New Open Resource Designed to Improve Information Literacy Skills

Information Literacy Concepts

Two librarians from East Carolina University have produced a new open-access digital resource targeted to help students successfully complete research assignments. Information Literacy Concepts, an open educational resource  introduces  students to information literacy topics and gives them an overview of how to conduct their own research.

According to the authors,  David Hisle, Learning Technologies Librarian, and Katy Kavanagh Webb, Head of Research and Instructional Services:

 “Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.

“We want to prepare our students for today’s rapidly changing information landscape. Information literacy skills are essential not just in the work they do as student researchers, but also as college graduates who will need to know how to find and evaluate information to meet their real-world information needs.”

Content includes chapters stemming from navigating search engines, library databases, and discovery tools, to evaluating source credibility and recognizing fake news.

Information Literacy Concepts is available at http://media.lib.ecu.edu/DE/tutorial/OER/Information_Literacy_Concepts.pdf

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23 Framework Things

23 Framework ThingsFrom the University of Minnesota,  Duluth 23 Framework Things is a free, self-paced, online professional development opportunity that offers readings, activities, & opportunities to connect with colleagues  about the Framework. Complete as many of the things as you choose, in any order, and win prizes! Here are a few of the “Things” that might be especially helpful:

  • Frame Focus Things: Browse lesson plans & activities on each frame and brainstorm ideas for your own lessons & activities with colleagues
  • Thing #4: Assessment Overview: We all have high hopes about incorporating more assessment into our instruction. This is your year!! In this thing, we ask ourselves, “What would Megan Oakleaf do (with the Framework)?” and explore intentional & achievable ways to assess using the Framework
  • Thing #13: Understanding by Design: Got a few upcoming instruction session/courses? Learn more about the Understanding by Design backward design process and plan your lessons in a way that support student understanding & transfer of knowledge
  • Thing #3: Environmental Scan: Still figuring out how to “frame” the Framework at your institution? Get ideas & inspiration from colleagues and reflect on ways to engage with and embed elements of the Framework into your institution’s curriculum.

So, if you’re looking for ways to engage with the new ACRL IL Framework, check out 23 Framework Things!

Is Authority Always Constructed and Contextual?

The article “Is Authority Always Constructed and Contextual? A Classical Challenge to the Framework for Information Literacy” published in The Christian Librarian (volume 59, issue 2) has just been made available online:  http://digitalcommons.georgefox.edu/tcl/vol59/iss2/6/.

Nathan Rinne, the author, comments:

“[this] article is a little heavier going, as it takes a relentlessly Socratic approach…. (note that my argument is constructed with the intent of being amenable to all kinds of persons, including those of a more secular orientation)

“…. in a blog post I just put up this morning, I also have put up a very rough draft of a proposed frame to replace “Authority is Constructed and Contextual”. Much work needs to be domailto:rinne@csp.edune here, and I invite feedback.”  (rinne@csp.edu)

Students as Library Ambassadors

Chapter 9:  GETTING ON THE INSIDE: Developing a Discipline-Based Student Ambassador Program

Please click on the the link above to read this interesting  open-access chapter from a  newly published ACRL book “Students Lead the Library : the Importance of Student Contributions to the Academic Library” offered by one of the chapter authors who writes:

What I think is unique about our chapter is we talk just as much about what went wrong as we do about what worked well. Feel free to learn from us.

Seminar: Open-Access Publishing @ Benedictine University

Open Access, Predatory Publishing & Constellation

Wednesday, March 15 – 12:00 – 12:45 PM

Library Conference Room – KN 311

Open access journals and institutional repositories benefit the scholarly community, but open access has also opened the door to predatory publishing. Often, predatory journals use convincing titles and list prominent academics on their editorial boards without permission, making it difficult to distinguish them from legitimate journals.

Among the questions addressed by our archivist Katy Scullin and emerging technologies librarian Sarah Kurpiel will be:

  • What is the difference between green and gold open access?
  • What are the benefits?
  • What are the myths?
  • How can I tell if an open access journal is legitimate or predatory?
  • If I publish in a traditional journal, how can I retain some rights to my work?
  • How do I deposit my work in Constellation?
  • What ethical concerns surround for-profit repositories and Sci-Hub?

There will be time at the end of the presentation for discussion.  In addition, Sarah and Katy will be available to help  you to set up a Constellation account.

Questions?  Please contact jhopkins@ben.edu (x6052)

Phony vs Legit

“How Do You Know A Journal or Publisher Is Legitimate?” by Dana Haugh, Stony Hook University LIbraries

Information Literacy Learning Activities: Race & Social Justice

The Benedictine librarians, in collaboration with faculty, have created some learning activities to help develop the Information Literacy skills of our students.  Here are some resources you may wish to use to support some of the research assignments related to next week’s Teach-In activitiesYou’ll also find them posted in the Race and Social Justice Research Guide:

 

 

 

 

 

 

This is an activity we introduced at one of our Engaging Our Digital Natives workshops last year.  Since then, we’ve been told that many faculty have used this resource with great success.

–  Use the slides to discuss how information is delivered in various formats.   How do you determine which formats are the most reliable?  Which formats are appropriate for academic research?  What is the difference between scholarly and academic resources?   Which are primary and which are secondary resources?

If you have room to move around your classroom space, give each student a different format (tweet, library book, article, etc.) and have them work together to determine the sequence in which these different forms of information were created.
Link to additional discussion questions.

o   access subject specific academic databases
o   export citations to the new version of RefWorks
o   use GoogleScholar to create a “citation chain”
May these prove to be helpful resources for you!

 

Now Available: The Information Literacy Sandbox

The  ACRL Framework for Information Literacy Sandbox (sandbox.acrl.org) has been launched.  It is designed to serve as a place to discover ways to use the Framework for Information Literacy for Higher Education in instructional settings, as well as to share activities and teaching resources related to the Framework.

Searching and browsing for resources is open to everyone.  You do not need a contributor account to visit the site and be inspired by the resources that have been shared.

Now,  please go enjoy the Sandbox!

 

Framework for Information Literacy “Sandbox”

ACRL has selected the Cherry Hill Company to develop a  Framework Sandbox. The Sandbox will be an open access database for librarians and other academic partners to share, organize, and archive educational resources related to the use of the Framework for Information Literacy for Higher Education in practice and professional development.

With the Drupal open source web content management system as a foundation, the Sandbox will feature a flexible search and browse interface where users can search for resources tailored to their needs, contribute content, and participate in dynamic sharing through user comments and opportunities to invite adaptations of submissions. Besides searching for resources created by others, users can use the Sandbox as a repository to collect their own ongoing work at an individual or institutional level. The Sandbox will bring together a wide range of Framework-related instructional resources, including lesson plans, assessments, practitioner reflections, and professional development materials.

I will share more details about the Framework Sandbox as they become available.