Theory into practice:: Challenges and implications for information literacy teaching

Schachter, Deborah

doi:10.1177/0340035219886600

Cited by 9 publications

(5 citation statements)

References 63 publications

(83 reference statements)

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“…This paper has been used in at least two MLIS courses, including a required introduction to LIS theory course, to guide students in social justice work. It has also been cited in The Reference Librarian (Roy & Long, 2019), IFLA Journal (Schachter, 2020), and included in a research planning and review report from the Association of College and Research Libraries (ACRL, 2020). These inclusions are evidence that the project was successful in its aim to create awareness and to contribute to change through the education of future LIS professionals.…”

Section: Discussionmentioning

confidence: 99%

Facilitating Student-Authored Papers in LIS Education Research: A Case Study from the LIS Classroom

Helkenberg

2020

CAIS/ACSI

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This paper describes the process and tools used to facilitate a collaborative student-authored paper that was recently published as a short communication in the Journal of Education for Library and Information Science (JELIS). This paper is written by the instructor of the course and provides direction to other LIS instructors on how to successfully facilitate publishable quality student-authored papers as an in-class activity using online collaborative teaching tools. Cet article décrit le processus et les outils utilisés pour faciliter un article collaboratif co-écrit par des étudiants, récemment publié sous forme de brève communication dans le Journal of Education for Library and Information Science (JELIS). Cet article est rédigé par l'instructeur du cours et fournit des directives aux autres instructeurs de LIS sur la façon de faciliter avec succès des articles de qualité publiables et co-rédigés par des étudiants en tant qu'activité en classe à l'aide d'outils d'enseignement collaboratif en ligne. Il est particulièrement pertinent pour les cours ou les projets qui incluent des sujets de justice sociale.

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Section: Discussionmentioning

confidence: 99%

Facilitating Student-Authored Papers in LIS Education Research: A Case Study from the LIS Classroom

Helkenberg

2020

CAIS/ACSI

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“…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). Consequently, this has led to IL being devalued as the credibility of how academic librarians teach is constantly being debated, as it cannot be measured against teaching philosophies.…”

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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“…The benefits of using active learning pedagogical approaches in an information literacy context, as identified in the literature, were highlighted. These included providing increased opportunities to partner with lecturers to focus on key disciplinary related information literacy skills (Osborn, 2017;Schachter, 2020). Also, students' experience of active information literacy activities shows that they learn to use information with more complexity and versatility which is associated with more readily achievable learning outcomes (Detlor et al, 2012).…”

Section: Effective Pedagogies (Active Learning)mentioning

confidence: 99%

Developing librarians’ teaching practice: a case study of learning advisors sharing their knowledge

Harding¹,

McWilliams²,

Bingham³

2023

JLDHE

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Increasingly, tertiary librarians are required to teach as part of their role. There is recognition that ongoing professional development (PD) is required in teaching and learning as this is not generally provided as part of formal library qualifications. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. As part of a wider PD programme for liaison librarians at Auckland University of Technology (AUT), learning advisors developed and taught three workshops. The learning advisors were chosen by the library leadership due to their teaching expertise and adaptability. They provide embedded, academic literacy support for students tailored to specific assessment guidelines and marking criteria. The aim was to share examples of learner advisor practice underpinned by relevant theory and applied directly to an information literacy context. Liaison librarians were exposed to workshop strategies to develop appropriate learning outcomes, content, and pedagogical approaches for planning ongoing teaching. They had opportunities to assess and evaluate their current knowledge and skills and consider new approaches. These sessions enabled the team to go forward with shared knowledge to guide their workshop design to create more consistent, sustainable, and measurable content. Another outcome was the co-development of workshop design principles which have been applied to the redevelopment of workshops. As this process is replicable, the value of sharing knowledge and expertise between teams such as learning advisors and liaison librarians is worth exploring further.

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Theory into practice:: Challenges and implications for information literacy teaching

Cited by 9 publications

References 63 publications

Facilitating Student-Authored Papers in LIS Education Research: A Case Study from the LIS Classroom

Facilitating Student-Authored Papers in LIS Education Research: A Case Study from the LIS Classroom

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

Developing librarians’ teaching practice: a case study of learning advisors sharing their knowledge

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