Faculty Perceptions of Students' IL Learning in First-Year Writing

Baird, Catherine; Soares, Tiffany

doi:10.1353/pla.2020.0028

Cited by 7 publications

(7 citation statements)

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“…This stream also reflected the most important trend in the co-citation network, given that the articles linked to this stream had the highest number of co-citations. Some of the articles that discussed the impact of information literacy teaching on students from the perspective of teachers also encompassed topics related to reference services and library marketing (e.g., Baird & Soares, 2020;Huddleston et al, 2019). The articles that discussed the relationship between disciplines and information literacy teaching described studies that explored cooperation between teachers and librarians, the applications of information literacy in teaching different subject areas and teachers' perspectives on methods used to integrate information literacy into courses in different disciplines (e.g., Baird & Soares, 2020;Dawes, 2019;Guth et al, 2018).…”

Section: Results Of Co-citation Network Analysismentioning

confidence: 99%

“…Some of the articles that discussed the impact of information literacy teaching on students from the perspective of teachers also encompassed topics related to reference services and library marketing (e.g., Baird & Soares, 2020;Huddleston et al, 2019). The articles that discussed the relationship between disciplines and information literacy teaching described studies that explored cooperation between teachers and librarians, the applications of information literacy in teaching different subject areas and teachers' perspectives on methods used to integrate information literacy into courses in different disciplines (e.g., Baird & Soares, 2020;Dawes, 2019;Guth et al, 2018). In addition, this stream included articles discussing the impact of libraries' information literacy programmes on the promotion of library reference services and marketing (Huddleston et al, 2019).…”

Section: Results Of Co-citation Network Analysismentioning

confidence: 99%

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Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis

Chen

Wang

Tang

et al. 2022

AJET

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Information literacy is a core research topic in the field of library and information science. The developmental context of this field can be examined through a long-term retrospective analysis of relevant literature. This study explored the research trends and potential research issues in the top 100 most frequently cited articles on information literacy in higher education published from 2011 to 2020. In addition to a systematic review, this study employed bibliometric methods, including co-citation network analysis, to identify four main research streams in the field of information literacy in higher education: (a) the relationships among students’ information literacy beliefs, competencies, attitudes and behaviour; (b) teachers’, librarians’ and students’ perspectives on information literacy; (c) the relationship between students’ information literacy and epistemic beliefs; and (d) the web search behaviour of digital natives. Accordingly, potential directions for future research and practitioner notes related to information literacy in higher education are proposed herein as a reference for researchers, teachers and policymakers. Implications for practice or policy: For administrators of higher educational institutions, understanding the challenges of new digital technologies and providing training to develop information literacy skills are crucial. For teachers, designing teaching materials and pedagogy based on the latest information literacy standards and framework is useful. Collaboration with professionals from different disciplines is also useful for teachers to integrate information literacy into subject learning activities to cultivate the information literacy competencies of students.

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Section: Results Of Co-citation Network Analysismentioning

confidence: 99%

Section: Results Of Co-citation Network Analysismentioning

confidence: 99%

Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis

Chen

Wang

Tang

et al. 2022

AJET

View full text Add to dashboard Cite

show abstract

“…Cope and Sanabria’s (2014) phenomenological study of faculty perceptions of information literacy found that faculty view the goal of information literacy as being “learning how to learn” (p. 497) and also believe that this process of learning can only occur “when students engage in — and to some degree internalize — an understanding of a specific academic discourse” (p. 497). Further studies (Baird and Soares, 2020; Dawes, 2017; Farrell and Badke, 2015) also corroborate that faculty experience teaching information literacy as integrative to teaching subject-specific content.…”

Section: Literature Reviewmentioning

confidence: 58%

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

Lacy¹,

Hamlett²

2021

RSR

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PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

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“…In higher education, such instruction could be delivered as a one-shot instruction session or a credit-bearing full semester course, and while the one-shot format is still common, research shows that greater learning gains are to be had through more substantial learning experiences (Mery et al, 2012). Indeed academic librarians and teaching faculty alike recognise that students need repetition and practice that can only come over time to gain mastery of IL concepts and skills (Baird & Soares, 2020;Egan et al, 2017). Though public libraries also experience different 'seasons', somewhat akin to semesters, such as summer reading program periods, those periods do not bring the implicit instructional expectations-of any length-associated with academic calendars.…”

Section: Timementioning

confidence: 99%

Information literacy instruction in public libraries

Matteson

Gersch²

2020

JIL

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Extending from existing research on how public libraries offer information literacy (IL) instruction through classes or programs, the purpose of this research was to explore how public librarians provide IL instruction through individual interactions with patrons. US public librarians recorded their impressions of instructional interactions over a five-day period using an online diary instrument. Key findings were that public librarians incorporate a range of IL concepts in their interactions with patrons, across a wide variety of expressed information needs, with most of the instruction directed toward helping patrons plan their information tasks, access information, and judge information. Secondary themes showed that although librarians believed strongly in the value and importance of providing instruction, individual and situational factors presented barriers to effective instruction. This research contributes to an understanding of how IL instruction in public library settings differs from school and academic library settings and raises some questions around the need for instructional resources focused more specifically around the needs of the public library to facilitate effective instruction.

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Faculty Perceptions of Students' IL Learning in First-Year Writing

Cited by 7 publications

References 0 publications

Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis

Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

Information literacy instruction in public libraries

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