Literacies, narratives, and adult learning in libraries

Abstract

Librarians in the academy "increasingly see themselves as educators, an evolution in the profession that challenges established definitions of librarianship and of how we generate knowledge about professional values and practices" (Elmborg, 2006a, p. 192). Academic libraries are places where learners come to construct new knowledge through selection of information sources and research literature in print and electronic forms. To help students accomplish these important research tasks, academic librarians as educators focus on the development of "information literacy" skills in the library classroom, at the reference desk, and in research consultations with learners.The Association of College and Research Libraries defines information literacy as the ability to "determine the extent of information needed; access the needed information effectively and efficiently; evaluate information and its sources critically; incorporate selected information into one' s knowledge base; use information effectively to accomplish a specific purpose; understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally" (Association of College and Research Libraries, 2000, pp. 2-3). Learners within academic library settings use information resources toward specific endslearner-constructed research and writing projects that offer new perspectives on particular topics. Such projects may take the form of individual research papers and/or class presentations, literature reviews, theses, e-portfolios, web pages, or collaboratively created mini-documentaries. Learners navigate an information and technology-rich environment and learn skills that contribute significantly to the research and writing process. In this chapter 67 7

Innovative information literacy landscapes: Leveraging the specialized knowledge of LGBTQ+ communities in research and practice

“…Researchers adopting allied approaches, such as critical literacy, new literacy, and multiple literacies have criticized this definition as being too removed from real-life contexts. Rather than considering singular literacy, these new approaches recognize that individuals develop multiple literacies shaped by what their communities define as legitimate and meaningful knowledge (Doherty, 2007;Elmborg, 2006Elmborg, , 2010Johansson & Limberg, 2017;Lloyd, 2006;Špiranec & Kos, 2013).…”

“…In a Knowledge School, it is not enough to be informed by the evidence. We must also integrate our research findings into practice by training librarians to recognize the power inherent in their role as information gatekeepers (Doherty, 2007;Elmborg, 2006Elmborg, , 2010Pawley, 2003) and providing them with strategies to counteract this power imbalance. The nature of this training should continuously change as we learn more about the needs, practices, and knowledge of our communities.…”