Information Literacy across the German‐Studies Curriculum<sup>1</sup>

Hock, Lisabeth

doi:10.1111/j.1756-1221.2007.tb00029.x

Cited by 8 publications

(7 citation statements)

References 23 publications

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“…While bibliographies and historic encyclopedia play a role in both disciplines, in German studies, especially dictionaries and bibliographical dictionaries are emphasized. This is in accordance with IL teaching guidelines for German studies (Hock, 2007).…”

Section: Research Resultssupporting

confidence: 80%

“…While studies compare that IL education among different disciplines are rare, there are several publications that report about discipline-specific IL instruction, suggest disciplinespecific IL frameworks and analyze discipline-specific IL content. Hock (2007) defined relevant subject-specific IL skills in German studies, including the ability to make use of print and electronic resources and the difference between the library and the World Wide Web as a source of German studies related information. The skills necessary to study old documents and the ability to critically approach the different kind of historical sources are pointed out as important IL skills of history students (Pinto, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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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: Research Resultssupporting

confidence: 80%

Section: Literature Reviewmentioning

confidence: 99%

Assessing disciplinary differences in information literacy teaching materials

Dreisiebner

Schlögl

2019

AJIM

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“…Barnhart (2004) describes a quarter-length information literacy class for Latin American studies where students presented on databases, compared domestic and international news coverage and learned about subject indexing. Hock (2007) argues for the importance of information literacy from the perspective of a language professor and suggests that its emphasis on finding, evaluating and using information can help students of German studies make the transition to more advanced levels of study and become self-empowered learners. Finally, Hicks (2014) discusses learning modules to achieve outcomes related to choosing search terms in Spanish, searching in specialized databases and filtering by language in Google.…”

Section: Literature Reviewmentioning

confidence: 99%

Survey of modern language research guides: a window on disciplinary information literacy

Lehnen

Artemchik

2018

RSR

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Purpose This study aims to use research guides as a window to disciplinary information literacy in the field of modern language studies from a librarian’s point of view. Informed by literature on disciplinary research practices and on library research guides, it analyzes how librarians represent, and teach, an especially rich and multifaceted information landscape. Design/methodology/approach Researchers analyzed the topical coverage, organization, resource emphasis and instructional content of 182 research guides in the field of modern language studies. Data were collected both manually and automatically using a Web scraper. Data were then coded using categories developed by the authors. Findings Guides focused on language and literature topics, with some interdisciplinary coverage. Guides tended to focus on resources and formats rather than user tasks or instruction. Over two thirds of guides included some type of instruction, primarily focused on locating resources, and a slim majority of instructional topics were specific to modern language studies. Research limitations/implications Looking at guides from another field would have allowed for cross-disciplinary comparisons. It is possible that including guides from additional languages or universities would have given different results. Originality/value Although there is significant literature on research guides, few have analyzed how they reflect what information literacy looks like in a particular discipline. This study also contributes to research on information literacy instruction for modern languages and recommends that it be informed by an understanding of disciplinary research practices.

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“…From the TESOL literature search, a number of articles emerged, most focusing on courses and activities built around information literacy principles (Bagnole, 2003; Embedding information literacy Bealle and Cash-McConnell, 2010) or the need for program-level approaches to information literacy for language learners (Hock, 2007). These articles indicate a growing recognition of the importance of including information literacy in language learning curricula.…”

Section: Nlw 1141/2mentioning

confidence: 99%

Embedding information literacy in an MA TESOL program

et al. 2013

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Purpose -This case study aims to describe the collaborative process used to embed an information literacy curriculum into the MA Teaching of English to Speakers of Other Languages (TESOL) program at university. Design/methodology/approach -The study focuses on how this curriculum was conceived, implemented, and has evolved based on new ideas from the MA coordinator, the librarian, the students, and continuing review of the literature of librarianship and TESOL. The coordinator and librarian describe their approach to curriculum development and their analysis of curricular outcomes, and two graduates from the program describe the program's impact from the student perspective. Findings -The paper finds that the MA TESOL coordinator and the librarian embedded information literacy through structured assignments, reflective essays, and librarian in-person classroom visits. Ongoing assessment of student survey results and reflective essays provide impetus for ongoing changes to the curriculum. Students' perceptions about and practice of information literacy enrich their program experiences and improve their preparation for further academic work or subsequent TESOL teaching. Research limitations/implications -More follow up is needed with the three cohorts that have completed the MA program since the development of the embedded information literacy curriculum. Practical implications -In their own teaching, graduates emphasize information literacy to their students, further increasing the impact of this program. Social implications -Students develop a closer relationship with the librarian and think differently and more regularly about libraries and information literacy principles. Originality/value -There is a growing body of library literature on embedded librarianship and language learning students, but none focusing exclusively on the role of information literacy in the preparation of teachers of language learning students.

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Information Literacy across the German‐Studies Curriculum¹

Cited by 8 publications

References 23 publications

Assessing disciplinary differences in information literacy teaching materials

Assessing disciplinary differences in information literacy teaching materials

Survey of modern language research guides: a window on disciplinary information literacy

Embedding information literacy in an MA TESOL program

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Information Literacy across the German‐Studies Curriculum1

Cited by 8 publications

References 23 publications

Assessing disciplinary differences in information literacy teaching materials

Assessing disciplinary differences in information literacy teaching materials

Survey of modern language research guides: a window on disciplinary information literacy

Embedding information literacy in an MA TESOL program

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Information Literacy across the German‐Studies Curriculum¹