Accommodating Faculty Requests and Staying True to Your Pedagogical Ideals in the 1-Shot Information Literacy Session

Abstract

Librarians are frequently asked to teach several databases in a one-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The ACRL Framework for Information Literacy for Higher Education highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which the author leveraged both of these concepts to reconcile her pedagogical ideals with an attempt to honor a faculty member's request. By demonstrating question-posing and making her own metacognitive processes transparent to students, the author found that she could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.

Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

“…However, an overwhelming majority of participants voiced their enthusiasm for active learning techniques, such as team-working and using quizzes to test knowledge. This echoes the results of Gil (2017) and Scott (2016), who both found that using active learning strategies in oneshot sessions helped to better engage students.…”

“…Gil (2017) describes the use of an active learning approach, whereby undergraduate business students were given a series of hands on activities involving searching specialist subject databases for specific information. Scott (2016) used a similar active learning approach for postgraduate music students. Rather than merely demonstrate the different database functionalities, Scott engaged her students with actively evaluating and asking critical questions of the sources they were using.…”

“…Rather than merely demonstrate the different database functionalities, Scott engaged her students with actively evaluating and asking critical questions of the sources they were using. Though these sessions are still limited by being one-shots, using active learning techniques such as hands on exploration and critical questioning can help to engage and intellectually challenge students (Scott, 2016).…”

Clasificación de la investigación académica en Metaliteracy

“…Así se refleja en investigaciones como la de Borges y Brandão (2016) sobre competencias informacionales en el entorno de la Archivística o en el ámbito de la Gestión del Conocimiento (Deja, Rack, 2019). A pesar de que los estudios de caso suelan centrarse más en el ámbito educativo y especialmente universitario, articulados generalmente a través de bibliotecas académicas (Wallis, 2014;Ma y otros 2019;Scott, 2016), existen experiencias fuera de este entorno, como la obra de Delello y McWhorter (2017) orientada desde la perspectiva de la Gerontología a la re-ducción de la brecha generacional a través del uso de dispositivos tecnológicos en mayores.…”

Implementing the ACRL Framework: Reflections from the Field

“…13 Rachel Elizabeth Scott describes how she was able to incorporate the Framework, even within the limitations of a short instructional session. 14 Zoe Fisher used the Framework successfully as the basis for a credit-bearing information literacy course, and she suggests that librarians could actually ask students to read the Framework. 15 She indicates that using the Framework helped her students to think more deeply about course material and to ground discussions about theory and practice.…”