Search results

1 – 2 of 2
To view the access options for this content please click here
Article
Publication date: 3 June 2014

Donna Witek and Teresa Grettano

The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information…

Abstract

Purpose

The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012).

Design/methodology/approach

The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework.

Findings

The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions.

Research limitations/implications

Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners. Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole.

Originality/value

Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.

Details

Reference Services Review, vol. 42 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

To view the access options for this content please click here
Article
Publication date: 11 May 2012

Donna Witek and Teresa Grettano

This analysis, being part one of a two‐part study, aims to illustrate the attitudes and patterns users are being habituated to through the functionality of Facebook…

Abstract

Purpose

This analysis, being part one of a two‐part study, aims to illustrate the attitudes and patterns users are being habituated to through the functionality of Facebook, relate them to information literate practices and behaviors, and speculate their application to information literacy instruction within an academic context. It also aims to lay the groundwork for part two, which is to be reported on in a later issue of this journal.

Design/methodology/approach

For this first part of the study, the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education have been aligned with common behaviors on Facebook, examining each standard, performance indicator, and outcome for possible parallels in common Facebook tools and behaviors. These behaviors have then been connected to the process of conducting research in an academic context.

Findings

Three Facebook functions – Feeds, Share, and Comment – emerged as the primary means by which information literate practices and behaviors are developed and exhibited on Facebook. In addition, information literacy in the age of social media requires a “meta‐literacy”: a critical awareness of why we do what we do with information.

Research limitations/implications

This analysis (part one) presents the conceptual framework on which the data collection portion of the study (part two) is based. In doing so, it lays the groundwork for a reexamination of what it means to be information literate in light of social media practices and behaviors.

Originality/value

This paper is valuable to information literacy instructors and researchers because it offers the first extended analysis that deliberately reads Facebook through the lens of the ACRL Standards.

Details

Reference Services Review, vol. 40 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

1 – 2 of 2