Credit-Bearing Information Literacy Courses in Academic Libraries: Comparing Peers

Jardine, Spencer; Shropshire, Sandra; Koury, Regina

doi:10.5860/crl.79.6.768

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Some have focused on the role of information literacy in academic libraries (e.g. Bidokht and Assareh, 2011;Jardine et al, 2018;Julien et al, 2018;Saunders, 2018;Trembach and Deng, 2018) and some have examined the level of information literacy in Iranian public libraries (e.g. Abdollahi and Jowkar, 2015;Jamali Mahmuei and Alizadeh, 2013;Mahdizadeh, 2010;Mansorian, 2012;Tajdaran et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The effect of information literacy instruction on lifelong learning readiness

2020

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The purpose of the present study is to examine the effect of information literacy skills instruction on the lifelong learning readiness of users in Iranian public libraries. To this end, 30 active users of two libraries were randomly placed in control and experimental groups. Information literacy skills were taught to the experimental group over one and a half months. The results revealed that information literacy instruction led to a significant increase in readiness for self-directed learning and readiness to overcome deterrents to participation. According to the findings, information literacy skills instruction made a significant difference to the information literacy of users in Iranian public libraries. The results of this study encourage public libraries to plan for the implementation of information literacy instruction in order to make public libraries lifelong learning centres.

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Section: Introductionmentioning

confidence: 99%

The effect of information literacy instruction on lifelong learning readiness

2020

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“…Due to the fact that our research takes place in city, Idaho, which is a geographically isolated area, the authors selected a methodology for peer selection based on a 2018 article including a method for identifying peers from Idaho State University by Jardine, Shropshire, and Koury (2018). The authors contacted library workers in decision-making positions regarding collections and acquisitions at their libraries.…”

Section: Methodsmentioning

confidence: 99%

Accessibility Best Practices, Procedures, and Policies in Northwest United States Academic Libraries

Peacock

Vecchione

2020

The Journal of Academic Librarianship

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Academic libraries are responsible for providing accessible copies of collection materials to individuals facing a variety of accessibility needs. Accessibility needs differ from user to user, often making each request an individualized service. However, do academic libraries have a responsibility to embrace a Universal Design for Learning approach to their acquisitions process? Do academic library workers need to establish policies as part of the procurement process? This research surveyed academic libraries at institutions similar to Affiliated University in size, graduate program offerings, and within the same region to help answer the questions: how academic libraries in the Northwest United States establish practices, policies, procedures, and workflows to meet these needs, and: how do academic libraries currently meet these needs when providing streaming media services, and other collection materials, to users with accessibility needs? Keywords accessibility, higher education, academic libraries, video, multimedia, streaming video, universal design for learning The goal of this research is to gain a preliminary understanding of current practices and glean information about perceptions and procedures regarding accessibility needs; especially as they pertain to the acquisition of multimedia materials in Northwest academic libraries. This article will describe our methods and findings before providing information that can be used to educate library workers on the accessibility needs, best practices, common workflows, and potential procedures to implement to ensure they serve all users regardless of disability. Literature Review Accessibility The Rehabilitation Act of 1973 prevents discrimination against those with disabilities in any organization that receives federal funding. This act, coupled with the Americans with Disabilities Act of 1990, provides a solid foundation protecting the rights to those with disabilities. Neither act, however, speaks directly to the use of technology or the internet. Therefore, in 1998 Congress amended the Rehabilitation Act, amending section 508 which deals specifically with electronic and information technology (GSA Government-wide IT Accessibility Program, 2018). The standards in this amendment were later revised based on work done by outside organizations such as the World Wide Web Consortium Web Content Accessibility Guidelines (WCAG 2.1) and the policies described by the European Union for products and services in the European Accessibility Act (European Commission, 2018). In 2009, the American Libraries Association (ALA) issued recommended guidelines to libraries for the "purchasing, procuring, using, maintaining and contracting for electronic resources" (American Library Association, 2019). This included a recommendation that libraries obtain guarantees from vendors that their products follow Section 508 regulations and other accessibility guidelines. However, the degree to which these recommendations have been adopted by academic libraries is unclear. Furthermore, lawsu...

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“…A better alternative would be longer, more intensive credit-bearing courses. However, national studies have established that the number of academic libraries offering such courses in the U.S. is as low as 19% despite their demonstrated positive impact [80].…”

Section: 'Solving' Fake News With Critical Thinking and Information Literacy: The Limits To Relying Entirely On Educational Outcomesmentioning

confidence: 99%

Toward a Comprehensive Model of Fake News: A New Approach to Examine the Creation and Sharing of False Information

et al. 2021

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The authors discuss a new conceptual model to examine the phenomenon of fake news. Their model focuses on the relationship between the creator and the consumer of fake news and proposes a mechanism by which to determine how likely users may be to share fake news with others. In particular, it is hypothesized that information users would likely be influenced by seven factors in choosing to share fake news or to verify information, including the user’s: (1) level of online trust; (2) level of self-disclosure online; (3) amount of social comparison; (4) level of FoMO anxiety; (5) level of social media fatigue; (6) concept of self and role identity; and (7) level of education attainment. The implications reach into many well-established avenues of inquiry in education, Library and Information Science (LIS), sociology, and other disciplines, including communities of practice, information acquiring and sharing, social positioning, social capital theory, self-determination, rational choice (e.g., satisficing and information overload), critical thinking, and information literacy. Understanding the multiple root causes of creating and sharing fake news will help to alleviate its spread. Relying too heavily on but one factor to combat fake news—education level, for example—may have limited impact on mitigating its effects. Establishing thresholds for a certain combination of factors may better predict the tendency of users to share fake news. The authors also speculate on the role information literacy education programs can play in light of a more complex understanding of how fake news operates.

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Credit-Bearing Information Literacy Courses in Academic Libraries: Comparing Peers

Cited by 6 publications

References 7 publications

The effect of information literacy instruction on lifelong learning readiness

The effect of information literacy instruction on lifelong learning readiness

Accessibility Best Practices, Procedures, and Policies in Northwest United States Academic Libraries

Toward a Comprehensive Model of Fake News: A New Approach to Examine the Creation and Sharing of False Information

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