Relegating expertise: The outward and inward positioning of librarians in information literacy education

Hicks, Alison; Lloyd, Annemareé

doi:10.1177/09610006211020104

Cited by 8 publications

(8 citation statements)

References 47 publications

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“…Previous research from this programme of study (Hicks and Lloyd, 2021a, 2021b) has examined the positioning of information literacy, learners and librarians within information literacy models and guidelines. This segment of the research specifically focuses on the learning goals that are included within each model.…”

Section: Introductionmentioning

confidence: 99%

Reaching into the basket of doom: Learning outcomes, discourse and information literacy

Hicks¹,

Lloyd²

2022

Journal of Librarianship and Information Science

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Learning outcomes form a type of arrangement that holds the practice of information literacy within higher education in place. This paper employs the theory of practice architectures and a discourse analytical approach to examine the learning goals of five recent English-language models of information literacy. Analysis suggests that the practice of information literacy within higher education is composed of 12 common dimensions, which can be grouped into two categories, Mapping and Applying. The Mapping category encompasses learning outcomes that introduce the learner to accepted ways of knowing or what is valued by and how things work within higher education. The Applying category encompasses learning outcomes that encourage the learner to implement or integrate ideas into their own practice, including to their own questions, to themselves or to their experience. Revealing what is prioritised as well as what is less valued within the field at the present time, these findings also raise questions about supposed epistemological differences between models, the influence of research, and the language employed within these documents. This paper represents the third and final piece of work in a research programme that is interrogating the epistemological premises and discourses of information literacy within higher education.

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Section: Introductionmentioning

confidence: 99%

Reaching into the basket of doom: Learning outcomes, discourse and information literacy

Hicks¹,

Lloyd²

2022

Journal of Librarianship and Information Science

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“…This search shows that little research has been published about source consciousness, and more on source criticism and source evaluation. The approaches have further been discussed considering a sociocultural understanding of IL (Hicks & Lloyd, 2021Lloyd, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…This study employs IL theory of sociocultural perspectives on IL. Annemaree Lloyd and her view of IL as a sociocultural practice (Hicks & Lloyd, 2021Lloyd, 2017;Lloyd, 2006) is applied. Information literacy is not a single transferrable skill, but a complex process that is constructed in social settings and in collaboration with others transferred to knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mind the gap!

Moore

2022

NJLIS

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This article gives a critical review and investigation of traditional generic ways of teaching source evaluation and source criticism. Furthermore, it aims to investigate a new approach to address this area of information literacy instruction for teaching librarians. While traditional approaches focus on evaluating the source at hand, this study offers a perspective to supplement this with a more reflective perspective. The emphasises in this article is the need to focus on source consciousness though the newly developed model MIND (motivation – intention – need – debate). The goal is to supplement the traditional approaches of source evaluation where only the source is being assessed and no self-assessment is addressed. MIND also binds the searching process and source evaluation closer together and attempts to address the complexity of working with different sources. This approach does not attempt to replace former source evaluation processes, but rather to supplement them.

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“…Academic librarians have also been self-critical and questioned their own foundational knowledge when teaching IL (Nichols Hess, 2020). Moreover, Library and Information Science (LIS) schools have regularly challenged academic librarians as teachers of IL (Hicks and Lloyd, 2022). This includes questioning the ability of academic librarians to underpin IL using seminal works such as Vygotsky, Piaget and Dewey's principles (Schachter, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring first-year engineering student perceptions of the engineering librarian as an IL instructor in multimodal teaching and learning environments

Omarsaib

2023

DLP

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Purpose This study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support. Design/methodology/approach A quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022. Findings Respondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology. Practical implications These findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments. Originality/value To the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.

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Relegating expertise: The outward and inward positioning of librarians in information literacy education

Cited by 8 publications

References 47 publications

Reaching into the basket of doom: Learning outcomes, discourse and information literacy

Reaching into the basket of doom: Learning outcomes, discourse and information literacy

Mind the gap!

Exploring first-year engineering student perceptions of the engineering librarian as an IL instructor in multimodal teaching and learning environments

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