Integrating Information Literacy with a Sequenced English Composition Curriculum

Holliday, Wendy; Fagerheim, Britt

doi:10.1353/pla.2006.0023

Cited by 26 publications

(22 citation statements)

References 19 publications

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“…25 Additionally, many libraries face resource constraints with insufficient staff to create and teach a credit course. 26 Another concern expressed by both librarians and teaching faculty moving away from face-to-face instruction to online learning is a loss of personal contact with librarians and losing a connection to the library as place.…”

Section: July 2012mentioning

confidence: 99%

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

Mery

Newby²,

Peng³

2012

CRL

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This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre-and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students' needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online. BackgroundThe University of Arizona Libraries (UAL) has had a decades-long history of working with the English Department's Freshman Writing Program in support of the goals of the General Education Curriculum. Until recently, information literacy (IL) instruction for composition courses had traditionally taken the form of one-shot, fifty-minute sessions for individual course sections. However, beginning in late 2008, the libraries strategically began moving more of their instructional activities online in an effort to more efficiently and effectively deliver information literacy instruction to a greater number of students in an anytime/anywhere environment. With a yearly increase in

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Section: July 2012mentioning

confidence: 99%

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

Mery

Newby²,

Peng³

2012

CRL

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“…Much has been written on the preference of collaborative efforts over one-shot library instruction as a way of enhancing students' research writing skills. 4 In his 2006 article "Locating the Center: Writing Centers, Libraries and Information Literacy," James K. Elmborg highlighted the problematic bifurcation of research and writing instruction and established the need for increased collaboration among faculty, librarians, and writing centers. 5 Since his article, scholarship on teaching information literacy has presented models of collaboration that attempt to bridge the gap.…”

Section: Bilateral Collaboration: a Brief Review Of The Literaturementioning

confidence: 99%

A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing

Napier

Parrott²,

Presley

et al. 2018

CRL

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As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students' ability to locate and evaluate information, but students continue to struggle with the "use" component of information literacy. This article presents a trilateral case study among librarians, faculty, and writing center administrators, emphasizing the intersection of programmatic partnerships, assessment, and pedagogical best practices. Our research shows a trilateral approach to information literacy increases efficacy and a sense of shared responsibility in support of student research where traditional bilateral approaches fall short.University faculty and staff who work with college students in their transition from high school student to academic reader, writer, and researcher would be quick to acknowledge that a gap exists between where instructors would like their students to perform and where those students actually are. Many instructors can relate to a frustration that there is not enough time in a semester to cover all the aspects of information literacy that students should know. Similarly, many academic and instruction librarians know the challenge of having only one class meeting in which to impress upon students all they need to know, from searching databases, avoiding plagiarism, and evaluating sources to integrating, citing, and documenting sources properly. Localized assessments from writing programs and libraries confirm national findings of The Citation Project 1 and Project Information Literacy 2 by indicating that college students struggle to effectively integrate information resources into researchbased compositions. For example, assessment data from both the first-year writing program and the library at Eastern Kentucky University (EKU) indicate that library sessions improve students' ability to locate and evaluate information, but students still struggle to synthesize and incorporate the information they find into their writing.

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“…However, they acknowledged that these sessions were optional and not truly integrated into the curriculum. Holliday and Fagerheim (2006) detailed a sequence of IL integrations into two levels of general education English courses and reported favorable results in raising the quality of student research and writing. However, this study was limited to the lower general education tier; it did not investigate the impact on students in higher tier disciplinary courses.…”

Section: Tiered Il Integrationmentioning

confidence: 99%

Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum

Smith¹

2016

Comminfolit

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This article is an account of how one small liberal arts university undertook a large scale curriculum integration and assessment project under the auspices of a Quality Enhancement Plan (QEP). After a review of relevant literature, the integration and assessment process is outlined, and the assessment data is analyzed and discussed. The integration used a tiered approach, attempting to engage students with significant IL experiences first at the lower general education level, then subsequently at the upper level in their disciplinary context. Assessment tools include widely used standardized tests and surveys as well as locally developed rubrics and surveys. While the plan satisfied the reaccreditation requirements, this is a case study and not a template; many factors would make it difficult to generalize the assessment results. More useful to IL advocates and other institutions may be the overall approach of this QEP, which aimed to be thorough enough to align with regional and national standards yet flexible enough to meet local needs.Keywords: information literacy; curriculum integration; embedded instruction; assessment; Quality Enhancement Plans; QEP; private college Smith, P.A. Integrate and assess: Information literacy integration as quality enhancement of undergraduate curriculum. Communications in Information Literacy, 10(2), 214-244.

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Integrating Information Literacy with a Sequenced English Composition Curriculum

Cited by 26 publications

References 19 publications

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing

Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum

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