What Faculty Think–Exploring the Barriers to Information Literacy Development in Undergraduate Education

McGuinness, Claire

doi:10.1016/j.acalib.2006.06.002

Cited by 154 publications

(112 citation statements)

References 21 publications

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“…Reviewing the literature fifteen years later, McGuinness concluded that much "of our knowledge of faculty attitudes towards, and perceptions of, information literacy development, have been shaped primarily by second-hand accounts of their behavior." 2 Studies conducted within the last decade have made some progress at providing first-hand faculty accounts of their information literacy perceptions and activities. However, these have tended to focus on specific subject disciplines.…”

Section: May 2010mentioning

confidence: 99%

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

DaCosta

2010

CRL

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Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.his paper originally grew out of research conducted for a master's program in Educational Management, which was studied in the United Kingdom. The intention was to ascertain faculty views on information literacy, rather than just make assumptions on their knowledge of the skills and interest in the concept. It was also deemed highly relevant, if information literacy was to be promoted throughout the institution, for data on current faculty activity in this area to be gathered and evaluated. When the researcher moved from England to the United States, it was obvious that conducting a similar research exercise would be beneficial in another institution, and it is hoped that the findings from both might help enlighten future librarian/ faculty collaborative work. Literature ReviewThe opinions of faculty regarding information literacy and their levels of involvement in the teaching of it have interested librarians for many years. Studies have been published across the world outlining research on faculty perceptions of information literacy within specific institutions and disciplines. Much of this research has confirmed what librarians have suspected all along: Faculty generally agree on the importance of information literacy but

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Section: May 2010mentioning

confidence: 99%

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

DaCosta

2010

CRL

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“…Especially through use of student-centred pedagogies such as inquiry-focused learning and resource-based learning, lecturers expect their students to gather, evaluate and synthesise information from diverse sources independently, but might underplay the skills required to accomplish these tasks (McGuinness 2006, Saunders 2012. The one-shot information literacy lecture-demonstration does not begin to bridge this gap.…”

Section: Literacies For Learningmentioning

confidence: 99%

Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships

Fullard

2017

SAJLIS

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“…While one-shot research sessions taught by librarians are definitely helpful in many contexts, for deeper, sustainable learning students must have the opportunity to have these skills reinforced throughout a semester (Bransford, Brown, & Cocking, 2000;Hollister & Coe, 2003). Despite many indications that faculty-librarian collaborations are important to student research success (Grafstein, 2002;Iannuzzi, 1998;Rader, 2004), both workload issues for librarians and the time available in the classroom are among many barriers that sometimes make this difficult (Becker, 1993;McGuinness, 2006). Two innovative courses at the University of Windsor, a first-year course called Ways of Knowing (WOK) and a senior-level course called Mentorship & Learning (ML), are the testing ground for a new way of thinking about information literacy integration.…”

Section: Introductionmentioning

confidence: 99%

Advancing the Promotion of Information Literacy Through Peer-led Learning

Bolton¹,

Pugliese²,

Singleton-Jackson³

2009

Comminfolit

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Two new courses at the University of Windsor are opening a door to thinking about information literacy and curricular integration in very different ways. The courses, Ways of Knowing and Mentorship & Learning, were originally designed to help with retention and transition issues. They were also founded on the concept of peer-led learning at the university level. In this model students are able to organically connect with their peers in a way that is not always possible with faculty and librarians. It did not take long to see the potential in using peer mentors as conduits in the transfer of information literacy skills. This article tells the story behind the development of two information literacy courses and the mistakes that had to be made before the connection between mentors and information literacy could be seen. It also shows that by involving faculty and students in the design and delivery of an information literacyintegrated curriculum the library can accomplish far more than any one-shot, tool-based session.

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What Faculty Think–Exploring the Barriers to Information Literacy Development in Undergraduate Education

Cited by 154 publications

References 21 publications

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships

Advancing the Promotion of Information Literacy Through Peer-led Learning

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