Information Literacy

Caravello, Patti Schifter; Kain, Edward L.; Kuchi, Triveni; Macicak, Susan; Weiss, Gregory L.

doi:10.1177/0092055x0803600102

Cited by 9 publications

(1 citation statement)

References 2 publications

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“…In an IL training for political science students, exercises focused on discovering constitutional issues, aimed to introduce them to political science journals and to help them to understand the differences between scholarly and popular publications and how to build an annotated bibliography (Stevens and Campbell, 2008). A joint project of the American Library Association and the American Sociological Association aimed to outline how to integrate IL standards into assignments for students of social science, particularly sociology majors (Caravello et al, 2008). Seufert et al (2016) published a model for the conceptualization and measurement of IL in education sciences, focusing on secondary education.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing disciplinary differences in information literacy teaching materials

Dreisiebner

Schlögl

2019

AJIM

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Purpose The purpose of this paper is to uncover similarities and differences among emphasized information literacy (IL) skills for the disciplines of political- and social sciences, economics, educational sciences, law sciences, mathematics, life sciences, history and German studies, based on an analysis of IL teaching materials. Design/methodology/approach Eight issues of the German language publication series Erfolgreich recherchieren (Succesful Research Strategies) are compared by using a structuring content analysis. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), extended with additional categories. Findings The results, first, suggest that the biggest similarities and differences among the disciplines are found concerning the determination of the nature and extent of the needed information, especially in the area of identifying potential sources of information. Second, some of the disciplines focus more on international sources, whereas others focus on country- and language-specific sources. Third, the criteria to define the appropriate retrieval system differ among the various disciplines. Fourth, approaches to narrow the search results differ among the various disciplines. Fifth, the critical evaluation of sources is addressed in all disciplines but relates to different contexts. Research limitations/implications This approach only addresses one book per discipline out of a German language book series. Further research is needed. Originality/value This paper is unique in its approach and one of few papers on disciplinary differences in IL perception.

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Section: Literature Reviewmentioning

confidence: 99%

Assessing disciplinary differences in information literacy teaching materials

Dreisiebner

Schlögl

2019

AJIM

View full text Add to dashboard Cite

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Generic versus discipline-specific skills

Woolwine¹

2010

Practising Information Literacy

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A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

Junisbai

Lowe

Tagge

2016

The Journal of Academic Librarianship

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While faculty often express dismay at their students' ability to locate and evaluate secondary sources, they may also be ambivalent about how to (and who should) teach the skills required to carry out quality undergraduate research. This project sought to assess the impact of programmatic changes and librarian course integration on students' information literacy (IL) skills. Using an IL rubric to score student papers (n=337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration "sweet spot": The greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions. Successful collaboration thus need not entail completely overhauling content courses so as to make library instruction the centerpiece. Quite the opposite, librarians can help reduce the potential burden on faculty by supporting discipline-and course-specific research goals, as well as by sharing resources and best practices in IL pedagogy.

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Information Literacy

Cited by 9 publications

References 2 publications

Assessing disciplinary differences in information literacy teaching materials

Assessing disciplinary differences in information literacy teaching materials

Generic versus discipline-specific skills

A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

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