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

Dawes, Lorna

doi:10.1353/pla.2019.0007

Cited by 16 publications

(11 citation statements)

References 51 publications

(47 reference statements)

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“…The transdisciplinary nature of information literacy, particularly when coupled with writing in the academic context, allows us to anticipate appropriate practical applicability. Similar to the case studies already analyzed, those by Yevelson-Shorsher & Bronstein (2018) or Dawes (2019) show that information skills education programs that seek to combine these characteristics seem to be successful. Furthermore, the important collaboration of librarians, underlined by these same studies, has significant advantages in the knowledge of information resources in depth so their experience should be harnessed to build significant insights.…”

Section: Discussionsupporting

confidence: 65%

Information skills and library knowledge for higher education teachers

Sanches

2020

6th International Conference on Higher Education Advances (HEAd'20)

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The explosion of information, not only in print, but in a digital context has become a fertile area for exploring, transmitting, and disseminating information, enabling learning and teaching, transforming and creating new knowledge. Higher education teachers need to be aware of how to train and guide their students in multiple ways to knowledge, including the ability to deal with information in print and digital contexts, so information literacy training should be a priority. This paper aims to list the skills to be developed by these teachers, preferably integrated into their professional development. Starting from the framework of tried-and-tested models, a flexible and comprehensive content structure is proposed, considering the need for their transfer to students. The importance of collaborative work with higher education libraries is stressed.

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Section: Discussionsupporting

confidence: 65%

Information skills and library knowledge for higher education teachers

Sanches

2020

6th International Conference on Higher Education Advances (HEAd'20)

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“…To do this work, librarians must understand how the Framework and IL fits into the nature of their partner faculty's existing teaching practices. An even smaller body of literature has attempted this investigation within the Framework context (see Dawes, 2019 andDubicki, 2019).…”

Section: Resultsmentioning

confidence: 99%

Information Literacy Beyond Librarians: A Data/Methods Triangulation Approach to Investigating Disciplinary IL Teaching Practices

Foster¹

2020

EBLIP

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Abstract Objective – While library literature contains many studies examining faculty perceptions of the value of librarian-led information literacy (IL)instruction, there is little evidence regarding IL instruction practices of disciplinary faculty independent of librarians. In a climate of uncertain budgets, increasing student enrollment, and increased conversation around the need for IL, media, and digital literacy skills, this study aimed to investigate a little-researched area of the IL instruction, learning, and development milieu. Methods – In collaboration with the institutional research office, a data and methods triangulation approach was used. A survey of disciplinary faculty was administered and disciplinary faculty focus groups were also conducted. Student outcomes and annual assessment reports, documents that describe teaching and assessment methods for courses across the university, were analyzed. Voyant, a text-mining tool, was also used to determine key phrases and terms related to IL in these documents. Results – Results revealed that disciplinary faculty highly value skills and understandings affiliated with IL competency. Faculty provide the majority of IL learning opportunities independent of librarians, although these learning opportunities are generally provided through implicit, rather than explicit, methods. Pedagogical methods that may enable explicit practices, such as the use of standards and competencies, are infrequently used. Conclusion – Evidence and findings from this study are being used to inform several initiatives to work with disciplinary faculty for IL instruction, including new services, resources, and instruction models to support IL development in students.

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“…This finding aligns with existing research on students' challenges with IL. Dawes [15] and Bury [1] interviewed faculty and reported on areas where students had difficulties making the cognitive leap from novice to expert learners. Faculty noted that many students are unable to contextualize how specific works fit into the broader discourse within their discipline, and synthesize divergent voices and opinions.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

A Case Study and Call to Action: Incorporating the ACRL Framework for Information Literacy in Undergraduate CS Courses

Hendrigan

Mukunda

Cukierman

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Information literacy (IL) is fundamentally important for CS students and graduates who are required to write research papers and stay abreast of new technologies and ideas. However, IL is absent in CS curriculum guidelines and the literature is scarce on research focused on IL skills among CS students. In this paper, we discuss aspects of IL and introduce the ACRL Framework for Information Literacy in Higher Education in the context of an undergraduate CS course covering social issues. We share how we used the Framework as the basis of our learning activities, which included lectures, a reading, and an assignment in which students reflected on core ideas pertaining to IL. We analyzed responses from the assignment to assess whether students achieved our learning outcomes. Nearly all students recognized markers of scholarly authority, but fewer students achieved learning outcomes based on more abstract concepts. We provide recommendations on incorporating IL activities in CS courses, and encourage explicit interventions to improve CS students' IL skills.

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

Cited by 16 publications

References 51 publications

Information skills and library knowledge for higher education teachers

Information skills and library knowledge for higher education teachers

Information Literacy Beyond Librarians: A Data/Methods Triangulation Approach to Investigating Disciplinary IL Teaching Practices

A Case Study and Call to Action: Incorporating the ACRL Framework for Information Literacy in Undergraduate CS Courses

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