How are nontraditional, participative resources such as social media content being integrated into online STEM education, and how can libraries best support these fastchanging practices? Using conceptual content analysis of information literacy standards, a survey of undergraduate students' use of supplemental learning resources, and participant observation of librarian-led information literacy instruction sessions, we investigate the extent to which these less-visible actors enable, resist, and extend the incorporation of participative resources into STEM education. Our preliminary findings suggest that information literacy standards are evolving to encompass participative resources and practices, that students actively incorporate formal and informal resources into their learning, and that participative dimensions are incorporated into information literacy instruction sessions, though they may not be formally documented. We conclude with a discussion of the implications of the apparently uneven translation and inscription of information literacy standards into practice and how actors outside the classroom impact STEM education in a social media environment.
Information resources and practices have always been social, but traditional information literacy instruction tends to prioritize a model of an individual searcher evaluating library‐curated resources, while social collaboration tools and user‐generated content sites provide more participative paths and practices for research at all levels. Using document analysis of the information literacy instructional materials of 42 institutions, we investigate the extent to which information literacy instruction incorporates participative standards, resources and practices. The findings suggest that while information literacy standards and frameworks are evolving to encompass participative resources and practices, only 21% of the institutions studied inscribed participative resources and practices into their instructional materials. This visual presentation will be designed to elicit discussion about the ways in which document analysis may fail to capture the participative practices in information literacy instruction, to inform our ongoing research.
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