Teaching information literacy: Developing an online course for faculty

Hammons, Jane

doi:10.5860/crln.81.7.337

Cited by 4 publications

(3 citation statements)

References 1 publication

(1 reference statement)

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“…College students also lack sufficient skills to seek appropriate academic resources. In conclusion, college students' information literacy is still relatively poor, particularly concerning accessing information [10]. In general, college students in Indonesia perform poorly in information literacy, especially in accessing the required information [11].…”

Section: Introductionmentioning

confidence: 88%

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

Badriah,

Mahanal,

Lukiati

et al. 2024

IJERE

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<span lang="EN-US">This research aimed to determine how the reading, identifying problem, constructing solution, solving problem, reviewing and extending problem solution (RICOSRE) learning model integration with collaborative mind mapping affects students’ information literacy in higher education institutions. This quasi-experimental study used a pretest-posttest non-equivalent control group design. There were 40 multiple-choice questions selected to assess student information literacy. All instruments have been validated and are reliable. The data were collected from 100 participants who were college students enrolled in the environmental pollution course of the biology education degree program at Siliwangi University, Indonesia. To analyze the research data, analysis of covariance (ANCOVA) was used at a 5% level of significance, followed by the least significance difference (LSD) test. The ANCOVA results showed that the RICOSRE-CMM learning model impacted students’ information literacy. LSD scores were significantly different in terms of students’ information literacy. It can be concluded that the RICOSRE-CMM model could enhance each component of information literacy as these components have been integrated into the learning model syntax, which involves a series of information discovery and analysis processes during group work to find a solution to a problem.</span>

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Section: Introductionmentioning

confidence: 88%

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

Badriah,

Mahanal,

Lukiati

et al. 2024

IJERE

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show abstract

“…While they may not have always referred to these programs specifically as "teach the teachers" programs, librarians have led or contributed to a number of different types of initiatives to support faculty development related to IL (for a review of multiple examples, see Hammons, 2020a). This has included course or assignment design programs, workshops, or grants (Folk & Hammons, 2021;Miller, 2010;Wishkoski et al, 2019;Xu, 2017), various types of faculty learning communities or faculty fellowship programs (Crowe et al, 2019;Hammons et al, 2019), and online courses for faculty (Hammons, 2020b;Veach, 2009). Librarians have also contributed to faculty development programs not specifically cantered around IL, such as Purdue University's IMPACT program (Flierl et al, 2019;Flierl et al, 2020;Maybee et al, 2013).…”

Section: Librarians As Faculty Developers and The Ttt Model In The Li...mentioning

confidence: 99%

The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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“…9. For more information on the design process for the course, see Teaching Information Literacy: Developing an Online Course for Faculty (Hammons, 2020a).…”

Section: Reflect Upon and Identify Your Expertisementioning

confidence: 99%

Expanding Our Reach: Implementing Instructor Development Programming

Falcone

2021

International Information & Library Review

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This column examines advances in public services internal and external to libraries. The focus is on how public services, such as instruction and education, programming, research consulting, and circulation, evolve and impact users. The strength of the column is its broad, international focus and contributors are encouraged to explore issues and recent advances in public services relevant to their geographical region, as well as the larger, global audience.

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Teaching information literacy: Developing an online course for faculty

Cited by 4 publications

References 1 publication

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

The faculty-focused model of information literacy

Expanding Our Reach: Implementing Instructor Development Programming

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