents” • “The frames are intended to demonstrate the contrast in thinking between novice learner and expert in a specific area.” (ACRL, Appendix 1) • Flexibility is emphasized in the document.
  22. 22. “Learners do not start a course in the same place, nor do they learn at the same pace.” ( “What’s the Matter with Threshold Concepts?”, Townsend et al)
  23. 23. TEACHING EXAMPLES Consider places where librarians might introduce intergovernmental information. Here is my base, at a large university: • Library Strategies for International Research – a 1 credit elective course I teach to juniors and seniors. • One shot classes to International Studies, Political Science, and Geography students (undergraduate or graduate students). • Visits to 1st year Rhetoric classes. • In the context of research consultations with individual students
  24. 24. INTERGOVERNMENTAL ORGANIZATIONS • “What, after all, is the big deal about international organizations?” (Church, 2009) • Information including Standards, Law, Development, Human Rights, Aid, & Children • “International” and “intergovernmental organizations” are sometimes used interchangeably.
  25. 25. WORLD BANK GROUP & THE ELIBRARY • The World Bank’s eLibrary is a useful tool to incorporate into Information Literacy learning situations (i.e. classes, consultations) because it has a certain focus and purpose that can be explained and discovered in a class session. • It is also a gateway to other World Bank information products/free resources (such as the Databank, Blogs, Altmetrics, and the Open Knowledge Repository)
  26. 26. THE FRAMES 1. Authority Is Constructed and Contextual 2. Information Creation as a Process 3. Information Has Value 4. Research as Inquiry 5. Scholarship as Conversation 6. Searching as Strategic Exploration ACRL does not prescribe a preferred order or emphasis. I am numbering to give shape to the presentation. This webinar will discuss each frame and propose a few instruction ideas.
  27. 27. #1. Authority is Constructed and Contextual
  28. 28. AUTHORITY: OF AN INSTITUTION The World Bank ‘s role within the United Nations #1. authority
  29. 29. AUTHORITY: CHALLENGING IT Defined By Others? Google recommended the “protest” search term to find visual images. Challenging Authority. #1. authority
  30. 30. AUTHORITY OF THE ELIBRARY • Part of the World Bank • Help students recognize the scope of the database • Need also to understand the authors and the information products #1. authority
  31. 31. AUTHORITY: EXPLAINING TO NOVICE LEARNER? From 2005 ebook From A 2002 Working Paper eLibrary Record, 2005 date From current University of Ottawa faculty page (5/2015) #3. value
  32. 32. AUTHORITY OF AUTHORS: SEARCH RESULTS:? • Reviewing a search result record • Authority of World Bank Authors? • Books might have more author information, but working papers might have newer information on a topic. • The OKR has a good summary page of document types. #1. authority
  33. 33. AUTHORITY: THE CRITICS? • Most students* information needs compel them to find information from a variety of perspectives as they gain greater understanding of a topic. This article (Stein, 2009) was discovered in PAIS International, and is critical of the World Bank’s work. * Graduate students in particular need an extensive literature review for their dissertations. #1. authority
  34. 34. #2. Information Creation as Process
  35. 35. CREATION: SHARED/ING MESSAGE • A variety of tools help users and the World Bank share information • eLibrary contains the work of the World Bank (no third-party content; written by World Bank staff, economists, and experts in their field) • Recognize that students may be overwhelmed by the authority and expertise of the works as they try to meet their information needs. • Linking to blog sources (more informal) or the public topic pages can give students more room to maneuver. • The eLibrary results screen presents some opportunities for novice learners. #2. creation
  36. 36. SHARING: TOPIC PAGE • eLibrary Topic Page • Background paragraph & web links (esp. blog) • Filters • Country • Favorites • Citation Alert • Share Page #2. creation
  37. 37. CREATION: ALTERNATIVE METRICS “Emerging process of information creation and dissemination” • Altmetric tool to measure discussion of work. Some records in the eLibrary include this measure. “Accept the ambiguity surrounding potential value of information creation” A Twitter user that tweeted WB title. #2. creation
  38. 38. #3. Information Has Value
  39. 39. VALUE OF SOURCES • Demonstrating free vs. fee content (esp. for senior students) • Intergovernmental information as a means to educate, influence, negotiate and understand the world. • Country information • Google • United Nations • World Bank eLibrary #3. value
  40. 40. VALUE: UNDERSTANDING WORLD I have students in my Library Strategies class search for information about their countries of interest. Often result emphasis is travel or other consumer-oriented Activities (Destinations, Lonely Planet). We also talk about ways that Google Personalizes search results. #3. value
  41. 41. VALUE: NEGOTIATING MEANING Students can have a difficult time finding and comprehending sources like these. #3. value
  42. 42. VALUE: EDUCATING • eLibrary Country page • World Bank sources • The Topic filter can help students find and learn about issues facing a country. #3. value
  43. 43. #4. Research as Inquiry
  44. 44. INQUIRY: STARTING POINTS • Students may begin their work from a variety of starting points, and use more sophisticated tools as they progress in their learning • A librarian can help students differently in a library developed, credit- bearing class vs. a one-shot class vs. a consultation. • Students may ask different questions based on the information tool they use. • A library catalog or discovery tool (that includes World Bank eLibrary records) • Google or Google Scholar • PAIS International or a Political Science index (like Worldwide Political Science Abstracts) • eLibrary #4. inquiry
  45. 45. INQUIRY: LIBRARY CATALOGS • Connects students to content directly • Puts information in context of wider range of material • May be difficult for new users to identify value of content in midst of larger results lists. #4. inquiry
  46. 46. INQUIRY: SCHOLARLY DATABASES • Many sources about the World Bank • Some World Bank, documents, reports and books in these databases, too. (with links or via a link resolver) • More like this? World Bank content through ebrary in ProQuest databases? Why not eLibrary or the Open Knowledge Repository? • Helping students navigate search results helps raise questions. #4. inquiry
  47. 47. INQUIRY: FULL RECORD #3. value
  48. 48. #5. Scholarship as Conversation
  49. 49. CONVERSATION: SAMPLES • Discuss Scholarly Communication Issues (esp. Assistant vs. Associate Professor rank) • Bibliography exercise. Give students a selection of sources on a topic and have them answer questions like, “Which source is from a scholarly article, a news report, a government publication.” • Help students review a bibliography in a work. • Build research management skills like learning citation tools (i.e. EndNote) • Reduce student anxiety about contributing to the conversation (collaborative activities, short presentations, etc). #5. conversation
  50. 50. CONVERSATION: PUBLISHING I have talked with students & faculty on sections such as: • “About this journal” • “Rights & Permissions” • “Editorial Board” • “Instructions for authors” #5. conversation
  51. 51. CONVERSATION: CITATION MANAGEMENT • Google Scholar Example • Cited by • Import into. • eLibrary • “Download Citation,” • “Citation Alerts:” the conversation. #5. conversation
  52. 52. #6. Searching as Strategic Exploration
  53. 53. EXPLORATION • Concept maps exercise & writing on paper • Small group discussion • Flipped class idea. Students complete a Google Form ahead of class time (can work in a variety of teaching contexts). • Assign students a database to explore, have them present it to class using their research topics and keywords (subject-based, or tools like the eLibrary • Browsing eLibrary topic and country pages useful for exploration. Knowing about student’s interest early on helps construct sessions. #6. exploration
  54. 54. WRAP-UP • The World Bank eLibrary can be a useful starting point in teaching information literacy concepts discussed in the Framework. • The Framework is a conversation starter for librarians, faculty, higher education and publishers • Hope some ideas here might lead to future emphasis on information literacy in intergovernmental sources and government information in general. • I’ll be at ALA Annual Conference in San Francisco if anyone wants to meet and talk about these issues.
  55. 55. WORKS CITED • Bibliography is available at:
  56. 56. THANKS
  57. 57. Presenters:Brett Cloyd, University of Iowa Phone: 319-335-5743 Devika Levy, World Bank Publications Phone: 202-473-2497 World Bank Publications Customer Service Phone 202-473-8597 Questions? Contact Us