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.
Amid movements that recognize undergraduate students as knowledge creators, transformative work is being done at the intersection of information literacy and scholarly communication. Absent from the literature so far is research related to students' perception and understanding of scholarly communication. This paper reports a mixed methods study at two major research universities in the United States, where undergraduate student researchers were surveyed and interviewed about their scholarly communication practices and perceptions. This work informs development of programming at the intersection of scholarly communication and information literacy in general, and for those involved with undergraduate research experiences in particular. The SettingThis research study was conducted over three terms beginning in summer 2014 at Purdue University and the University of Illinois at Urbana-Champaign. Both are public landgrant institutions, founded in 1869 and 1867, respectively.
Ability to evaluate information is a critical component of information literacy. This article provides strategies for engaging students in learning about information evaluation in the contexts of the scientific publication cycle and communication in the digital age. Also included are recent findings regarding undergraduate student research behavior and ideas for integrating constructivist learning theory in order to develop effective learning activities that encourage curiosity and critical thinking.
PurposeThis paper sets out to describe successful partnerships between Purdue University Libraries' faculty and directors of undergraduate honors programs. By reporting the results and implications of these collaborations and sharing effective approaches for building new partnerships, the author hopes to provide ideas and suggestions for others considering similar collaborations and services.Design/methodology/approachDuring the 2006/2007 academic year, the Instructional Outreach Librarian at Purdue University, West Lafayette, began partnering with directors of honors programs and consequently implemented new services for undergraduate honors students. The paper cites examples, including one pilot program in particular – a research workshop for freshmen honors students in the College of Liberal Arts. Also included are recommendations and effective approaches for partnership building, survey results, and plans for future programming and services.FindingsThese partnerships have strengthened the Libraries' visibility and effectiveness in preparing undergraduate honors students for college‐level research and lifelong learning. Though frequent communication and an invested recognition of shared goals is essential, partnerships between librarians and honors programs directors are a natural fit, as both groups work towards undergraduate learning and academic achievement.Practical implicationsPartnering and collaborating with groups outside the library contributes to the effectiveness of library services. This is particularly the case for environments where a naturally broad opportunity may not exist, as is the case at Purdue University, which lacks a core curriculum and information literacy requirement. The efforts described in this paper are transferable and could serve as useful models for librarians considering similar partnerships and programs.Originality/valueAdvocating libraries and the importance of information literacy skills is essential in today's digital information age. Reaching out to potential users and partnering with relevant groups and individuals in the community are invaluable in making known the Libraries' mission and importance.
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As this is the last "Management" column I will be editing, some comments on the articles in this new column are in order. Three years has passed very quickly. During my tenure as column editor, I have looked for a variety of practical articles on how to improve reference services and increase opportunities to teach research strategies to our users. Because I am always looking for ways to gather data that can be used for management decisions, there have been two articles on survey tools. Another recent trend in reference service is to reach out to students where they are, so there have been two articles related to this: one on Web-based FAQs and another on embedded librarians. For this last column I have turned to colleagues at Purdue to discuss the new tutorials we are designing, again with the goal of reaching students when and where it is convenient for them.Marianne Ryan, my colleague, will be the new editor of the column. She comes well qualified, as she has been associate dean of learning at Purdue and is now moving on to be associate university librarian for public services at Northwestern University.-Editor T he use of online tutorials for information literacy instruction is on the rise. Active library-related discussion lists such as ILI-L, the Association of College and Research Libraries' discussion on information literacy and instruction, and LIBREF-L typically feature several questions and surveys related to online tutorials every week. Discussion groups and forums at library conferences consistently offer discussions, programs, and resources about creating online tutorials, and share examples.What is causing the surge of interest in online tutorials? Reasons vary: staff shortages, a desire to provide more pointof-need assistance, and increased distance learning and a growing awareness-particularly in public and academic libraries-of the learning styles of the so-called Millennial Learner, who is said to prefer interactive, technology-based learning experiences. However, one of the main reasons for the trend is that the screen capture software available for tutorial construction has also grown increasingly capable and user-friendly. In this article we will review the software programs that are available, discuss the time and resources needed, and use a set of tutorials developed at Purdue for biology students as an example throughout.bACkGROUnd And COnTExT
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