“Scholarship as Conversation”: Introducing students to research in nonprofit studies

Shields, Kathy; Cugliari, Christine Wetherholt

doi:10.5860/crln.78.3.9635

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Some examples of knowledge practices for this frame include: identifying the contribution that articles, books, and other academic products bring to the enrichment of contents of knowledge areas; and the contributions of academic and scientific communication [2]. In higher education, it is relevant to understand that it is from what others said and did before that the possibility of new scientific knowledge arises; hence the need for citation and referral as a form of dialogue with peers [19].…”

Section: Scholarship As Conversationmentioning

confidence: 99%

Information Literacy and Open Science: Before and After the New ACRL Framework

Lopes

Antunes

Sanches

2019

Communications in Computer and Information Science

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In 2000, ACRL published the Information Literacy Standards, clarifying and describing specific learning objectives for higher education students. The document recognized the role of librarians who had long been informally developing these practices. But the Standards have evolved and adapted. In 2016, the ACRL adopted the new Framework, which sustains a metamorphosis. Information literacy remains a pattern of integrated competencies that encompass the reflexive discovery of information, the understanding of how information is produced and valued, and the use of information in the ethical and legal creation of new knowledge. Aim of the study: Based on a literature review,strategies, how to select and evaluate retrieved information, how to use the information in an ethical and legal way) -Information literacy competency standards for higher education. These Standards have established learning objectives to actively implement information literacy (IL) in the academic community. They also recognized the role of information professionals who had long been informally developing these practices. Over the years, many disciplines have been inspired by the Standards to formulate their specific objectives in the teaching-learning process, namely in nursing, psychology and health sciences. But the Standards had to evolve and adapt. As the disciplines regularly evaluated and accredited their practices and curricula, the practice of IL also had to be reviewed and re-evaluated in terms of its relevance and application. In January 2016, after two years of elaboration and incorporation of extensive comments from information professionals, ACRL adopted the Framework for information literacy for higher education [2]. encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning" [2, p.2].This new document also opens the way for information professionals, teachers and other institutional partners; to reformulate contents, training courses, curricula and credits to be awarded [3]; to link IL to successful student initiatives [4]; to collaborate in the pedagogical research and to involve the students themselves; and to develop and broaden the discussion about the teaching-learning process.

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Section: Scholarship As Conversationmentioning

confidence: 99%

Information Literacy and Open Science: Before and After the New ACRL Framework

Lopes

Antunes

Sanches

2019

Communications in Computer and Information Science

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“…1 This column has also provided some excellent examples of collaborative pedagogy with the Framework, such as Kathy Shields and Christine Cugliari's column in the March 2017 issue about using "Scholarship as a Conversation" to guide a sequence of instruction sessions for students in a nonprofit studies course. 2 In January 2017, Troy Swanson wrote about a professional development course for community college faculty that encouraged them to consider the Framework as a tool for instructional design and assessment in their own courses. 3 So far, it seems that most librarians have been using the Framework internally: as a guiding document for creating one-shot lesson plans and departmental learning outcomes, with some examples of using the Framework to talk to other stakeholders around campus.…”

mentioning

confidence: 99%

Facing the frames: Using the Framework as a guide for a credit-bearing information literacy course

Fisher¹

2017

CRLN

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“Scholarship as Conversation”: Introducing students to research in nonprofit studies

Cited by 2 publications

References 2 publications

Information Literacy and Open Science: Before and After the New ACRL Framework

Information Literacy and Open Science: Before and After the New ACRL Framework

Facing the frames: Using the Framework as a guide for a credit-bearing information literacy course

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