Search results

The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations.

A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education.

Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education.

Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers.

This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills.

Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

This paper aims to apply integrated academic literacies and threshold concepts constructs to the development of graduate student literacies. Western Washington University has developed a graduate peer-tutors program to advance integrated academic literacies and graduate student agency. Graduate peer-tutors are expert-outsiders (Nowacek and Hughes, 2015): expert in conversations about literacies and outsiders to disciplinary expertise. Peer-tutors augment a support ecosystem that includes faculty advisors, subject librarians and others. Libraries should lead innovative programs to develop integrated literacies, and librarians should leverage both subject and literacies expertise as part of an ecosystem of support.

Drawing on library, writing center and higher education scholarship, the author draws on research methodologies from writing center scholarship to explore models for integrated graduate student literacies. The author collaborates with graduate peer-tutors to connect theory and practice in the Graduate Research & Writing Studio (GRWS).

Peer-tutor models offer a valuable layer of support for graduate students engaged in thesis-writing. Peer-tutors, faculty advisors and subject librarians play important roles in advancing development of integrated literacies. The role of peer-tutors is unique in advancing integrated literacies, and addressing affective barriers and equity concerns.

Economic pressures have transformed higher education, ushering new populations into graduate programs. Opportunities to enhance inclusivity cannot be realized without support for development of literacies. Libraries should lead with innovative services that address barriers to graduate student success.

The author leverages the unique laboratory offered by the GRWS and engages graduate peer-tutors in connecting scholarship and practice. Drawing on contemporary theoretical lenses on literacies, she argues for libraries’ leadership of programs that support integrated graduate student literacies.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

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.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice.

The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas.

This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts.

The paper’s constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable.

The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices.

This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.

By engaging in critical literacy, participants theorized Blackness and antiblackness. The purpose of this study was to have participants theorize Blackness and antiblackness through their engagements with critical literacy.

The authors used a youth-centered and informed Black critical-race grounded methodology.

Participants’ unique and varied revelations of Blackness as Vitality, Blackness as Cognizance and Blackness as Expansive Community, served to withstand, confront and transcend encounters with antiblackness in English curricula.

This paper provides a model for how to engage Black youth as a means to disrupt anti-Black English education spaces.

This study provides a foundation for future research efforts of Black English outer spaces as they relate to English education. Findings in this study may also inform existing English educator practices.

This study theorized both the role and the flexible nature of Black English outer spaces. It defined the multi-ethnic nature of Blackness. It proposed that affirmations of Blackness sharpened participants’ critical literacies in Black English outer spaces as a transformative intervention to anti-Black English education spaces.

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.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Health literacy (HL) is considered an important prerequisite for informed, self-determined health decisions. HL research among older migrants is scarce, but especially important, as older people face great challenges regarding management of chronic illnesses and, therefore, are in need of adequate healthcare. Therefore, this paper aims to report HL in the domain of healthcare (HL-HC) among older migrants in Germany stratified by different countries of origin.

Data were collected by a quota sample in North Rhine-Westphalia, Germany. Computer-assisted personal face-to-face interviews were conducted in German, Russian and Turkish. For this analysis, a subsample of 192 first-generation migrants aged 65–80 years from Turkey, Poland, Greece or Italy was drawn from the main sample (n = 1,000). HL-HC was assessed using a sub-index of health literacy survey European questionnaire 47. Data analyses comprised descriptive statistics, bivariate and multivariate analyses.

Overall, 68.6% of the older migrants have limited HL-HC, and mean HL-HC scores vary significantly among different countries of origin. There is great variation in reported difficulties for the single HL-HC tasks by migrant groups. In multiple regressions, country of origin, not German as main language, low functional HL and low social status are significantly associated with lower HL-HC.

Interventions should be aimed at smaller target groups and should consider language issues and possible differences related to countries of origin into account. Both individual skills and system-related aspects need to be addressed.

This paper presents first data on HL-HC among older migrants in Germany and its determinants, stratified by different countries of origin.

This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.

This study is a discourse analysis of approximately 85 hours of audio collected over one year.

Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.

This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.