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1 – 10 of over 8000The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors…
Abstract
Purpose
The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors for the implementation of information literacy instruction into English composition courses.
Design/methodology/approach
In order to find relevant resources for the bibliography, the author consulted a library catalog, the WorldCat database, to find books not available in the local library, and databases to find journal articles. Databases consulted include a general database, an information science‐related database, and a library and information science‐related database.
Findings
Whenever librarians collaborate with English composition faculty for information literacy, students' information literacy skills are improved.
Research limitations/implications
This bibliography is limited to the time period 1998‐2007. Articles and books published before 1998 are not included. Also, popular magazines articles and newspapers articles are not included.
Practical implications
This paper will be helpful to academic librarians who want to collaborate with English composition faculty members for information literacy instruction. Several examples of this type of collaboration are provided.
Originality/value
This paper is a useful contribution on this topic to the library literature. Particularly, it contributes to the library literature pertaining to information literacy. Also, a database search indicates that this paper is the first annotated bibliography on its topic.
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David Brennan and M. Elizabeth Davidson
While the important role of information literacy instruction as a central service in academic libraries is well observed in scholarly literature, there has been little examination…
Abstract
While the important role of information literacy instruction as a central service in academic libraries is well observed in scholarly literature, there has been little examination of the impact of the rapid increase of instructional duties on practicing librarians, whose traditional instruction duties have expanded or whose positions have not traditionally required leading a classroom. The study in this chapter explores librarians’ perceptions of the impact that increased instruction tasks have had on their day-to-day and long-term goals, perceptions of the support they receive in performing their instructional duties, and what types of instruction training they have received throughout their career. The ways in which the addition of instruction duties for librarians have been perceived by the librarians themselves as they strive to increase support for instructional services without impacting the library’s ability to continue to perform traditional public and technical services functions is discussed as a marker of the future needs of the field and the necessity of recognizing professional strain.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Anna Marie Johnson and Hannelore B. Rader
Presents a bibliography of literature published during 2001 on library instruction and information literacy. States that the majority of articles dealt with the implementation of…
Abstract
Presents a bibliography of literature published during 2001 on library instruction and information literacy. States that the majority of articles dealt with the implementation of the Association of College and Research Libraries standards for information literacy in higher education. Reveals that another theme is that students are increasingly turning to the Web for their information needs to the exclusion of other sources which has implications for those who teach those resources. Also reveals the theme in the literature of collaboration and partnerships between faculty, information technology staff, other librarians, students and administrators.
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Anna Marie Johnson and Sarah Jent
The purpose of this paper is to set out to provide a selected bibliography or recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to set out to provide a selected bibliography or recent resources on library instruction and information literacy.
Design/methodology/approach
Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.
Findings
Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Anna Marie Johnson, Claudene Sproles, Robert Detmering and Jessica English
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Meagan Lacy and Alexandra Hamlett
In most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but…
Abstract
Purpose
In most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.
Design/methodology/approach
Using a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.
Findings
Faculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.
Research limitations/implications
Because there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.
Practical implications
This study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.
Originality/value
While much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.
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Keywords
Anna Marie Johnson, Sarah Jent and Latisha Reynolds
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.
Findings
The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching…
Abstract
Purpose
The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions.
Design/methodology/approach
This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions.
Findings
The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students.
Originality/value
This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.
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