Alejandro Uribe Tirado PhD Candidate / University of Granada Professor / Inter-American School of Information Science Researcher / Information, Knowledge and Society Group Information Technology and Knowledge Management Areas University of Antioquia Medellin, Colombia *** auribe@correo.ugr.es auribe@bibliotecologia.udea.edu.co alejouribet@gmail.com alfincolombia@gmail.com alfiniberoamerica@gmail.com *** http://alfincolombia.blogspot.com http://alfiniberoamerica.blogspot.com http://tecnologiasdelainformacioneib.blogspot.com *** http://aprendeenlinea.udea.edu.co/lms/investigacion/course/view.php?id=3 http://aprendeenlinea.udea.edu.co/lms/moodle/course/category.php?id=16 http://formacionbiblioteca.udea.edu.co/moodle/course/view.php?id=97 *** http://bit.ly/9kckMh (Research Group) http://bit.ly/dkxuDd (Curriculum Vitae) *** http://eprints.rclis.org/view/people/Uribe-Tirado=3AAlejandro=3A=3A.html http://www.directorioexit.info/consulta.php?directorio=exit&campo=ID&texto=525
Created by INFOLIT on Feb 18, 2010
Last updated: 01/28/12 at 05:52 PM
Tags: information lityeracy information skills information behaviour
Publication year: 2011Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 5 March 2011María, PintoThe IL-HUMASS survey is applied to a sample of Spanish Social Sciences and Humanities students in an attempt to gain a better understanding of their information literacy from an internal perspective. We analyze scores for three dimensions (motivation, self-efficacy and learning habits) of each of the survey's 26 variables, grouped into 4 categories (search, evaluation, processing, and communication-dissemination of information).
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133311000206&_version=1&md5=6bf03a6bd67c622561a107dc15d8d1c5
Publication year: 2011Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 4 March 2011Margaret, FainAssessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133311000164&_version=1&md5=da9e536261e7e305148ff4123b81ae48
Publication year: 2011Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 4 March 2011Stella, Korobili , Aphrodite, Malliari , Sofia, ZapounidouThe purpose of this survey is to determine the information-seeking behavior of graduate students of the Faculties of Philosophy (8 Schools) and Engineering (8 Schools) at the Aristotle University of Thessaloniki. Discipline did not seem to affect information-seeking behavior critically. The majority of the sample demonstrated a low to medium level of information-seeking behavior. This survey revealed the need for improving the level of graduate students' information literacy skills.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S009913331100022X&_version=1&md5=eaba91ae08d7f3bcbcc70ca9a3c65d4d
Abstract In this article we describe a curricular strategy that improves the full range of skillsets critical to capstone success.
Improved Capstone (ICap) was developed and implemented across the thermo-fluids topical area in the undergraduate Mechanical
Engineering Technology Program at the University of Hartford. ICap experiential courses sequentially introduce challenging
and open-ended assignments that foster cognitive learning. Using a scaffolding structure, assignments are organized into three
modules: (1) classical, (2) transitional, and (3) design of an experiment. ICap enables students to assume greater responsibility
for their learning experiences and liberates the instructor to become a mentor. Consequently, higher level skills important
in the capstone course are strengthened: critical thinking, quantitative reasoning, teamwork, communications, information
literacy, and design process.
Content Type Journal ArticlePages 1-8DOI 10.1007/s10755-011-9181-0Authors
Tom A. Eppes, Department of Electrical and Computer Engineering, University of Hartford, 200 Bloomfield Ave., West Hartford, CT 06117, USAIvana Milanovic, Department of Mechanical Engineering, University of Hartford, 200 Bloomfield Ave., West Hartford, CT 06117, USAH. Fredrick Sweitzer, Provost’s Office, University of Hartford, 200 Bloomfield Ave., West Hartford, CT 06117, USA
Journal Innovative Higher EducationOnline ISSN 1573-1758Print ISSN 0742-5627
http://www.springerlink.com/content/h3m767t5761l4801/
Publication year: 2011Source: Nurse Education Today, In Press, Corrected Proof, Available online 18 February 2011Allison, Wiseman , Khim, HortonThis paper presents developmental work involving students from the University College Dublin (UCD), Ireland (n=9), University of Surrey, England (n=8) and University of Ljubljana and University of Maribor, Slovenia (n=5) participating in the Erasmus Intensive Programme. The Erasmus programme offers a two week ‘Summer School’ in the Faculty of Health Sciences, University of Maribor, Slovenia. Using a participatory approach, facilitators from both the UCD and Surrey engaged with students from all of the universities to develop scenarios for simulated learning experiences, in the care of older people, for utilisation on an e learning facility and within the simulated clinical learning...
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S026069171100013X&_version=1&md5=8ded3e201efd3923b7153b535abfdae9
Publication year: 2011Source: Nurse Education Today, In Press, Corrected Proof, Available online 18 February 2011Allison, Wiseman , Khim, HortonThis paper presents developmental work involving students from the University College Dublin (UCD), Ireland (n=9), University of Surrey, England (n=8) and University of Ljubljana and University of Maribor, Slovenia (n=5) participating in the Erasmus Intensive Programme. The Erasmus programme offers a two week ‘Summer School’ in the Faculty of Health Sciences, University of Maribor, Slovenia. Using a participatory approach, facilitators from both the UCD and Surrey engaged with students from all of the universities to develop scenarios for simulated learning experiences, in the care of older people, for utilisation on an e learning facility and within the simulated clinical learning...
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S026069171100013X&_version=1&md5=8ded3e201efd3923b7153b535abfdae9
Publication year: 2011Source: Library Collections, Acquisitions, and Technical Services, In Press, Corrected Proof, Available online 9 February 2011Carolyn J., McCallum , Bobbie L., CollinsThis article examines the collaborative teaching approaches between a cataloger and reference librarian. It discusses the role of instruction in liaison and collection development work, skills required to teach information literacy classes, and reviews case studies that inform the question of what skills and roles these two fields of librarianship contribute to information literacy instruction. Case studies describe the cooperative teaching partnership, examine each librarian's contribution to the collaborative effort, and discuss the benefits of partnering with other colleagues. Moreover, this study suggests liaison duties that include collection development responsibilities are enhanced by participating in instructional activities for assigned academic... Research Highlights: ► Case study suggests liaison duties that include collection development responsibilities are enhanced by participating in instructional activities for assigned academic departments. ► Catalogers' skill sets are useful in teaching key information literacy concepts and skills in information literacy classes. ► Collaboration with colleagues is an effective strategy in today's workplace environment.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S146490551100008X&_version=1&md5=716038dde6a9a9baf49a0fc6fe8b3dfc
Publication year: 2011Source: The Internet and Higher Education, In Press, Accepted Manuscript, Available online 5 February 2011J. Patrick, Biddix , Chung Joo, Chung , Han Woo, ParkThe purpose of this study was to investigate where students turn for course-related assignments, whether an ordered pattern could be described in terms of which sources students turn to and how students evaluated the information they chose to use. Data were drawn from open-ended questionnaires (n=282). Semantic network analysis was conducted using CATPAC, artificial neural network software. Results verify previous findings that students turn to the Internet before the library, but a deeper investigation revealed different preferences for study versus project-related research. Specifically, using search engines or Wikipedia was a pre-stage, rather than a final destination, for project work. Interestingly,...
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S1096751611000042&_version=1&md5=4324a3fcf4a3157c0d49ba09f85e725e
The Tree Octopus site is old. I really doubt it fools many students anymore. Yet, it is still getting publicity. See ‘Tree octopus’ is latest evidence the internet is making kids dumb, says group. I much prefer the Fresh Water Whales. From the site:Pearson's release explained that the Department of Education funded the study and that it was administered by Dr. Donald Leu, a former teacher and "national authority on integrating technology into instruction." Leu's study highlighted fallacious reports on the fate of the "tree octopus" -- an allegedly endangered species roaming the treetops of the Pacific Northwest -- as a key illustration of this baleful trend.Researchers on Leu's team asked a group of students to hunt down information on the critter, which of course does not exist. But the same researchers pulled a bit of trickery on the students -- they directed them to a website dedicated to saving the mythical tree octopus from extinction. And presto: the kids taking part in the study fell for the hoax and even continued to believe in the tree octopus after the study's leaders explained that there was no such thing.
http://www.information-literacy.net/2011/02/tree-octopus-is-latest-evidence.html
Publication year: 2011Source: AORN, Volume 93, Issue 2, February 2011, Pages 282-286Michelle M., Byrne
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0001209210012627&_version=1&md5=d35924dfc2e8c7d4b241bf4fe785fd9c
Publication year: 2011Source: Nurse Education Today, In Press, Corrected Proof, Available online 1 February 2011Hilary E., Jacobsen , Randi, AndenæsThe aim of this study was to increase undergraduate nursing students' knowledge of finding and evaluating information from selected bibliographic databases and Internet sites. A quasi-experimental design was adopted. The 2004 autumn cohort (n=480) was divided into two approximately equal groups at the beginning of their studies. One group was subjected to a greater number of assignments requiring them to find and evaluate bibliographic and Internet-based information. The assignments were spread throughout the curriculum. Questionnaires were used to collect data. The low response rate makes generalizing the findings difficult. Only small differences were demonstrated between the knowledge of the revised...
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0260691711000165&_version=1&md5=8349c92c0f24aac67cc41acff8d46859
Publication year: 2011Source: Library & Information Science Research, In Press, Corrected Proof, Available online 31 January 2011Samuel Kai Wah, Chu , S.K., Tse , Ken, ChowInformation literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with inquiry project-based learning (PjBL) on the development of primary students' information literacy and IT skills. Students in a Hong Kong primary school completed two inquiry-based group projects. A collaborative teaching approach involving three teachers in different subject areas (general studies,... Research Highlights: ► There was collaboration among three teachers and the school librarian. ► Information literacy (IL) and IT skills of students improved after the program. ► Collaborative teaching and inquiry PjBL had positive effects on IL and IT skills.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0740818811000028&_version=1&md5=a123e839a91d49788320e87260228a2f
A few years ago, during the American Informatics Medical Association’s annual conference keynote address, Dr. David Brailer
spoke about the importance of integrating information technology (IT) in healthcare. His remarks included the old saying about
how a rising tide floats all boats. This adage prompted a discussion between nursing informatics leaders at the conference
on the kind of nursing boats that could be launched on this rising tide. Nurses have long embraced the use of technology in
practice and have been leaders in the use of technology in education.1 However, there are some gaps in the informatics and information literacy competencies we teach in nursing education that
are needed for effective nursing practice (Pravikoff et al 2005 and Jensen 2009). The nurses hearing Dr. Brailer saw the need
to organize a concerted effort to integrate the use of IT into practice and education in the future. It is this rising tide
of nursing practice incorporating new technologies that will “float the boat” of healthcare information technology (HIT) adoption.
Content Type Book ChapterPages 343-354DOI 10.1007/978-1-84996-278-0_21Authors
Beth L. Elias, School of Nursing Department of Community Health, Outcomes and Systems, The University of Alabama at Birmingham, NB 340, 1530 3rd Ave. South, Birmingham, Al 35294, USAJacqueline A. MossChristel AndersonTeresa McCasky
Book Series Health InformaticsPrint ISSN 1431-1917
Book Nursing InformaticsDOI 10.1007/978-1-84996-278-0Online ISBN 978-1-84996-278-0Print ISBN 978-1-84996-277-3
Book Part Part 4
http://www.springerlink.com/content/g71g24m111832131/
This chapter stresses the importance of imbedding 21st century skills within content area instruction. It provides a review
of the 21st century skills that have been incorporated into lessons created by preservice and inservice teachers, as well
as specific recommendations and resources for P–12 educators that can be utilized to incorporate the teaching of 21st century
skills as identified by the Partnership for 21st Century Skills (P21) into content area lessons. Focus is on integrating in
existing curriculum the instruction of 21st century content and themes (global awareness, financial, economic, business, entrepreneurial, and civic literacy, and health and wellness); learning and thinking skills (critical-thinking and problem-solving, communication and collaboration, and creativity and innovation); information, media and technology skills (information literacy, media literacy, and ICT literacy); and life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountability,
and leadership and responsibility).
Content Type Book ChapterPages 137-157DOI 10.1007/978-94-007-0268-4_7Authors
Dianne M. Gut, The Patton College of Education and Human Services, Ohio University, Athens, OH 45701, USA
Book Series Explorations of Educational Purpose
Book Series Volume Volume 13
Book Bringing Schools into the 21st CenturyDOI 10.1007/978-94-007-0268-4Online ISBN 978-94-007-0268-4Print ISBN 978-94-007-0267-7
http://www.springerlink.com/content/k037652242262645/
I really like the idea of short videos like this series of library minutes – I think we could do more short (minute long?) videos ourselves!
http://library.hud.ac.uk/blogs/il/?p=517
I’ve just had a paper accepted for LILAC 2011 – Martini information literacy: How does ‘anytime, anyplace, anywhere access’ to information change what Information Literacy means?
If you remember the Martini adverts I’m referring to you must be at least as old as me :-S
It’s about whether information literacy is the same in an environment dominated by mobile access to information as it has been in the past. No answers, but several questions that I think need asking!
The conference is now open for bookings – is anyone else considering going? Did anyone else submit a paper? I know there was discussion of it a while ago…
Andrew
http://library.hud.ac.uk/blogs/il/?p=514
I’ve been having a play around with something called issuu.com. Issuu is a digital publishing platform that allows you to upload your documents and transform them into a digital ‘magazine’. I’ve registered with the free version, there is an upgrade available though I’m not sure how much this is.
Had a very quick play around with an old EndNote help sheet and this is the result: EndNote
I recommend clicking the ‘full-screen’ option to the left of the screen once opened up.
http://library.hud.ac.uk/blogs/il/?p=509
City University have used lots of free tools to help develop their UpGrade web site (Prezi, Wordle, Issu.com etc). There may be some ideas we could pinch when we come to redeveloping the Information Literacy pages. I have noticed that some of the pages are a little slow to open up, however.
http://library.hud.ac.uk/blogs/il/?p=505
This resource was created by staff at the University of Manchester. I haven’t had chance to have a good look at it myself but it may be of interest to others. The resource is based aroung the ‘Six Frame of Information Literacy’ and is in blog form.
MA: Digital Technologies, Communication and Education
http://library.hud.ac.uk/blogs/il/?p=503
Thought some of you may be interested in this US site about easing the transition between school & college / university.
It has lots of useful stuff on (at first glance anyway!), but I’m ashamed to say even though it is 5 years old I hadn’t heard of it before – Nancy Graham has just flagged it up on a mailing list…
http://library.hud.ac.uk/blogs/il/?p=500
Publication year: 2010Source: Computers & Education, In Press, Accepted Manuscript, Available online 13 November 2010Caroline, Timmers , Bernard, VeldkampThree studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid attention to feedback of incorrect answers only. Approximately another twenty-five percent did not pay attention to feedback at all. Results suggest that differences in attention paid to feedback are influenced by task difficulty and test length. Supervision, however, does not seem to influence the average attention paid to feedback. On...
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0360131510003283&_version=1&md5=7a1e8511954c441f8faa901ef8a2e940
SALS Info Skills meeting 3rd November – minutes
Attending: Kirsty Bower, Angela Hicks, Zoe Johnson, Lisa Balman, Martin Philip, Janet Waterhouse.
1. Peer Observation
KB reminded everyone about Peer Observation. Please email Andrew if you have any problems arranging sessions.
2. Summon Info Skills Sessions. How are they being delivered?
AH suggested a newspaper heading in the E-Resources wiki instead of simply Proquest. AH to follow up with Graham. SALs still have to show students individual databases to ensure they have access to Ebrary etc which can be confusing.
Wiki list is growing – each team to check wiki list and update and get rid of any inconsistencies. Also check that each database has an up to date adequate description of each resource. Look at linking to external sites for guides e.g. Lexis Nexis provide good tutorials. ZJ to email champions and ensure the EndNote guides and CLS Endnote website is up to date.
3. Restructure
SAL’s supervisory role is increasing. The concern is that the student helpers are expected to provide help in several areas – are we expecting too much from them? There was also a worry that we are losing quality in terms of customer care especially as we have the CSE assessment April 2011. The fact that floor 2 has no academic librarian also means that it is difficult to be consistent between the floors.
Staff at grade 6 level and increasingly busy with no prospect of additional staff at this level. However, there seems to be an excess of grade 2 staff.
ZJ mentioned the fact that we are not a fully converged service and that it would be useful to have IT representation at student panels especially regarding unimail/ printers etc
Info Skills web pages – KB to email around SALs for volunteers to update web pages
Andrew Walsh is organising a teachmeet – KB, LB and ZJ interested.
4. Show and tell
A good tool to use is Polleverywhere which is an online voting system whereby students can text or use a computer to respond. http://www.polleverywhere.com/ Have a tinker when you have 5 mins.
5. AOB
New Info Skills meeting session. KB to send out new set of dates which alternate on Tuesday and Wednesday. Please delete existing meetings.
SALS Info Skills meeting 3rd November – minutes
Attending: Kirsty Bower, Angela Hicks, Zoe Johnson, Lisa Balman, Martin Philip, Janet Waterhouse.
1. Peer Observation
KB reminded everyone about Peer Observation. Please email Andrew if you have any problems arranging sessions.
2. Summon Info Skills Sessions. How are they being delivered?
AH suggested a newspaper heading in the E-Resources wiki instead of simply Proquest. AH to follow up with Graham. SALs still have to show students individual databases to ensure they have access to Ebrary etc which can be confusing.
Wiki list is growing – each team to check wiki list and update and get rid of any inconsistencies. Also check that each database has an up to date adequate description of each resource. Look at linking to external sites for guides e.g. Lexis Nexis provide good tutorials. ZJ to email champions and ensure the EndNote guides and CLS Endnote website is up to date.
3. Restructure
SAL’s supervisory role is increasing. The concern is that the student helpers are expected to provide help in several areas – are we expecting too much from them? There was also a worry that we are losing quality in terms of customer care especially as we have the CSE assessment April 2011. The fact that floor 2 has no academic librarian also means that it is difficult to be consistent between the floors.
Staff at grade 6 level and increasingly busy with no prospect of additional staff at this level. However, there seems to be an excess of grade 2 staff.
ZJ mentioned the fact that we are not a fully converged service and that it would be useful to have IT representation at student panels especially regarding unimail/ printers etc
Info Skills web pages – KB to email around SALs for volunteers to update web pages
Andrew Walsh is organising a teachmeet – KB, LB and ZJ interested.
4. Show and tell
A good tool to use is Polleverywhere which is an online voting system whereby students can text or use a computer to respond. http://www.polleverywhere.com/ Have a tinker when you have 5 mins.
5. AOB
New Info Skills meeting session. KB to send out new set of dates which alternate on Tuesday and Wednesday. Please delete existing meetings.
SALS Info Skills meeting 3rd November – minutes
Attending: Kirsty Bower, Angela Hicks, Zoe Johnson, Lisa Balman, Martin Philip, Janet Waterhouse.
1. Peer Observation
KB reminded everyone about Peer Observation. Please email Andrew if you have any problems arranging sessions.
2. Summon Info Skills Sessions. How are they being delivered?
AH suggested a newspaper heading in the E-Resources wiki instead of simply Proquest. AH to follow up with Graham. SALs still have to show students individual databases to ensure they have access to Ebrary etc which can be confusing.
Wiki list is growing – each team to check wiki list and update and get rid of any inconsistencies. Also check that each database has an up to date adequate description of each resource. Look at linking to external sites for guides e.g. Lexis Nexis provide good tutorials. ZJ to email champions and ensure the EndNote guides and CLS Endnote website is up to date.
3. Restructure
SAL’s supervisory role is increasing. The concern is that the student helpers are expected to provide help in several areas – are we expecting too much from them? There was also a worry that we are losing quality in terms of customer care especially as we have the CSE assessment April 2011. The fact that floor 2 has no academic librarian also means that it is difficult to be consistent between the floors.
Staff at grade 6 level and increasingly busy with no prospect of additional staff at this level. However, there seems to be an excess of grade 2 staff.
ZJ mentioned the fact that we are not a fully converged service and that it would be useful to have IT representation at student panels especially regarding unimail/ printers etc
Info Skills web pages – KB to email around SALs for volunteers to update web pages
Andrew Walsh is organising a teachmeet – KB, LB and ZJ interested.
4. Show and tell
A good tool to use is Polleverywhere which is an online voting system whereby students can text or use a computer to respond. http://www.polleverywhere.com/ Have a tinker when you have 5 mins.
5. AOB
New Info Skills meeting session. KB to send out new set of dates which alternate on Tuesday and Wednesday. Please delete existing meetings.
http://library.hud.ac.uk/blogs/il/?p=496
Abstract
Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online
and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally
under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or
online search methods, competence in information literacy among these students may be lacking.
Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science
students to develop and integrate information literacy skills with clinical relevance.
Results One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students
were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment,
more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment.
No correlation was found between any demographic variable measured (gender, age, or race).
Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based
practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and
clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote
and facilitate the integration of information literacy into the curriculum.
Content Type Journal ArticlePages 1-6DOI 10.1186/1472-6920-9-7Authors
Karla V Kingsley, College of Education, Teacher Education Department, University of New Mexico, Albuquerque, NM USAKarl Kingsley, Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, Las Vegas, NV USA
Journal BMC Medical EducationOnline ISSN 1472-6920
Journal Volume Volume 9
Journal Issue Volume 9, Number 1
http://www.springerlink.com/content/u726618h08871688/
Publication year: 2010Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 30 October 2010Greg, BobishThis article examines the connection between ACRL information literacy standards and constructivist pedagogy. This connection is used to support use of Web 2.0 tools for information literacy instruction. Sample exercises using these tools are provided for each ACRL learning outcome, and the tools' suitability for the constructivist approach is reasserted.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310002582&_version=1&md5=7199a0af16d2654652d80e121c76f1d1
Publication year: 2010Source: Serials Review, In Press, Corrected Proof, Available online 23 October 2010Sharon A., Weiner
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0098791310001061&_version=1&md5=b751a56bc9d33d11cd3af15d8e982282
Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 6, November 2010, Pages 555-556Bill, McMillin
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310002260&_version=1&md5=c287b400c042279a6608363821800d1d
Publication year: 2010Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 2 October 2010Karen, Anderson , Frances A., MayThe researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are discussed in relation to an inclusive model of information literacy.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310002132&_version=1&md5=91791783f6ccd5c7273c7ccc72cce47c
Publication year: 2010Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 22 September 2010Erik, Mitchell , Derrik, HiattThis article presents a case study of the authors' experience using the POGIL method in an information literacy (IL) course. We describe our approach to using POGIL and discuss both the instructor and student observations about the experience. The article concludes with recommendations for future uses of POGIL in IL.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310002181&_version=1&md5=ac4e83ce28520c3ac2c4e126d5d24cd7
The university expects lecturers (and us!) to go through a peer observation process to improve our teaching. Many of you will have done this in the past, but this year we’d like the SALs information skills group to co-ordinate it. In your next meeting (or beforehand), can you please pair people up to observe each other and co-ordinate the collecting in of information, including listing when observations have been carried out.
Full details are at M:\CLS Groups and Working Parties\Information skills teaching\Peer Observation describing how it has worked in previous years.
This is a really valuable exercise to improve the level of everyone’s teaching and we thought that this group, with it’s focus on teaching would be the ideal group to make this process has a real impact this year.
Andrew
http://library.hud.ac.uk/blogs/il/?p=493
Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 5, September 2010, Page 457Irene, Ke
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310001862&_version=1&md5=150a49019a91fc4cfaab2e151be440a5
Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 5, September 2010, Page 458Michelle, Millet
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310001886&_version=1&md5=82f8aae4d837e3f32674031e3d055495
Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 5, September 2010, Page 458Michelle, Millet
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310001886&_version=1&md5=82f8aae4d837e3f32674031e3d055495
Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 5, September 2010, Page 457Irene, Ke
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The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective
of changing information and communication technologies. The research question that will be answered is: what is the impact
of technological developments on the relevance of the Information Literacy concept? Technological developments that will be
discussed are:
- content integration (federated search engines)
- amateur publishing (user generated content)
- use of social networks to find information
- personalisation and push technology
- loss of context / fragmentation of information.
Research methods: desk research and critical analysis of the results that were found. The analysis of the influence of the
discussed technologies on the Information Literacy concept is represented by arrow diagrams.
Findings: The Information Literacy concept refers to a set of sub skills varying from retrieval skills to critical use of
scholarly information. Changing technologies reduce the significance of the more instrumental sub skills of the Information
Literacy concept. On the other hand, higher order cognitive skills (for instance critical evaluation of resources and analysis
of content) become more and more important for students and professionals who try to solve their information problems.
The paper concludes with a description of the facets of the Information Literacy concept that need extra attention in the
education of the knowledge workers of the future.
Content Type Book ChapterDOI 10.1007/978-3-642-16032-5_6Authors
A. A. J. (Jos) van Helvoort, Academy of ICT&Media, The Hague University of Applied Sciences, Post Box 13336, 2501 EH The Hague, The Netherlands
Book Series Communications in Computer and Information ScienceOnline ISSN 1865-0937Print ISSN 1865-0929
Book Series Volume Volume 96
Book Technological Convergence and Social Networks in Information ManagementDOI 10.1007/978-3-642-16032-5Online ISBN 978-3-642-16032-5Print ISBN 978-3-642-16031-8
Book Part Part 2
http://www.springerlink.com/content/n32j3um878720h40/
The development of information technology and telecommunication has created both opportunities and challenges for business
organizations. On the one hand, it provides various channels and applications for accessing, processing and distributing information;
on the other hand, it imposes higher requirements of information literacy (IL) skills of employees for dealing with information.
Despite the number of studies undertaken to investigate the role of IL in the workplace, few of them have integrated IL skills
with a specific business management activity, and even fewer of them have tried to evaluate the impact of IL on real business
applications. This study aims to investigate the role of IL skills in environmental scanning (ES), a strategic information
system used by organizations to cope with environmental changes. It will use both quantitative and qualitative methods: the
quantitative approach through questionnaire survey will focus on finding statistically significant effects; the qualitative
method through face-to-face interview is expected to discover more explorative information. The scope of the research is limited
to SMEs (Small and Medium Enterprises), as they form a significant chunk of the economy in many countries, and they are more
sensitive towards environmental uncertainties due to their limited financial resources. This study is expected to fill the
knowledge gaps and build up a new model of environmental scanning as a systematic information system with consideration of
the effect of IL skills and information technology applications.
Content Type Book ChapterDOI 10.1007/978-3-642-16032-5_9Authors
Xue Zhang, Division of Information Studies, 31 Nanyang Link, WKWSCI Building, Singapore 637718Shaheen Majid, Division of Information Studies, 31 Nanyang Link, WKWSCI Building, Singapore 637718Schubert Foo, Division of Information Studies, 31 Nanyang Link, WKWSCI Building, Singapore 637718
Book Series Communications in Computer and Information ScienceOnline ISSN 1865-0937Print ISSN 1865-0929
Book Series Volume Volume 96
Book Technological Convergence and Social Networks in Information ManagementDOI 10.1007/978-3-642-16032-5Online ISBN 978-3-642-16032-5Print ISBN 978-3-642-16031-8
Book Part Part 2
http://www.springerlink.com/content/v76856777150871u/
I’m excited to say my new book is now officially published.
Full of ideas to drop into your teaching sessions
Andy
http://library.hud.ac.uk/blogs/il/?p=488
SAL meeting: 31 August 2010
Present: Saira Aktar-Alwazeer, Lisa Balman, Kirsty Bower, Nicola Howorth, Zoë Johnson (chair), Janet Waterhouse.
Apologies: Angela Hicks, Kate McGuinn, Sarah Munks, Catherine Parker, Martin Philip.
Actions in italics
Matters arising: http://library.hud.ac.uk/blogs/il/?p=471
IL webpages:
Reminder for everyone to check their “section” for updates.
There was agreement that cake analogy would be removed after Christmas when more time to rework.
The addition of a mindmap overview of the literature searching process to be added also.
Communication etc:
Lisa to check with Ellie re actions on Staff briefings, minutes on Grapevine, and software purchasing.
Zoë to check with ALs about state of referencing handbook (Floor 2 team using in-house School booklet this year)
Website issues
IL webpage (see above)
Subject pages – some confusion over whether Matt Jones or individuals update their pages. If the latter, some need more training/ support on updating in LCMS. Zoë to check with Matt, also see if template (components) can be set up to make subject page changes (using Andrew’s lead) easier.
Everyone keep an eye for MetaLib references and change/ email Matt as appropriate.
International cohort – cross-course students
Discussion on the number of one-to-one sessions with this group being handled by most teams. Lisa has reinforced with the International Study Centre the importance of group inductions to alleviate staff time and to divide topic areas out to alleviate book stock in the Library.
Summon – Zoë requested some informal discussion on how other SALs have or are aiming to teach Summon in the coming term:
To summarise, most SALs will cover the following: 1. The portal, 2. The library catalogue (not journal content), 3. Summon (search then refine), 4. A-Z journal list and Summon “current issues/ news”, 5. Individual databases via e-resources wiki (dependent on SAL and group, but majority said PhD or post-graduate level only)
Issues arising from Summon were covered, specifically how it tackles subject terms (AND / OR), to search for UK articles you need to select Western Eurtope, and that it states ALL journals are available as full text online rather than full text available in either print or online versions. Lisa to follow up at Summon Implementation Group on 23rd September.
Lisa to check with Dave Pattern whether we can add FAQ type solutions to the Summon blog – e.g. those covered above.
E-resources wiki – SALs in each team to check their databases and ensure at least an one line description of the resource is present.
There was concern over new “hatch” rota, what Summon support will Grade 4s be expected to give, and what training do they have? Zoë to check with Ellie.
SAL group responsibilities - a brief discussion of the role and set-up of the group was had, with the following points suggested.
ALs to pass “project work” from Library or CLS Strategy to the group, preferably with AL present at a meeting to explain/ answer questions
Standing item on sharing our collective knowledge by demonstrating what new development, software, resources they were using and developing.
Chair to rotate annually amongst SALs to ensure everyone gets a chance to chair a group. Perhaps a team nominated per year so that part-time staff can share the responsibility and day on which meetings are held?
Next meeting 27th October (Kirsty to chair if free)
(notes by Zoë)
http://library.hud.ac.uk/blogs/il/?p=476
Publication year: 2010Source: The International Information & Library Review, In Press, Corrected Proof, Available online 12 August 2010Eustache, MêgnigbêtoInformation policy is the set of strategies and actions defined at a geographical or institutional level in order to satisfy information needs expressed by people and assure development goals. With the development of information and communication technologies (ICT), new stakeholders appear, including both information producers and consumers, raising problems relative to authenticity, reliability, and evaluation of information, and also the problem of full and effective use of information technology. As information policy aims at providing access to timely information, it should attempt also to make people fluent with technology. Toward achieving this objective some challenges are faced which are related...
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Publication year: 2010Source: Library & Information Science Research, In Press, Corrected Proof, Available online 3 August 2010Christine, Bruce , Hilary, HughesThe idea of informed learning, applicable in academic, workplace and community settings, has been derived largely from a program of phenomenographic research in the field of information literacy, which has illuminated the experience of using information to learn. Informed learning is about simultaneous attention to information use and learning, where both information and learning are considered to be relational; and is built upon a series of key concepts such as second-order perspective, simultaneity, awareness, and relationality. Informed learning also relies heavily on reflection as a strategy for bringing about learning. As a pedagogical construct, informed learning supports inclusive curriculum design...
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Diversity Resident Librarian The Western Washington University Library seeks a creative and innovative person to serve as Diversity Resident Librarian. The objective of the residency is two-fold: 1) to attract and set the foundation for a recent graduate in a challenging and rewarding career as an academic librarian and 2) to improve Western Washington Libraries efforts to reach out to and engage students, faculty, and community members from diverse backgrounds. The person in this position will report to the Assistant Dean for Public Services and provide support to reference, instruction, and outreach efforts, working in these areas to engage library users. The successful applicant will have the following: strong interpersonal and communication skills, with a demonstrated understanding of multi-cultural competency; demonstrated ability to effectively interact with diverse student, faculty, and staff populations; demonstrated ability to relate to and address the needs and challenges of minority students on a predominately white campus, as well as the needs of students from other diverse groups, including LGBT students and students with disabilities; ability to foster a collaborative work environment in the Library that emphasizes inclusion.Based on the interest of the successful candidate and the needs of the library, other areas of librarianship may also be explored. The Resident will be expected to participate in diversity outreach initiatives and will receive support to do so. An important component of this position will be collaboration with other librarians and inclusion on library committees. The successful candidate will bring vision and energy to serving students, faculty and staff at an outstanding comprehensive public institution. This is a full time, one year (limited term) position. Salary is $43,000. Deadline for applications is August 27th, 2010. The position will be available October 1, 2010. RESPONSIBILITIES• Provide support at library public services points, including Instruction and Research Services: on-site and virtual reference service points and library instruction program; Circulation: the media desk, and reserves to serve the public and learn about different aspects of library public service. • Serve on committees with other library staff.• Contribute to an environment of collegiality, inclusion, trust, and teamwork that enables library staff to participate and contribute to the goals of the organization, particularly as they relate to valuing diversity.• Foster effective working relationships within the public service unit, with other library departments, and the University community.REQUIRED QUALIFICATIONS (Candidates must be able to demonstrate the following requirements)• An MLS or MLIS from an ALA-accredited program that was awarded after June 2008. • Demonstrated skills in interpersonal and written communication, and creative problem-solving.• Demonstrated experience working with diverse students, faculty and staff.• Demonstrated cross-cultural communication skills and multi-cultural competency skills.PREFERRED QUALIFICATIONS• Previous experience working on diversity outreach projects in or outside of libraries.• Previous instruction experience. Instruction experience from practicums and internships is sufficient.Application Instructions and Requested Documents: Please log in on the link below and submit your application via WWU’s Electronic System for Employment (EASE). Note: You will need to be using Internet Explorer to utilize our online application system. A letter of application detailing your qualifications, a curriculum vitae, and a list of three references is required. You can upload or cut and paste your materials as noted on the EASE application.https://jobs.wwu.edu/JobPosting.aspx?JPID=1864For further information, please contact Ms. Connie Mallison, Search Committee Coordinator, by email at Connie.Mallison at wwu.edu.WWU is an equal opportunity/affirmative action employer, committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, persons with disabilities, and veterans are encouraged to apply. For disability accommodation, call (360) 640-3774 or (360) 650-7696 (TTY). All new employees must show employment eligibility verification as required by the U.S. Citizen and Immigration Service before beginning work at WWU.
http://www.information-literacy.net/2010/07/position-announcement-diversity.html
Publication year: 2010Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 23 July 2010Paula S., McMillen , Jesus, Garcia , David A., BolinThree perspectives on the redesign and implementation of a master's level social studies seminar are offered. Research-based writing was used to build information literacy skills and foster teachers' professionalism. Assessments indicate that students improved research and writing skills, increased their sense of teaching efficacy, and enhanced their professional self-perception.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310001254&_version=1&md5=3d3429b176bc898baf201a599979f926
Publication year: 2010Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 17 July 2010Nevenka, Zdravkovska , Maureen, Cech , Pinar, Beygo , Bob, KackleyThis paper discusses the use of laser pointers at the Engineering and Physical Sciences Library, University of Maryland, College Park, as a personal response system (PRS) tool to encourage student engagement in and interactivity with one-shot, lecture-based information literacy sessions. Unlike more sophisticated personal response systems like clickers, laser pointers are low-cost and low-tech, but comparable in increasing student engagement.
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310001266&_version=1&md5=5cbdc9d8a1c943b508e30a70137b1686
I have always found talking about crytozoological issues (monsters) a fun way to teach critical thinking skills and library research skills to college students. It doesn't matter if Bigfoot, the Loch Ness Monster, etc. exist or not to be successful in doing this. I hope they do exist but regardless I can use examples from this field to teach web evaluation, database searching, and how to use multiple sources to search an interdisciplinary topic. As such, I put up a new LibGuide today Research in Cryptozoology. I hope others find it helpful.
http://www.information-literacy.net/2010/07/research-in-cryptozoology.html
Project Information Literacy has a progress report out titled Reading Between the Assignment’s Lines. It is by Allison Head and Michael Eisenberg. It can be found with some background information at http://acrlog.org/2010/07/13/reading-between-the-assignments-lines/.From the Abstract:A report of findings from a content analysis of 191 course-related research assignment handouts distributed to undergraduates on 28 college campuses across the U.S., as part of Project Information Literacy. A majority of handouts in the sample emphasized standards about the mechanics of compiling college research papers, more so than guiding students to finding and using sources for research. Most frequently, handouts advised students to use their campus library shelves and/or online library sources when conducting research for assignments, though most handouts lacked specific details about which of he library’s hundreds of databases to search. Few handouts advised students about using Internet sources, even though many of today’s students almost always integrate the Web into their research activities. Very few handouts recommended consulting a librarian about research assignments. Details about evaluating information, plagiarism, and instructor availability appeared in only a minority of the handouts analyzed. The findings suggest that handouts for academic research assignments provide students with more how-to procedures and conventions for preparing a final product for submission, than guidance about conducting research and finding and using information in the digital age.
http://www.information-literacy.net/2010/07/how-handouts-for-research-assignments.html
.prezi-player { width: 550px; } .prezi-player-links { text-align: center; }LOEX2010 on PreziBreak the Ice, Build the Momentum: Successful Strategies for Beginning a Library Instruction SessionCarrie Donovan and Rachel Slough (Indiana University Bloomington)Abstract:For information literacy instructors, a common teaching challenge is how to start a class effectively. Without previous exposure to learners, library instructors have little understanding of students' prior knowledge or research needs. At the same time, the reason for a librarian's involvement in a course at all is usually a mystery for students. The benefits of introductory learning activities, such as warm-ups, are pedagogically sound, but library instructors may be reluctant to incorporate these strategies into information literacy instruction due to limitations of time. Yet librarians still strive to design engaging information literacy sessions that result in meaningful and long-lasting learning opportunities. Considering the constraints of time and content-coverage that are inherent to librarian-led information literacy instruction, how can library instructors ensure the relevance of these warm-up activities to information literacy learning outcomes? What are strategies, rooted in educational theory, for successfully engaging students from the beginning of class? To answer these questions, the facilitators gathered data through surveys and focus groups from library instructors throughout the U.S. during the 2009-2010 academic year. This workshop will reveal the findings from that study, as well as address their implications for the practical application of incorporating warm-up activities into information literacy instruction. Attendees will learn new strategies for starting a class successfully and have the opportunity to practice designing their own activities. The facilitators will collect and review the activities in order to construct a set of pedagogically-proven strategies that can be shared amongst the LOEX community.
http://www.information-literacy.net/2010/07/break-ice-build-momentum-successful.html
The new (Summer 2010) issue of the Journal of Information Literacy has an article titled A scoring rubric for performance assessment of information literacy in Dutch higher education. It was written by Jos van Helvoort and is available full-text as a .pdf file.From the Abstract:The main purpose of the research was the development and testing of an assessment tool for the grading of Dutch students’ performance in information problem solving during their study tasks. Scholarly literature suggests that an analytical scoring rubric would be a good tool for this.Described in this article are the construction process of such a scoring rubric and the evaluation of the prototype based on the assessment of its usefulness in educational practice, the efficiency in use and the reliability of the rubric. To test this last point, the rubric was used by two professors when they graded the same set of student products. ‘Interrater reliability’ for the professors’ gradings was estimated by calculating absolute agreement of the scores, adjacent agreement and decision consistency. An English version of the scoring rubric has been added to this journal article as an appendix. This rubric can be used in various discipline-based courses in Higher Education in which information problem solving is one of the learning activities. After evaluating the prototype it was concluded that the rubric is particularly useful to graders as it keeps them focussed on relevant aspects during the grading process. If the rubric is used for summative evaluation of credit bearing student work, it is strongly recommended to use the scoring scheme as a whole and to let the grading work be done by at least two different markers.
http://www.information-literacy.net/2010/07/scoring-rubric-for-performance.html
Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 4, July 2010, Page 362Nadaleen, Tempelman-Kluit
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Publication year: 2010Source: The Journal of Academic Librarianship, Volume 36, Issue 4, July 2010, Page 362Nadaleen, Tempelman-Kluit
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S0099133310001126&_version=1&md5=7cecbd6b38867f058fb7310dec48f33a
I just read Want Buy-In? Let Your Students Do the Buying! A Case Study of Course-Integrated Collection Development by Anne Barnhart. It is in the recent issues of Collection Management. The full citation is Barnhart, Anne C.(2010) 'Want Buy-In? Let Your Students Do the Buying! A Case Study of Course- Integrated Collection Development', Collection Management, 35: 3, 237 — 243.You can see why this is intersting from the abstract:This paper describes how library instruction sessions (both oneshots and credit-bearing information literacy courses) can be used as collection development opportunities. Students were assigned the project of selecting materials for the library’s collection as a way to demonstrate understanding of research tools. The titles selected by the students were purchased by the library. The author discusses the creation of this assignment and how it served to increase course enrollment and build a more useful library collection. This model integrates outreach efforts with collection building and information literacy.Yes, this is a "how-I-do-it-good" paper but it is well done and thoughtful. It is well worth a look.
http://www.information-literacy.net/2010/07/want-buy-in-let-your-students-do-buying.html
Publication year: 2010Source: The Journal of Academic Librarianship, In Press, Corrected Proof, Available online 9 July 2010Irene, Ke
http://www.sciencedirect.com/science?_ob=GatewayURL&_origin=IRSSSEARCH&_method=citationSearch&_piikey=S009913331000128X&_version=1&md5=de5d2e59470f51d6339137d24caa67d8
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