From the ACRL Insider, June 25, 2016:
Today the ACRL Board of Directors voted to rescind the Information Literacy Competency Standards for Higher Education. The Board will continue to discuss next steps to support all academic librarians working with information literacy at its public meeting on Monday afternoon at the ALA Annual Conference in Orlando.
It is important to acknowledge the groundbreaking work embodied in the Information Literacy Competency Standards for Higher Education, approved by the Board in 2000, in moving the profession forward. These Standards were co-developed with and subsequently endorsed by the American Association for Higher Education and the Council for Independent Colleges.
ACRL recognizes the tremendous contributions of the Information Literacy Competency Standards for Higher Education and the transformational work of many ACRL members working with them. Those Standards paved the way for information literacy to become common language in many general education requirements and informed many regional and subject-oriented accreditation bodies. The Board will continue to seek input from the profession as the process moves forward.
A new ACRL report provides compelling evidence for the contributions of academic libraries to student learning and success. The report focuses on outcomes from projects conducted as part of the Assessment in Action: Academic Libraries and Student Success (AiA) program. Synthesizing more than 60 individual project reports from the AiA work, the report identifies positive contributions of academic libraries to student learning and success in four key areas:
” 1. Students benefit from library instruction in their initial coursework. Information literacy instruction provided to students during their initial coursework helps them acquire a common set of competencies for their undergraduate studies.
2. Library use increases student success. The analysis of multiple data points (e.g., circulation, library instruction session attendance, online databases access, study room use, interlibrary loan) shows that students who use the library in some way achieve higher levels of academic success (e.g., GPA, course grades, retention) than students who did not use the library.
3. Collaborative academic programs and services involving the library enhance student learning. Library partnerships with other campus units, such as the writing center, academic enrichment, and speech lab, yield positive benefits for students (e.g., higher grades, academic confidence, retention).
4. Information literacy instruction strengthens GenEd outcomes. Several AiA projects document that libraries improve their institution’s general education outcomes and demonstrate that information literacy contributes to inquiry-based and problem-solving learning, including critical thinking, ethical reasoning, global understanding, and civic engagement.”
Link to the full document.
New article on threshold concepts for researchers in veterinary medicine:
Kristine Alpi & Chad Hoggan (2016): Recognizing the Value of Threshold Concepts: Application of a Conceptual Tool to Professional Students Learning to Be Researchers, The Reference Librarian, 57(2):114-130. DOI: 10.1080/02763877.2016.1121070
Available via the NC State Scholarly Publications Repository as a post-print : http://repository.lib.ncsu.edu/publications/handle/1840.2/2719
THE REFERENCE LIBRARIAN is available online at: http://www.tandfonline.com/doi/full/10.1080/02763877.2016.1121070
The annual issue of the Library Instruction Round Table featuring the previous year’s top library instruction/information literacy articles has just been published. Here is their TOP 20 list:
- Beilin, I. (2015). Beyond the threshold : Conformity, resistance and the ACRL Information Literacy Framework for Higher Education. In the Library with the Lead Pipe
- Belanger, J., Zou, N., Mills, J. R., Holmes, C., & Oakleaf, M. (2015). Project RAILS: Lessons learned about rubric assessment of information literacy skills. Libraries and the Academy, 15(4), 623–644.
- Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of impact: Analyzing the effects of progressive librarian course collaborations on student performance. College & Research Libraries, 76(5), 623–651
- Bruehl, M., Pan, D., & Ferrer-Vinent, I. J. (2015). Demystifying the chemistry literature: Building information literacy in first-year chemistry students through student-centered learning and experiment design . Journal of Chemical Education, 92(1), 52–57.
- Buchanan, H., Webb, K. K., Houk, A. H., & Tingelstad, C. (2015). Curriculum mapping in academic libraries. New Review of Academic Librarianship, 21(1), 94-111.
- Catalano, A. (2015). The effect of a situated learning environment in a distance education information literacy course. Journal of Academic Librarianship, 41(5), 653-659.
- Chen, Y. (2015). Testing the impact of an information literacy course: Undergraduates’ perceptions and use of the university libraries’ web portal. Library and Information Science Research, 37, 263-274.
- Cook, D. B., & Michael, K. (2015). How do our students learn ? An outline of a cognitive psychological model for information literacy instruction. Reference & User Services Quarterly, 55(1), 34–41.
- Farrell, R., & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319–340.
- Holliday, W., Dance, B., Davis, E., Fagerheim, B., Hedrich, A., Lundstrom, K., & Martin, P. (2015). An information literacy snapshot: Authentic assessment across the curriculum. College & Research Libraries, 76(2), 170–187
- Keegan, T., & McElroy, K. (2015). Archives Alive!: Librarian-faculty collaboration and an alternative to the five-page paper. In the Library with the Lead Pipe.
- Lundstrom, K., Diekema, A. R., Leary, H., Haderlie, S., and Holliday, W. (2015). Teaching and learning information synthesis. Communications in Information Literacy, 9(1), 60-82.
- Margolin, S., & Hayden, W. (2015). Beyond mechanics: Reframing the pedagogy and development of information literacy teaching tools. Journal of Academic Librarianship, 41(5), 602-612.
- O’Kelly, M., Garrison, J., Merry, B., & Torreano, J. (2015). Building a peer-learning service for students in an academic library. portal: Libraries and the Academy, 15(1), 163–182.
- Subramaniam, M., Ahn, J., Waugh, A., Taylor, N. G., Druin, A., Fleischmann, K. R., & Walsh, G. (2015). The role of school librarians in enhancing science learning. Journal of Librarianship & Information Science, 47(1), 3-16.
- Tewell, Eamon. (2015). A decade of critical information literacy: A review of the literature. Communications in Information Literacy, 9(1), 24–43.
- Tewell, EC, & Angell, K. (2015). Far from a trivial pursuit: Assessing the effectiveness of games in information literacy instruction. Evidence Based Library and Information Practice, 10(1), 20–33.
- Watts, J., & Mahfood, S. (2015). Collaborating with faculty to assess research consultations for graduate students. Behavioral & Social Sciences Librarian, 34(2), 70–87. (Request on Interlibrary Loan)
- Webb, K. K., and Hoover, J. (2015). Universal design for learning (UDL) in the academic library: A methodology for mapping multiple means of representation in library tutorials. College and Research Libraries, 76(4), 537-553.
- Zhang, Q., Goodman, M., and Xie, S. (2015). Integrating library instruction into the course management system for a first-year engineering class: An evidence-based study measuring the effectiveness of blended learning on students’ information literacy levels. College & Research Libraries, 76(7), 934-958.
Cultivating Consistency in an Instruction Program without Much Authority: Malia Willey
Often with little managerial power, instruction coordinators are responsible for leading information literacy programs that encompass diverse disciplinary needs and individual teaching styles. We will examine challenges faced by library instructors and coordinators, and explore opportunities for pedagogical development and programmatic consistency. Models of shared development, such as communities of practice, encourage library instructors to grow together as teachers and learners.
Using the Framework to Foster Conversations about Information Literacy Instruction: Sara D. Miller and Amanda Nichols Hess
A key strength of the ACRL Framework lies in the potential that its concepts provide for unearthing tacit assumptions in the process of developing expertise in discplinary information literacy. The paths from IL novice to expert within in a discipline tend to be murky and filled with assumptions about concepts, skills, and values unique to disciplinary cultures which “should have been learned” somewhere along the way. It is key for librarians in teaching positions to partner with disciplinary faculty in identifying and addressing critical issues of a discipline’s conventions and ways of constructing knowledge and to intentionally engage students with these questions. This presentation will discuss an ACRL Framework-based workshop designed for librarians and disciplinary faculty to come together to examine and discuss what information literacy looks like from a position of disciplinary expertise. Three goals of the workshop are to help facilitate conversations between librarians and disciplinary faculty, to understand specifically what is meant by information literacy within disciplines, and to identify areas of potential focus for IL instruction.