New frontier trail guides: faculty‐librarian collaboration on information literacy

Cunningham, Thomas H.; Lanning, Scott

doi:10.1108/00907320210451349

Cited by 28 publications

(16 citation statements)

References 6 publications

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“…Thus, IL remains an illusive concept overall in its implementation; however, it generally calls for integrating a series of standards into appropriate places within a given institution's curriculum (Cunningham and Lanning 2002;Iannuzzi 1998;Johnston and Webber 2003). Although many definitions exist, one author has referred to the goal of IL as being the creation of lifelong learners (Breivik 2005), and others have stated, in similar fashion, "Information literacy is not a destination, it is an ongoing journey, and it is the key to lifelong learning" (Cunningham and Lanning,343).…”

Section: Plagiarism and Information Literacymentioning

confidence: 99%

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Moniz

Fine

Bliss

2008

College & Undergraduate Libraries

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To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a "module" inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.

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Section: Plagiarism and Information Literacymentioning

confidence: 99%

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Moniz

Fine

Bliss

2008

College & Undergraduate Libraries

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“…Some studies are exploring the perceptions and practices of teaching faculty with respect to the development of information literacy skills. Many of these studies have shown that the majority of faculty believe that librarians should have the responsibility of teaching information literacy skills and that cooperation with faculty will give better results (Amstutz and Whitson, 1997;Boff and Johnson, 2002;Canon, 1994;Cooney and Hiris, 2003;Julien, 1998;Korobili and Tilikidou, 2005;Maynard, 1990;Cunningham and Lanning, 2002). "By definition, integrated information literacy programs must involve effective collaboration between teaching faculty and instruction librarians.…”

Section: Review Of the Literaturementioning

confidence: 99%

Information literacy paradigm in academic libraries in Greece and Cyprus

Korobili

Malliari²,

Christodoulou³

2008

Reference Services Review

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Purpose -The purpose of this study is to investigate the attitudes and perceptions of Greek librarians regarding information literacy programs and their preparedness for such programs. Design/methodology/approach -The study was targeted at all professional and paraprofessional staff of the academic libraries in Greece and Cyprus. The instrument was a specially designed structured questionnaire which included 20 questions, in sum 67 variables. Findings -Most libraries do not deliver information literacy programs, but some kind of library instruction. Many respondents consider that more money, more librarians and an appropriately equipped space are the best ways to improve information literacy programs. Concerning the information literacy trainers, there are those who emphasize teaching abilities and/or pedagogical experience, and those who emphasize infrastructure and funding. Originality/value -The paper contributes to the existing knowledge of information literacy skills by revealing certain issues regarding the academic libraries in Greece and Cyprus.

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“…Numerous examples in the library literature (Black, Crest, and Volland 2001;Cohen 1995;Cunningham and Lanning 2002;Nimon 2001;Paglia and Donahue 2003;Tierno and Lee 1983;Walter 2000;Winner 1998) attest to the goal of academic librarians collaborating closely with faculty to integrate information literacy into the design of college courses. Further, there is a wealth of literature concerning the value of teaching library skills and developing information competencies specific to psychology (Baxter 1986;Daugherty and Carter 1997;Merriam et al 1992;Thaxton 2002).…”

Section: Introductionmentioning

confidence: 97%

Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique

Milczarski

Maynard

2015

College & Undergraduate Libraries

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This article describes the development of a faculty-librarian collaborative project that integrated discipline-specific information literacy into an upper-level psychology class. The instruction involved a case study technique in order to increase student engagement in a content area while helping students gain needed information literacy skills that meet professional guidelines. We found that employing this approach enhanced instructor ability to more fully and meaningfully engage with students within a more comfortable classroom atmosphere. This method may be easily adapted to other disciplines as it allows for much creativity and selection of course-relevant themes. INTRODUCTIONInformation literacy is a vital skill that all students need to acquire. Merriam, LaBaugh, and Butterfield (1992) report the skills that psychology majors need to locate and effectively use literature in the discipline not only for the major but also for lifelong learning. In order to develop these skills, students should participate in coursework that includes course-integrated library instruction coupled with practice in locating sources, conducting a literature search, effectively using resources found, and developing an in-35 36 V. Milczarski and A. Maynard creased awareness of the information resources used in psychology and related disciplines. More recently, the Association of College and Research Libraries' (ACRL) Psychology Information Literacy Standards (2010) contains a series of outcomes to be achieved by students in this field, including determining the nature and extent of information needed, being able to access needed information effectively and efficiently, being able to evaluate information critically and incorporate selected information into a knowledge base, and being able to use information effectively to accomplish a specific purpose.In addition to the challenge of how to best achieve information literacy outcomes, faculty and librarians also experience a potential lack of student engagement in information literacy instruction for two reasons. First, information literacy skills such as creating a research question and searching an academic database are not inherently exciting or interesting; thus, students may disengage and fail to encode, retain, and demonstrate these skills. Second, students may even believe that they do not need to develop information literacy, which can lead to resistance. For many students, the need for information can be satisfied by a quick and easy search with their favorite Internet search engine. The benefits of taking the time to search an academic database (e.g., PsycInfo) are not well understood and may even seem cumbersome to students when compared to a simple Internet search. Therefore, faculty and librarians must face the challenges of making information literacy instruction interesting while also convincing students that the skills being taught are necessary and worth the time investment.This article will describe a faculty-librarian collaborative project that integrated discipl...

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New frontier trail guides: faculty‐librarian collaboration on information literacy

Cited by 28 publications

References 6 publications

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Information literacy paradigm in academic libraries in Greece and Cyprus

Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique

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