The Value of Academic Libraries Statement (approved by ACRL on June 25, 2016) articulates the various ways academic libraries provide direct and indirect value to institutions of higher education by highlighting the essential role that academic libraries play as “one of the few units in a modern institution of higher education that can provide an impact on all realms of institutional importance, from student enrollment to faculty productivity to institutional reputation, while balancing services and resources for all constituency groups and stakeholders in higher education.”
The statement consists of an executive summary, followed by longer talking points that illustrate how academic libraries provide critical direct and indirect value to institutions of higher education in the following areas:
- support recruitment, retention and matriculation,
- enhance student learning,
- support faculty research and teaching, and
- raise institutional visibility and contribute to the community.
Customizable posters to help us share this message with our students are available here: VAL-poster-template
Adapting the Framework for Information Literacy to Studio Art Classes
This article reports on a NIU collaboration in an advanced studio art class in photography between a member of the art faculty and the librarian art subject specialist. The collaboration focused on teaching students the role of research in art production, where the Framework’s information literacy concepts served as useful and generative metaphors for different elements of the creative process.
View PowerPoint presentation
Looking for an example for the Information Literacy frames Authority is Constructed and Contextual, Scholarship as Conversation, as well as Information has Value?
A July 18, 2016 article in the Chronicle of Higher Education (Science Students Learn to Use Social Media to Communicate Research ) relates how students at Caltech are using social media to promote their research.
Please note: Through the Benedictine Library Constellation Digital Repository, we are also able to collect, store, preserve and provide open access to scholarly content created by Benedictine University students, faculty and staff in all disciplines. Please contact me for more information.
Here is some further information on this project from one of the Caltech librarians: Continue reading
This session, recorded May 4th, 2016 includes three presentations. Christina Pryor & Kyla Hunt from Amigos Library Services shares practical tips to give warm and humorous presentations, avoid common pitfalls, and increase audience participation. Next, Victoria Raish from Penn State University shares her experience using the social media tool, Yammer, to bring the same robustness of face-to-face debates to the online environment. Finally, Adele Merritt Bernard, Arlene Alleyne-Regis & Selwyn Rodulfo from the University of the West Indies Open Campus shares their experiences creating a positive and active learning experience and engaging library users across a diverse and distributed university population.
The Information Literacy committee of ACRL’s Science & Technology Section is has developed a new research guide where resources ( (i.e., articles, books, book chapters, online guides & sites) have been applied to the Framework for Information Literacy for Higher Education in the sciences (including math, engineering, and technology).
The guide is intended to provide a place for librarians to find resources to guide their information literacy instruction for science students and faculty.
Here is the link to the new guide: http://iue.libguides.com/STS-informationliteracyresources
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.