Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom

Rutledge, Lorelei; LeMire, Sarah

doi:10.1353/pla.2017.0021

Cited by 15 publications

(7 citation statements)

References 33 publications

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“…Articles retrieved from the education and library sciences literature describe the students' role in personalising their educational experience by choosing pre-designed learning objects. Rutledge and LeMire (2017) discuss the concept of library reference questions as 'a small, one-on-one version of information literacy instruction' (p.352) and expand upon the librarian's role in assisting faculty with creating collaborative, personalised learning environments. However, there is a gap in the literature concerning personalisation of IL instruction.…”

Section: Introductionmentioning

confidence: 99%

Personalised video instruction

Kean

Robinson²

2019

JIL

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The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. 65% of all watched videos were watched for the entire duration of the video, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the ‘See One, Do One, Teach One’ instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student’s information literacy need is a novel approach that may benefit online learners and librarians alike.

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Section: Introductionmentioning

confidence: 99%

Personalised video instruction

Kean

Robinson²

2019

JIL

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“…Allen and Taylor (2017), for example, have argued that technology has become 'ubiquitous' in education (p.6) and cannot be ignored by librarians, especially as many higher-education courses have moved from a traditional classroom into blended or wholly online delivery that utilise Web 2.0 tools. The concept of Information Literacy 2.0, connected specifically to Web 2.0 has again featured in the literature (Rutledge & Lemire, 2017).…”

Section: Re-emergence Of Link Between Pedagogy and Technologymentioning

confidence: 99%

Web 2.0 tools and information literacy instruction in UK university libraries

Shire

McKinney²

2021

JIL

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The literature reveals a clear debate around the use of Web 2.0 tools in information literacy (IL) instruction, with some commentators arguing that they effectively support pedagogy and others arguing that there is no sustained evidence for this. Instead, they argue that many librarians are reluctant to use the tools, hindering their overall adoption. This mixed-methods study incorporated a survey and interview to explore this debate. The aim of the study was to analyse the adoption and perception of Web 2.0 tools for IL teaching specifically within university libraries in the United Kingdom. The results revealed that there is initial evidence to suggest that a large proportion of librarians are actively using Web 2.0 tools to support IL pedagogy, but that there is also a smaller group that has a negative reaction to them and do not consider them beneficial. This study provides new knowledge for researchers around the use of technology in IL teaching and librarians’ perception of it, addressing a key gap in the literature around the UK university sector. Additionally, it is particularly useful for practitioners, as the issues it raises can improve the use of technology in IL teaching.

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“…Ward (2004) and Avery (2008) agreed, advising librarians to take advantage of the teachable moments not only at the physical reference desk but also during chat reference transactions as well. Dempsey (2017) notes that a reference transaction may be the only opportunity of teaching information literacy to a student and that librarians should take advantage of it; while unmediated, these “microteaching” moments are nevertheless timely at the point of need and highly personalized (Rutledge and LeMire, 2017, p. 351).…”

Section: Literature Reviewmentioning

confidence: 99%

Instruction through virtual reference: mapping the ACRL framework

Renirie

2020

RSR

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Purpose The purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework. Design/methodology/approach The author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Additional instructional content provided in the sample replies was also mapped to the framework. Findings In providing written instruction for students to create searches from keywords and search subject-specific databases, every frame is at least partially addressed in the template except Scholarship as Conversation. However, individual librarians adapt the template to teach as needed and there are examples in this case study of teaching aspects of all six frames asynchronously. Practical implications This study provides support for librarians to teach the threshold concepts of the ACRL framework asynchronously at the point of need during virtual reference, and the effective use of a research reply template to accomplish this instruction. Originality/value Few recent studies examine instructional intent in asynchronous/email reference. This study examines teaching the ACRL framework via reference rather than instructional sessions. A portion of this research was presented as a poster at the 2017 ACRL Conference in Baltimore, Maryland.

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Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom

Cited by 15 publications

References 33 publications

Personalised video instruction

Personalised video instruction

Web 2.0 tools and information literacy instruction in UK university libraries

Instruction through virtual reference: mapping the ACRL framework

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