Delivering Information Literacy Instruction for a Joint International Program: An Innovative Collaboration Between Two Libraries

This article focuses on a collaborative project between Mount Saint Vincent University Library and Bermuda College Library to introduce students to services and resources at the libraries of the partner institutions. Using Web conferencing software that allowed for voice, instant messaging chat, and live Web demonstration, a series of workshops was developed to introduce students to the concepts of information and literacy and reinforce for the students that they were able to access librarians and library services at both institutions. Issues relating to both the students’ home library at Bermuda College in Hamilton, Bermuda and their remote library at Mount Saint Vincent University in Nova Scotia, Canada are examined, including the obstacles that have been surmounted as well as recommendations for other libraries considering this type of partnership. Strategies, activities, and tools used to implement the initiative are discussed.     

The Impact of Information Literacy-Related Instruction in the Science Classroom: Clickers Versus Nonclickers

The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for “hands on” instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast.     

Understanding millennial learning in academic libraries: Learning styles,emerging technologies,and the efficacy of information literacy instruction

Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.     

Rising like a glorious turkey from the ashes of burnout

Abstract

Mississippi State University (MSU) Libraries recently held its first library-centered First-Year Experience course. To develop an appealing class for first-semester students, the authors turned to game-based learning in conjunction with a portion of the school identity to teach the ACRL Framework for Information Literacy that they hoped would resonate with the students. This article discusses the games that were implemented along with the corresponding IL framework and assessment of the course. The authors were able to increase student scores from 66.4% (pretest average) to 84.31% (post-test average).     

Advancing Critical Thinking and Information Literacy Skills in First Year College Students

ABSTRACT

This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model.     

Finding a Socratic Method for Information Literacy Instruction

ABSTRACT

Librarians can find techniques for improving information literacy in Plato's Socratic dialogs. The Socratic Method is an effective tool that can help engage students in critical thinking about their research, guide students to reveal flaws in their reasoning, and prepare them to learn new research skills. Examples of information literacy instruction drawn from Socratic dialogs are given in this article along with tips for avoiding pitfalls associated with the Socratic Method.     

High-Impact Educational Practices: An Exploration of the Role of Information Literacy

There is an expectation that college students graduate with competency in information literacy. Ideally, institutions of higher education integrate these competencies throughout their curricula in a progressive manner. High-impact educational practices contribute to student success. The purpose of this article is to examine recent literature about five of the high-impact educational practices (capstone experiences, learning communities, service learning and community-based learning, undergraduate research, and writing-intensive courses) to understand the extent to which they include the integration of information literacy competencies. The article includes recommendations for practice and research in the areas of assessment, pedagogy, and program planning.     

Peer observation of teaching: A method for improving teaching quality

This study reports the results of a peer observation programme undertaken in the Library and Information Service at Aston University (where the author then worked). The conditions necessary for a successful peer observation programme are listed, and the necessary training is described. The results of the study are discussed in relation to the literature, with particular reference to the benefits of peer observation and the barriers to its implementation. The conclusions drawn from this study are that peer observation is a useful tool for encouraging lecturers to reflect on their own teaching practice, and thus improve the quality of teaching offered. This is true irrespective of the subject being taught. It is however important that the observation takes place in a supportive environment.     

Developing Critical Thinking Skills For Information Seeking Success

Critical thinking skills are required to successfully navigate the overwhelming amount of information sources available today. To address the challenge of developing critical thinking skills, this empirical study examines the effectiveness of exercises in developing thinking skills in college freshmen students. The workbook exercises were designed to develop specific skills related to academics and critical thinking. Two groups of college freshmen participated in the study: one group was given the workbook, the other group was not. At the end of the semester, both groups completed a critical thinking assessment test. A comparison of the test scores confirms the effectiveness of these exercises on improving the critical thinking skills of college freshmen.     

Understanding the Relationship Between the Librarian and the Academic

This article presents the findings of a small study that examined the relationship between academic librarians and their academic colleagues in a number of institutions in the Republic of Ireland and Northern Ireland. There is an abundance of literature outlining how librarians should collaborate with their academic colleagues but less emphasis on what librarians are doing in practice. This research explores the collaborative aspect of this relationship with a focus on information literacy training. Research findings look at factors which encourage and inhibit collaboration and challenges librarians face in achieving successful collaboration.