Teaching Information Literacy Through "Un-Research"

Hosier, Allison

doi:10.15760/comminfolit.2015.9.2.189

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…Hosier focused her teaching on the "rhetorical aspects of research," requiring students not only to understand and analyze the content of the information but also to explain the role the information plays in the larger scholarly conversation. 11 This analysis inevitably helps them to understand the "uncertain information ecosystem" in which they must participate. 12 Librarian instructors not only have successfully incorporated the Framework into individual lessons 13 but also have used it to impact library instruction assessment programs and other course curricula.…”

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confidence: 99%

Through Faculty's Eyes: Teaching Threshold Concepts and the Framework

Dawes¹

2019

portal

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This study investigates faculty perceptions of teaching information literacy. Using 24 semi-structured interviews, a phenomenographic approach identified four qualitative ways in which faculty experienced teaching information literacy (IL). This paper analyzes the challenging information literacy concepts that faculty identify-known to many librarians as threshold conceptsand their relationship to the Association of College and Research Libraries (ACRL) "Framework for Information Literacy for Higher Education." The study highlights the transdisciplinary nature of IL instruction and indicates that, although unaware of the ACRL Framework, faculty already teach at least three concepts from that document. This finding suggests new opportunities for collaborations between librarians and faculty.

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confidence: 99%

Through Faculty's Eyes: Teaching Threshold Concepts and the Framework

Dawes¹

2019

portal

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“…Digital information sources selection is impacted by how efficiently information seekers can access the needed information to perform a certain task or their ability to evaluate the relevance of the information sources based on the type of task at hand. (Bawden, 2008;Hosier, 2015;Kim and Sin, 2011). This in turn is determined by the source characteristics.…”

Section: Information Literacymentioning

confidence: 99%

Social Media and Entrepreneurship: Exploring the Role of Digital Source Selection and Information Literacy

Nikou

Brännback

Orrensalo

et al. 2020

Exploring Diversity in Entrepreneurship

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Internet-based applications, such as social media -offer potentially effective and efficient vehicles to access, use and distribute information as well as means to network with other actors. However, for realizing this potential, critical competencies are information and digital literacy. In this chapter we discuss the importance of information literacy (IL) in the context of social media. Information literacy is defined as cognitive skills necessary for using and evaluating information in an educated and effective way. IL is a necessary competence for entrepreneurs in general and specifically for entrepreneurs relying entirely or partially on social media in their entrepreneurial activities. We argue that access and use of information is an important way for entrepreneurs to reduce uncertainty in their entrepreneurial action. Information literacy and information source selection are important to practicing entrepreneurs as most need to access information in order to run their business; information from policy makers, financing institutions, tax authorities and legal counsel to name a few. This information is today inherently provided in digital format.In this chapter our focus is on digital information and specifically digital source selection and information literacy. We have studied 145 Finnish entrepreneurs and analyzed their information literacy in relation to digital source selection. Results show that while information literacy impact digital information source selection, that relationship is influenced by source accessibility and the task complexity. Interestingly, and somewhat unexpectedly the study revealed that source selection is directly influenced by the opinions of peers or social norms.

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“…For example, Jacob D. Richter (2020) assigns an Infosphere Probe which expands the media streams which are acceptable and even necessary to explore and include. Allison Hosier (2015) asks her students to write an "un-research" (p. 126) essay based on knowledge they already possess; students then search for sources that support, challenge, enhance, or "add new information" (p. 130) to their essays. The Unbibliography differs from these reimaginings of the annotated bibliography assignment by shifting the focus away from the finished product and toward the cutting room floor.…”

Section: Introductionmentioning

confidence: 99%

Unbibliography

Henderson

2024

Prompt

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The Unbibliography asks students to keep track of sources they thought they might use in an annotated bibliography assignment but ultimately rejected. Each discarded source is annotated with details about these two moments in the research process. The project also includes introductory comments reflecting on how the Unbibliography impacted the students’ experience of developing the Annotated Bibliography project. By highlighting and valuing a part of the research process that is typically regarded as failure, the Unbibliography allows students to reflect on the processes of evaluating sources and refining their research question. In this way, students are encouraged to grow from novice to experienced researchers.

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Teaching Information Literacy Through "Un-Research"

Cited by 5 publications

References 10 publications

Through Faculty's Eyes: Teaching Threshold Concepts and the Framework

Through Faculty's Eyes: Teaching Threshold Concepts and the Framework

Social Media and Entrepreneurship: Exploring the Role of Digital Source Selection and Information Literacy

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