Strengthening information literacy in a writing-designated course in the mathematics major

Gross, L. K.; Chang, Sheau-Hwang; Dinneen, Marcia

doi:10.1080/10691316.2014.933689

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…A few years later, Hurlbert and Weida (1991) provided outlines and assignments used in classes they taught to mathematics undergraduates at both the senior and sophomore level. Gross et al (2016) conducted a pilot study integrating IL instruction into an upper-level writingintensive mathematics class. They found that there were improvements in student success when librarians were integrated into the assignment, but that it required a great deal of labor on the part of the librarians.…”

Section: Literature Reviewmentioning

confidence: 99%

Information Literacy Support for Mathematics Graduate Students

Thomson

2023

ISTL

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Integrated information literacy instruction throughout graduate school supports students as they transition into the role of researcher, but information literacy instruction aimed specifically at mathematics graduate students is not widely studied. This paper reports on the results of a survey of mathematics librarians, which found that a majority of respondents are teaching information literacy classes to mathematics graduate students. Further analysis explores the demographics of both the librarians and students, the skills and resources taught, whether there was faculty-librarian collaboration, and if instruction was assessed.

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Section: Literature Reviewmentioning

confidence: 99%

Information Literacy Support for Mathematics Graduate Students

Thomson

2023

ISTL

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“…Ferrer-Vinent emphasized that librarians should be patient because it may take years of effort to implement IL into a STEM course. After piloted integration of IL into a writing-designated applied math course for senior math majors, researchers concluded that students really needed IL skills and that IL instruction should be integrated into the curricula "vertically from lower-class divisions to upper-class divisions and horizontally across courses at each level" (Gross et al 2016). At Shippensburg University, a public four-year university, a STEM librarian piloted library instruction to one section of a MAT 110 course (Fundamentals of Mathematics) and found that students were able to identify reliable sources, but needed more practice in citation (Albro et al 2018).…”

Section: Implementing Information Literacy In Stemmentioning

confidence: 99%

Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

Kim¹,

Franco²,

Seo³

2020

ISTL

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The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students’ information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills and students’ writing performance. Students in the experimental group attended the library instructional class and students in the control group had no library class. Students’ research papers were scored using the Association of American Colleges & Universities (AAC&U) Information Literacy VALUE Rubric to grade the effectiveness of the library instruction. While the scores of the papers did not differ between groups, data indicated that there was a statistically significant difference (p = .011) in IL scores between students in the experimental group (M = 9.70) and students in the control group (M = 8.73). The results also showed that information literacy skills were correlated positively with students’ grades on research papers (p = .002).

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“…Collaboration between librarians and faculty on IL is perhaps the most written about area of collaboration by practicing librarians. Studies include IL collaborations to support LIS students (Sacchanand, 2012); collaboration to support disadvantaged students (Hsieh et al , 2013); collaborations to assist students to find information, write, reference and complete an assignment through embedded one-on-one consultations with the librarians (Gross et al ., 2016); three-way collaboration between librarians, students and faculty to write an assignment but at the same time assist the library with the interpretation of LibQual results (Zaugg and Child, 2016); and faculty–library collaboration to integrate technologies in IL classes (Kleinveldt and Zulu, 2016). Another form of collaboration between faculty and librarians is to write articles (Chang, 2016) though Maluleka and Onyancha (2016) argued that this rarely occurs in South Africa.…”

Section: Literature Reviewmentioning

confidence: 99%

Collaboration on LibGuides in public universities in South Africa

Bangani

Tshetsha

2018

Global Knowledge, Memory and Communication

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Purpose This paper uses co-ownership as a proxy for determining the extent of collaboration on LibGuides in public universities in South Africa. Design/methodology/approach This is a quantitative study that uses webometrics techniques to establish collaboration on LibGuides among librarians in public universities in South Africa. The LibGuide pages of all public universities in the country are visited. Co-ownership of those LibGuides is established by going through the list of co-owners usually situated on the right-hand side menu bar. The data are divided into 16 Excel spreadsheets, each representing a South African public university with LibGuides. Findings The results show that only 8.1 per cent or 95 of 1,166 LibGuides are co-owned, whereas in 9.4 per cent (109 of 1,166) of LibGuides, the ownership reverts to the host library, as there are no authors indicated. Only 34 of 95 or 35.8 per cent of co-owned LibGuides are cross-campus or inter-campus collaborations suggesting that there is very little cross-pollination of ideas between different campuses of the same universities in South Africa. Research limitations/implications This study will lead to a better understanding of the extent of collaboration between librarians in Africa, generally, but specifically in South Africa. In addition, it poses a challenge to library managers to develop strategies that promote and nurture a culture of collaboration between and among librarians to avoid unnecessary duplication. The recommendations of this study can be used to improve collaboration between and among librarians. The biggest limitation of this study is that it did not look into the attitudes, constraints and impediments of collaboration between and among librarians. This area, however, is recommended for further research. Practical implications The implication of these results is that there is a duplication of LibGuides, effort and time across different campuses of the same universities, as some universities have a number of LibGuides on the same subject areas across the institutions. There is very little cross-pollination of ideas between various universities as reflected by a lack of inter-university LibGuides in the country. Social implications Duplication of LibGuides does not assist the users as it only adds to the information overload rather than assisting them by streamlining the information. Originality/value This study may well be the first study of its nature in the world. It is the view of the authors that this study will not only close the gap in the literature on LibGuides but also explain the use of Web 2.0 tools in libraries in developing countries as collaboration tools. It will add another perspective to the discourse about the collaboration in library and information science generally. This paper may lead to further research on the collaboration efforts of practising librarians.

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Strengthening information literacy in a writing-designated course in the mathematics major

Cited by 5 publications

References 25 publications

Information Literacy Support for Mathematics Graduate Students

Information Literacy Support for Mathematics Graduate Students

Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

Collaboration on LibGuides in public universities in South Africa

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