Effectively integrating information literacy: A conversation about threshold...Rebecca Kate Miller
This document discusses integrating information literacy threshold concepts into course design through collaboration between instructors and librarians. It provides an example of how an English instructor and librarian collaborated at Virginia Tech to incorporate threshold concepts like "research solves problems" into an English 1106 course. The librarian introduced concepts in an initial session and reinforced them in a second session focused on a major research project, helping students cross an important threshold for research skills. The goal was to give students a deeper understanding of quality sources and help them produce stronger research projects.
1) The document summarizes a presentation about celebrating undergraduate research at York University. It discusses assessing undergraduate students' information literacy skills through an IL award program and research fair.
2) The presentation shares results which found students have strengths in critically evaluating sources but gaps in Boolean searching. It was also found that students who received library research help performed better.
3) Future implications for instruction discussed designing tutorials around ACRL's Framework threshold concepts and developing new IL award questions focused on these concepts. The presentation concluded by thanking attendees and soliciting feedback.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
This document discusses strategies for library partnerships. It provides a case study of an external advisory board that provided feedback and expertise. Vendor partnerships are also discussed, including examples of a library vendor fair that benefited both students and vendors. Other partnership opportunities mentioned include those with other academic institutions, corporations, and for collection development and staff development. Key lessons stressed forming strategic partnerships, clear communication, and defining success metrics.
The Future is a Moving Goal Post: Change Management in Academic LibrariesIFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Change Management in Academic Libraries, presented by Gulcin Cribb, University Librarian, Singapore Management University.
Fostering historical thinking with digitized primary sourcesOrna Farrell
The document discusses an initiative called "The History Lab" which was created to support the development of research skills and historical thinking in history students through the use of digitized primary sources. The initiative provides students with an interactive guide to relevant online primary sources, an accompanying social bookmarking page to collaborate, and an online tutorial to practice finding, evaluating, and using digital sources. The goals are to provide access to and encourage the use of digital primary sources, develop advanced research skills for reading and thinking critically about sources, and teach students how to think like historians by employing reading strategies when investigating historical questions using digital evidence.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
Effectively integrating information literacy: A conversation about threshold...Rebecca Kate Miller
This document discusses integrating information literacy threshold concepts into course design through collaboration between instructors and librarians. It provides an example of how an English instructor and librarian collaborated at Virginia Tech to incorporate threshold concepts like "research solves problems" into an English 1106 course. The librarian introduced concepts in an initial session and reinforced them in a second session focused on a major research project, helping students cross an important threshold for research skills. The goal was to give students a deeper understanding of quality sources and help them produce stronger research projects.
1) The document summarizes a presentation about celebrating undergraduate research at York University. It discusses assessing undergraduate students' information literacy skills through an IL award program and research fair.
2) The presentation shares results which found students have strengths in critically evaluating sources but gaps in Boolean searching. It was also found that students who received library research help performed better.
3) Future implications for instruction discussed designing tutorials around ACRL's Framework threshold concepts and developing new IL award questions focused on these concepts. The presentation concluded by thanking attendees and soliciting feedback.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
This document discusses strategies for library partnerships. It provides a case study of an external advisory board that provided feedback and expertise. Vendor partnerships are also discussed, including examples of a library vendor fair that benefited both students and vendors. Other partnership opportunities mentioned include those with other academic institutions, corporations, and for collection development and staff development. Key lessons stressed forming strategic partnerships, clear communication, and defining success metrics.
The Future is a Moving Goal Post: Change Management in Academic LibrariesIFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Change Management in Academic Libraries, presented by Gulcin Cribb, University Librarian, Singapore Management University.
Fostering historical thinking with digitized primary sourcesOrna Farrell
The document discusses an initiative called "The History Lab" which was created to support the development of research skills and historical thinking in history students through the use of digitized primary sources. The initiative provides students with an interactive guide to relevant online primary sources, an accompanying social bookmarking page to collaborate, and an online tutorial to practice finding, evaluating, and using digital sources. The goals are to provide access to and encourage the use of digital primary sources, develop advanced research skills for reading and thinking critically about sources, and teach students how to think like historians by employing reading strategies when investigating historical questions using digital evidence.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
This document discusses efforts by a research librarian at City University London to improve digital literacy support for researchers. The librarian conducted a questionnaire that informed the development of a Library Researcher Development Programme. A blog and case study resource were also created. Based on researcher feedback, workshops were held on topics like using social media and open access publishing. The librarian is now conducting further research to identify factors influencing researchers' digital literacy in order to guide future instruction. The conclusion emphasizes engaging researchers and using their work to enhance information literacy support through research-based practice.
Presentation delivered via GotoWebinar on July 21, 2015 as part of the Virginia Library Association Presentation Academy. Presenters were Rebecca K. Miller and Nathan Flinchum.
This presentation was provided by Matthew Sheehy of Brandeis University during the NISO event, "The Library of the Future: Inside & Out", held on December 12, 2018.
The document discusses the results of a survey about librarians' perceptions and understandings of the ACRL Framework for Information Literacy. It provides an overview of the survey design and demographics of respondents. It then examines how respondents engage with the Framework, their attitudes towards it, and their perceptions of the learning theories and concepts within the Framework. Some key findings are that while many librarians are using the Framework, others find it lacks theoretical basis or clear guidance. Respondents also had mixed views on how the Framework's definition of information literacy compares to previous definitions. The document concludes by reflecting on what we have learned about the profession from this survey of the Framework.
This document provides guidance on creating and managing an online professional presence. It discusses the importance of personal branding and scholarly identification to enhance networking, collaboration, visibility and impact. Tools are presented for developing an online identity through consistent personal branding across social media platforms. Maintaining a profile on researcher networks and using altmetrics are recommended for scholarly identification and measuring impact. The document stresses maintaining and securing an online presence through vigilance and removing personal information when possible.
This document summarizes previous research on gender differences in college students' information literacy and source evaluation abilities. It presents results from a study that surveyed students on how they evaluate online sources based on criteria like authority, accuracy, and timeliness. The results found females were more discerning evaluators who considered more criteria, while males were more confident in search engine results. The implications are that information literacy instruction should consider these gender differences and tailor approaches to encourage intellectual risk-taking in females and emphasize source evaluation for males.
Becoming a Great Academic Liaison WorkshopALATechSource
The document discusses the evolving role of academic library liaisons. It begins by introducing the presenters and asking library liaisons how many hours they devote to liaison work. It then outlines the history of liaison roles from the prehistoric age focusing on collection development and communication to the modern era with expanded roles in areas like technology support, curriculum involvement, and copyright advising. The rest of the document offers tips, examples, and trends related to key liaison responsibilities and the future of liaison work, emphasizing continued focus on communication, collaboration, and developing user-centered services.
The document summarizes a study conducted by Taylor & Francis Group and Loughborough University that mapped the user experience of 10 postgraduate research students over 8 months. The study aimed to discover how postgraduate researchers find and manage information, identify opportunities to enhance library user experience for postgraduate researchers, and determine how libraries and publishers can improve services and products. Key findings included that Google Scholar is important but library catalogs are also used, reference management with Mendeley is popular, and supervisors and workshops provide skills development but individual research practices vary widely. Both organizations learned areas for improving discoverability, interfaces, and content access.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Soe doctoral programs fall research forummartamagnuson
Magnuson, M. L. (October, 2008). Taking the Next Step: Presenting a Paper, Poster Session or Round Table at Conferences. Workshop presented at the University of Wisconsin – Milwaukee School of Education Doctoral Program Fall 2008 Research Forum, Glendale, Wisconsin.
The document discusses a study that investigated academics' views of information literacy, finding differences based on discipline. Interviews were conducted with faculty in business and health to understand their perceptions of information literacy, how students learn skills, and barriers. Key themes included the information literate student, discipline impact, and gaps between student preparation and workplace needs.
Northern Collaboration Learning Exchange - Learning Spaces Learning spaces in other places - Leanne Young winner of the 2016 Travelling Librarian Award from CILIP shares insights and experiences gained from her travels to creative learning spaces in the USA
The document describes the IDEA model for integrating information literacy into academic courses. The IDEA model is based on instructional design and cognitive learning theories. It involves interviewing faculty to understand assignment requirements, designing information literacy lessons and resources, embedding those materials into the course, and assessing student learning and use of resources. An example is provided of how the model could be applied to a specific course by modifying the syllabus, creating an online lesson, developing a libguide with resources, and embedding links and a discussion board in the course management system. The document concludes by noting characteristics of courses that are best suited for extensive information literacy integration using this model.
This document summarizes key points from a presentation about differences between information literacy in college versus the workplace. It discusses how information needs and contexts change depending on whether one is a student or employee. In college, problems tend to be more "tidy" while workplace problems are often "messier". The document also examines how information sources differ, with more emphasis on internal resources, communication, and less restriction on information types in the workplace. Barriers to transferring information literacy skills from school to work are explored, along with suggestions for more authentic learning experiences to help bridge the gap.
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Serach, Serendipity & the Researcher ExperienceNASIG
Presenter: Lettie Conrad, Executive Program Manager, Discovery & Product Analysis, SAGE Publishing
When considering academic researchers’ information-seeking and retrieval needs, we often focus on search – optimizing for search, Google-like search for libraries, user preferences for one-box quick-search tools, and so on. But what about unplanned instances of discovery? Are new technologies, such as text mining and natural language processing, enabling new pathways that lead researchers to relevant material, perhaps even leading to surprising new connections across disciplines? Conversely, with the prevalence of satisficing, does serendipity even play a role when searching for information about a scholarly topic?_x000D_
Through a study of undergraduate students and their faculty members, as well as a survey of publisher and website offerings, this talk will summarize common user pathways and how today’s students and faculty use content recommendation tools with recommendations for how libraries and the scholarly communications community might respond.
The Digital Academic: Social and Other Digital Media for AcademicsDeborah Lupton
A presentation used in workshops to teach academics about how to use social media and other digital media for professional purposes. Includes discussion of Academia.edu, LinkedIn, blogs, Twitter, Facebook, institutional e-repositories, Storify, SlideShare, Pinterest and more.
IFLA ARL Hot Topics 2020: Libraries as Catalysts - Inspire, Engage, Enable, C...IFLAAcademicandResea
Libraries in China have seen a rapid growth in Intellectual Property Information Service (IPIS) centers over the past few years, with over 100 established. These centers were encouraged by the Chinese government to support innovation and patent applications. They provide services like patent searches, analysis of patent trends, and support for industries. While still developing, they represent a promising new direction for academic research libraries in China. Compared to the US, where similar centers have existed longer in libraries but not transformed them, the growth of IPIS centers could impact the transformation of Chinese academic libraries.
Hitting the moving target: The transformation of information literacy instruc...University College Dublin
This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.
This document summarizes a workshop on developing information literacy skills for library and information studies students. The workshop aimed to gather practitioner views on:
1. The skills needed to deliver good information literacy instruction, such as knowledge of databases, teaching skills, and an awareness of learning styles.
2. How these skills are currently developed, through practical experience, training, and professional development opportunities.
3. Who supports skills development, like employers, professional associations, and colleagues on social media and mailing lists.
4. Whether library schools or workplaces are better for supporting ongoing skills growth, and recommendations that both are needed, with library schools teaching theory and providing practice opportunities.
This document discusses efforts by a research librarian at City University London to improve digital literacy support for researchers. The librarian conducted a questionnaire that informed the development of a Library Researcher Development Programme. A blog and case study resource were also created. Based on researcher feedback, workshops were held on topics like using social media and open access publishing. The librarian is now conducting further research to identify factors influencing researchers' digital literacy in order to guide future instruction. The conclusion emphasizes engaging researchers and using their work to enhance information literacy support through research-based practice.
Presentation delivered via GotoWebinar on July 21, 2015 as part of the Virginia Library Association Presentation Academy. Presenters were Rebecca K. Miller and Nathan Flinchum.
This presentation was provided by Matthew Sheehy of Brandeis University during the NISO event, "The Library of the Future: Inside & Out", held on December 12, 2018.
The document discusses the results of a survey about librarians' perceptions and understandings of the ACRL Framework for Information Literacy. It provides an overview of the survey design and demographics of respondents. It then examines how respondents engage with the Framework, their attitudes towards it, and their perceptions of the learning theories and concepts within the Framework. Some key findings are that while many librarians are using the Framework, others find it lacks theoretical basis or clear guidance. Respondents also had mixed views on how the Framework's definition of information literacy compares to previous definitions. The document concludes by reflecting on what we have learned about the profession from this survey of the Framework.
This document provides guidance on creating and managing an online professional presence. It discusses the importance of personal branding and scholarly identification to enhance networking, collaboration, visibility and impact. Tools are presented for developing an online identity through consistent personal branding across social media platforms. Maintaining a profile on researcher networks and using altmetrics are recommended for scholarly identification and measuring impact. The document stresses maintaining and securing an online presence through vigilance and removing personal information when possible.
This document summarizes previous research on gender differences in college students' information literacy and source evaluation abilities. It presents results from a study that surveyed students on how they evaluate online sources based on criteria like authority, accuracy, and timeliness. The results found females were more discerning evaluators who considered more criteria, while males were more confident in search engine results. The implications are that information literacy instruction should consider these gender differences and tailor approaches to encourage intellectual risk-taking in females and emphasize source evaluation for males.
Becoming a Great Academic Liaison WorkshopALATechSource
The document discusses the evolving role of academic library liaisons. It begins by introducing the presenters and asking library liaisons how many hours they devote to liaison work. It then outlines the history of liaison roles from the prehistoric age focusing on collection development and communication to the modern era with expanded roles in areas like technology support, curriculum involvement, and copyright advising. The rest of the document offers tips, examples, and trends related to key liaison responsibilities and the future of liaison work, emphasizing continued focus on communication, collaboration, and developing user-centered services.
The document summarizes a study conducted by Taylor & Francis Group and Loughborough University that mapped the user experience of 10 postgraduate research students over 8 months. The study aimed to discover how postgraduate researchers find and manage information, identify opportunities to enhance library user experience for postgraduate researchers, and determine how libraries and publishers can improve services and products. Key findings included that Google Scholar is important but library catalogs are also used, reference management with Mendeley is popular, and supervisors and workshops provide skills development but individual research practices vary widely. Both organizations learned areas for improving discoverability, interfaces, and content access.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Soe doctoral programs fall research forummartamagnuson
Magnuson, M. L. (October, 2008). Taking the Next Step: Presenting a Paper, Poster Session or Round Table at Conferences. Workshop presented at the University of Wisconsin – Milwaukee School of Education Doctoral Program Fall 2008 Research Forum, Glendale, Wisconsin.
The document discusses a study that investigated academics' views of information literacy, finding differences based on discipline. Interviews were conducted with faculty in business and health to understand their perceptions of information literacy, how students learn skills, and barriers. Key themes included the information literate student, discipline impact, and gaps between student preparation and workplace needs.
Northern Collaboration Learning Exchange - Learning Spaces Learning spaces in other places - Leanne Young winner of the 2016 Travelling Librarian Award from CILIP shares insights and experiences gained from her travels to creative learning spaces in the USA
The document describes the IDEA model for integrating information literacy into academic courses. The IDEA model is based on instructional design and cognitive learning theories. It involves interviewing faculty to understand assignment requirements, designing information literacy lessons and resources, embedding those materials into the course, and assessing student learning and use of resources. An example is provided of how the model could be applied to a specific course by modifying the syllabus, creating an online lesson, developing a libguide with resources, and embedding links and a discussion board in the course management system. The document concludes by noting characteristics of courses that are best suited for extensive information literacy integration using this model.
This document summarizes key points from a presentation about differences between information literacy in college versus the workplace. It discusses how information needs and contexts change depending on whether one is a student or employee. In college, problems tend to be more "tidy" while workplace problems are often "messier". The document also examines how information sources differ, with more emphasis on internal resources, communication, and less restriction on information types in the workplace. Barriers to transferring information literacy skills from school to work are explored, along with suggestions for more authentic learning experiences to help bridge the gap.
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Serach, Serendipity & the Researcher ExperienceNASIG
Presenter: Lettie Conrad, Executive Program Manager, Discovery & Product Analysis, SAGE Publishing
When considering academic researchers’ information-seeking and retrieval needs, we often focus on search – optimizing for search, Google-like search for libraries, user preferences for one-box quick-search tools, and so on. But what about unplanned instances of discovery? Are new technologies, such as text mining and natural language processing, enabling new pathways that lead researchers to relevant material, perhaps even leading to surprising new connections across disciplines? Conversely, with the prevalence of satisficing, does serendipity even play a role when searching for information about a scholarly topic?_x000D_
Through a study of undergraduate students and their faculty members, as well as a survey of publisher and website offerings, this talk will summarize common user pathways and how today’s students and faculty use content recommendation tools with recommendations for how libraries and the scholarly communications community might respond.
The Digital Academic: Social and Other Digital Media for AcademicsDeborah Lupton
A presentation used in workshops to teach academics about how to use social media and other digital media for professional purposes. Includes discussion of Academia.edu, LinkedIn, blogs, Twitter, Facebook, institutional e-repositories, Storify, SlideShare, Pinterest and more.
IFLA ARL Hot Topics 2020: Libraries as Catalysts - Inspire, Engage, Enable, C...IFLAAcademicandResea
Libraries in China have seen a rapid growth in Intellectual Property Information Service (IPIS) centers over the past few years, with over 100 established. These centers were encouraged by the Chinese government to support innovation and patent applications. They provide services like patent searches, analysis of patent trends, and support for industries. While still developing, they represent a promising new direction for academic research libraries in China. Compared to the US, where similar centers have existed longer in libraries but not transformed them, the growth of IPIS centers could impact the transformation of Chinese academic libraries.
Hitting the moving target: The transformation of information literacy instruc...University College Dublin
This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.
This document summarizes a workshop on developing information literacy skills for library and information studies students. The workshop aimed to gather practitioner views on:
1. The skills needed to deliver good information literacy instruction, such as knowledge of databases, teaching skills, and an awareness of learning styles.
2. How these skills are currently developed, through practical experience, training, and professional development opportunities.
3. Who supports skills development, like employers, professional associations, and colleagues on social media and mailing lists.
4. Whether library schools or workplaces are better for supporting ongoing skills growth, and recommendations that both are needed, with library schools teaching theory and providing practice opportunities.
Information Literacy in Europe: Ten Years Later. Presentation at the ECIL 201...Sirje Virkus
This document summarizes Sirje Virkus' research on information literacy in Europe over the past 10 years since her 2003 paper. It provides an overview of developments in the IL movement in Europe, including trends identified through literature reviews, personal observations, and an exploratory study of IL practices at European higher education institutions. Key findings include the limited progress integrating IL into teaching and policy agendas, as well as perceptions of IL and obstacles to its development, such as lack of understanding of the concept, resources, and leadership support. The study concluded that a holistic, multi-dimensional approach is needed to effectively develop IL competencies.
E-Resources and Information Literacy: A Working Sessionsdarbandi
This document outlines the agenda for a working session on e-resources and information literacy. The session will introduce Credo Reference and Libraries Thriving services and have group discussions. It will also cover getting the most out of Credo Reference and new features. Three studies on information literacy challenges students face are summarized. The value of academic libraries is discussed based on an ACRL report. Suggestions are provided for the print to digital transition, curriculum alignment, faculty collaboration, technology trends, and assessment. Case studies model collaboration between libraries and other campus partners.
Starting as we mean to go on: Technology-rich Inquiry Based Learning in the f...Sheila Webber
Presented by Phiippa Levy and Sheila Webber (Information School, University of Sheffield) on 24th November 2010 at the Web 2.0 Untangled conference: http://www.cilip.org.uk/get-involved/special-interest-groups/ucr/divisions/bbo/pages/events.aspx
This document summarizes the information literacy needs and offerings at De Montfort University. It discusses surveying academics and students to understand their perspectives. Academics agreed that students need skills in differentiating information types, expanding searches, and evaluating sources. Students reported feeling mostly confident in their information and digital literacy skills. The university will promote its information literacy program to academics and faculty to improve understanding and student experience. It will also consider future changes in higher education. The information literacy program provides instruction at different levels, including inductions, in-curriculum support, and advanced training for researchers.
Cilip Scotland :Diversifying academic library collections: a collaborative ap...Emma Mires-Richards
This document summarizes a presentation about diversifying academic library collections through collaboration at the University of Kent. It discusses conducting audits of reading lists to evaluate diversity and developing a Diversity Mark framework with student input. Pilots involved collaborating with schools to discuss audit outcomes and create a toolkit of diverse resources. Feedback indicated students were unaware of influencing reading lists and assumed they were predominantly written by white males. The project aims to mainstream diversification by taking a collaborative, grassroots approach while addressing challenges around resources, priorities, and lone advocacy.
Connecting with Students and Faculty through Personal and Embedded LibrarianshipALATechSource
The document outlines an agenda for a workshop on connecting with students and faculty through personal and embedded librarianship. The workshop will cover the history of personal librarian programs and embedded librarianship, innovations that can help librarians reach students and faculty individually, and strategies for establishing relationships and assisting students. Attendees will learn best practices and future trends in personal and embedded librarianship. The workshop aims to help librarians create or adapt personal librarian programs to fit their institutions.
This document discusses a collaboration between librarians and academic skills tutors to develop interventions for improving students' critical writing and reading skills. It outlines resources created by both the tutors and librarians, including sessions on critical reading and writing, as well as a resource on finding academic sources using keywords. A pilot of the librarian's resource found that students felt more confident searching the library catalog after completing it. The document emphasizes the importance of using real-world examples and researching why students may not be completing assigned readings. It also provides strategies for effective collaborative work between librarians and tutors.
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
The National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum) is Ireland’s advisory body for teaching and learning in Irish higher education. In 2015 the National Forum developed a professional development framework for all staff who teach in Higher Education (PDF). In2016, library staff from Carlow IT DIT (now TU Dublin) and Dundalk IT were awarded substantial funding for a 2 year project (L2L) to review the PDF through a library lens. L2L was the first library-based project to be funded by the National Forum in this way.
All library staff teach formally or informally, while also performing a wide array of other library tasks. The PDF provides a framework to prompt a deeper exploration of such multi-layered roles and, in doing so, helps to identify our complex and evolving professional development needs.
Tangible outcomes include the website l2l.ie, with its wealth of resources, and a book recording the experiences of project participants. Other outcomes include greater self-confidence and recognition of all library staff as educators.
It is essential now that these outcomes are disseminated widely amongst the library community. So the conference presentation will describe the project, discuss its findings and encourage attendees to engage with it.
Relevance of the presentation to the conference theme of ‘Inclusive Libraries’:
All library staff in all libraries (academic, public and special) ‘teach’ their users in some way and all users benefit (including those disadvantaged or excluded). In addition, the presentation will be equally relevant to attendees from the North and the south. Finally, the success of the project will encourage other library staff to apply for similar funding in future.
Robin kear introduction to library instructionrobinkear
This document discusses library instruction and information literacy at the University Library System (ULS). It begins by defining library instruction and information literacy, noting that they aim to demystify research, empower students, and support the university's mission. While the ULS has a long history of bibliographic instruction, it is shifting its focus to information literacy. Information literacy involves complex concepts and skills for evaluating and using information effectively. The ULS uses information literacy standards and assessments to improve students' research abilities. It embeds instruction into courses through various methods like one-shot classes, embedded librarians, and online guides. The goal is to better integrate information literacy across programs and the student experience.
The document discusses information and digital literacy research and practice at the London School of Economics (LSE). It provides an overview of information literacy programs, courses, and research projects at LSE including embedding information literacy into undergraduate courses, a digital literacy course for staff and PhD students, and a JISC-funded project to develop open educational resources for information literacy. It also summarizes the speaker's background in information literacy and an Arcadia Fellowship project to develop a new undergraduate information literacy curriculum.
This document discusses information literacy and the University of Pittsburgh's approach. It defines information literacy as a set of skills needed to find, analyze, and use information. The University of Pittsburgh sees information literacy as important to lifelong learning and has made it a priority. The ULS teaches information literacy through courses, workshops, tutorials, and consultations, with topics like research strategies and evaluating sources. It assesses students' skills through tests and aims to help students improve areas of weakness.
Perspectives on the Information Literate UniversitySheila Webber
This was presented by Sheila Webber (Sheffield University Information School) at an internal seminar at the Open University, Milton Keynes, UK, on 29 March 2011. After unpacking the concept of information literacy, I look at contextual aspects of information literacy: the disciplinary perspective, the teaching perspective and the learner perspective. I finish by presenting the picture of the Information Literate University that was developed some years ago by Bill Johnston and me.
RLL1, Tricia Bingham and Stephanie Reid ."But we're Librarians not Researchers"Tricia Bingham
Slides from a discussion based workshop on developing a research culture in the Library and Information sector which was presented at RLL1 on the 27th May in Auckland New Zealand. The powerpoint includes feedback from participants.
Evidence-based Practice for School LibrariesNassauSLS
This document discusses evidence-based practice for school libraries. It begins by focusing on concepts, research findings, and strategies related to evidence-based practice. The presenter discusses how the idea of evidence-based school librarianship began in 2001 with a paper on the topic. Research has shown positive impacts of school libraries on student learning outcomes when led by qualified teacher-librarians. Developing the capacity for evidence-based practice is recommended. Evidence-based practice involves using research evidence, practitioner observations, and student feedback to inform decision making and continuous improvement. Tools for gathering evidence locally include analyzing student work and bibliographies.
The document summarizes a study that investigated how librarians can support students' digital capabilities. It conducted interviews with stakeholders at a health faculty to understand their perceptions of digital literacy and the role of librarians. The study found that stakeholders mainly see librarians as teaching digital information literacy. However, there is potential for librarians to support other elements of digital literacy frameworks by collaborating in multidisciplinary teams and directly working with students. The qualitative research aimed to understand current practice and make recommendations for improving support of students' diverse digital needs.
Creating knowledge viii: Teaching the next generation of IL educatorsPamela McKinney
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
Similar to Information Literacy in your discipline (20)
Curriculum, community, context, sustainability: A reflectionSheila Webber
The document discusses curriculum, community, context, and sustainability in education. It reflects on how curriculum needs to account for varying student contexts and communities. A curriculum should consider both what is taught (knowledge and skills) and how it is taught (pedagogy). True transformation requires reflective participation from those being transformed to avoid treating them as objects. Any approach to sustainability or decolonization needs to start from the goals and learning outcomes of the program and be developed through collaborative dialogue.
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Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
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Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
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ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
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Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
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This document summarizes a presentation on ageism and libraries. It discusses several key points:
1) Ageism can affect people of any age but often targets older individuals, manifesting as stereotypes, prejudice and discrimination.
2) During the coronavirus pandemic, some expressed ageist attitudes suggesting older people are expendable or a burden.
3) Ageism in the workplace can involve biases in hiring, promotion, and assumptions about competency and ambitions based on age rather than individual skills or desires.
4) Libraries often frame programs for older adults around decline, disability, and stereotypical interests rather than recognizing older individuals' diversity. Events could involve intergenerational learning and skills-sharing.
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Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
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These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
What makes us trust online information? The perspective of health Information
Information Literacy in your discipline
1. Information Literacy in your
discipline
Sheila Webber s.webber@sheffield.ac.uk
This presentation was originally given as part of an internal University of Sheffield
seminar, organised by the Centre for Inquiry Based Learning in the Arts and Social
Sciences, in February 2007. The seminar aimed to enable academics to develop the
information literacy portion of their Departmental Learning, Teaching and Assessment
Strategies. Slight amendments have been made to the ppt in June 2015
2. Strategic University of Sheffield focus
on IBL and IL
Inquiry Based Learning
• carry out extended independent enquiry, formulating relevant
questions and engaging critically with a wide range of evidence;
Information Literacy
• demonstrate the core capabilities and skills of information literacy,
interacting confidently with the nature and structure of information
in their subject and handling information in a professional and
ethical manner;
3. SCONUL 7 Pillars model for Information Literacy
Note that a 2nd edition of the 7 Pillars was published in 2011:
http://www.sconul.ac.uk/sites/default/files/documents/17_2.pdf
4. Disciplinarity & information
• What is seen as “Information” and “good
information” differs by discipline as well as by
context
• Some concerns about students vary by discipline
and some are the same
5. Research study
• The following slides draw on a phenomenographic
study of UK academics’ conceptions of information
literacy, and of teaching information literacy
(Webber et al. 2005a & b)
• Academics in 4 disciplines (Marketing, English,
Chemistry and Civil Engineering) were interviewed
for the study (20 academics in each discipline, from
a variety of UK universities)
6. A few quotes from our research
“What you have got, at least, what I am seeing to a large
degree in my classes here, is students having little or no
real appreciation for any other sources of information apart
from the internet. And even then, on top of the poor
choices they make in selecting a source, then on top of that
you have a general inability to really gauge the quality of
the information they are finding.” (Marketing, interviewee
20)
7. Interviewer: Are there any other challenges that you see to
providing information literacy instruction?
Marketing Interviewee 10: Um, the preconception on the
behalf of students that it is a skill and that it doesn’t matter.
Yeah, the ‘We are academic. We got here because we had
four As, or at least three As at A Level and therefore we
need to be very, very academic and these skill-based
things are a bit beneath us.’
8. “I think one of the key things is to help them to identify
quickly whether or not a book is going to helpful for
their research, because that is one of the biggest
problems we find. They spend far too long going
through books that aren’t going to be helpful for
them.” (English Interviewee 5)
9. • News Stories
• Journal & magazine articles
• Books
• Observation (e.g. how
shoppers behave)
• Other people & agencies
(researchers, consultants etc.)
In Marketing, information resources
were, for example …
• Statistical data
• Market research data
• Google
• Article databases e.g.
ABI/Inform
• Company websites
• Company accounts
• Librarians
10. ..therefore information literacy could
include
• Making sense of &
manipulating numerical data
• Using people effectively as
information sources
• Being up to date with the
latest information
11. In English, information resources
were, for example …
• Manuscripts
• Journal articles
• Books
• Video & sound recordings
• Performances
• Newspapers (inc. archives)
• Libraries, archives & museums
• Colleagues
• Websites (e.g. about a writer)
• Artefacts (e.g. rune stones)
12. ..therefore information literacy could
include
• Judging the relevance one
critical text against another
• Knowing implications of a text
being published in a particular
form
• Using archives effectively
13. Issues for the Department of
Information Studies DLTAS include …
• Varied specialisms: chemoinformatics to
librarianship, therefore variations in IL
• Applying IL in the Web 2.0 environment
• IL not progressed equally well in all programmes:
CILASS project investigated this: now have to act
on its findings
14. We had carried out a review of which elements of Information Literacy were covered in
different modules, including whether they were assessed
15. Exercise: Information literacy and
students
• What issues most concern you about your students’
information literacy?
• Write on post-its
• One or more post-its per person (may be different for
different cohorts of student)
• 5 minutes individually
• 5 minutes conferring with person next to you
• Feedback
16. References
• Webber, S., Boon, S. and Johnston, B. (2005a). A comparison of UK
academics’ conceptions of information literacy in two disciplines:
English and Marketing. Library and information research, 29 (93), 4-
15.
• Webber, S., Boon, S. and Johnston, B. (2005b). British academics
from different disciplines: comparing their conceptions of pedagogy
for information literacy
http://www.slideshare.net/sheilawebber/formist [English version of:
Webber, S., Boon, S. and Johnston, B. (2006). Comparaison des
conceptions pédagogiques de la maîtrise de l’information chez des
universitaires britanniques de différentes disciplines. Actes des
5èmes Rencontres Formist: Lyon: 2005. Lyon: ENSSIB.]