Archives des mots-clés : information literacy

Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review

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Authors : Lana Mariko Wood, Gr Keer

INTRODUCTION

This study is the first to consider how academic librarians’ understanding of and participation in the peer review process influences their information literacy pedagogy and practice.

METHODS

This mixed-methods study uses a modified sequential explanatory design, beginning with a survey of academic librarians in the United States and Canada, followed by interviews with interested study participants.

RESULTS & DISCUSSION

The researchers find that academic librarians frequently teach about peer review, but approaches vary widely, and though some have adapted the Framework to fit their instruction about peer review, there are no best practices.

Instructor demands, the length of instructional sessions, and student level influence whether and how academic librarians contextualize the peer review process. While some academic librarians draw from their personal experience in the peer review process as authors, reviewers, and/or editors in their teaching, academic librarians do not consistently report their personal experience as an influence on their teaching of the peer review process to students.

CONCLUSION

This article argues that academic librarians should consider the place of peer review in information literacy instruction, including interrogating how scaffolding instruction about peer review may provide a disservice to students from an equity perspective.

The authors urge academic librarians who have it to draw on personal experience to contextualize their instruction about peer review.

URL : Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review

DOI : https://doi.org/10.7710/2162-3309.2399

Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

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Authors : Kate Shuttleworth, Kevin Stranack, Alison Moore

This article presents a case study for developing course journals, an approach to student writing and publishing that involves students in the production of an online, open access journal within a structured classroom environment.

Simon Fraser University (SFU) Library’s Digital Publishing program has partnered with instructors in four different departments across the university to implement course journals in their classrooms using Open Journal Systems.

Two models of course journals have emerged, both of which offer valuable learning opportunities for students around scholarly communications, information literacy, and open pedagogy.

In Model 1, students act as both authors who write and submit their work for publication in the course journal and as reviewers who referee each other’s submitted work. In Model 2, students act as the course journal editors, crafting the course journal’s call for papers, soliciting content, recruiting reviewers, and managing the editorial workflow from submission to publication.

This article discusses challenges and opportunities of both models as well as strategies for smooth implementation and collaboration with classroom instructors.

URL : Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

DOI: https://doi.org/10.21083/partnership.v14i2.5339

 

Wikipedia in higher education: Changes in perceived value through content contribution

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Authors : Joan Soler-Adillon, Dragana Pavlovic

Wikipedia is a widely used resource by university students, but it is not necessarily regarded as being reliable and trustworthy by them, nor is it seen as a context in which to make content contributions.

This paper presents a teaching and research project that consisted in having students edit or create Wikipedia articles and testing whether or not this experience changed their perceived value of the platform. We conducted our experience at Universitat Pompeu Fabra (Barcelona, Spain) and University of Niš (Niš, Serbia) with a total number of 240 students.

These students edited articles and answered two questionnaires, one before and one after the exercise. We compared the pre and post experience answers to the questionnaires with a series of paired samples ttests, through which our data showed that students did significantly change their perception of reliability and usefulness, and of likeliness of finding false information on Wikipedia.

Their appreciation of the task of writing Wikipedia articles, in terms of it being interesting and challenge also increased. They did not significantly change, however, their judgement on the social value of the platform, neither in the university nor in the general context.

In addition, the open questions and informal feedback allowed us to gather valuable insights towards the evaluation of the overall experience.

URL : Wikipedia in higher education: Changes in perceived value through content contribution

Alternative location : http://eprints.rclis.org/32171/

 

 

Just Curious: How Can Academic Libraries Incite Curiosity to Promote Science Literacy?

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Author : Siu Hong Yu

Based on a Bright Young Minds webinar given on February 7, 2017, this paper shows the importance of nurturing curiosity in students as an integral part of information literacy (IL) and science literacy. There are obvious parallels between “Research as Inquiry,” as described in the ACRL Framework for Information Literacy for Higher Education (2016) and scientific inquiry.

In both cases, curiosity is the fuel that drives information gathering and the pursuit of new knowledge. This paper discusses three pedagogical strategies to help information literacy librarians incite curiosity in students and promote scientific literacy.

Bright Young Minds is a webinar series hosted by the Ontario Library Association’s Education Institute. It provides a platform for MLIS students and recent graduates to share their research and to foster connections between academic schools and information professionals.

The webinar and this subsequent article grew out of an MLIS project exploring the concept of curiosity and its application in promoting scientific literacy in academic libraries. I draw on my dual experiences as both a Chemistry graduate student and participant in IL sessions, and as a recent MLIS graduate and IL instructor.

URL : Just Curious: How Can Academic Libraries Incite Curiosity to Promote Science Literacy?

Alternative location : https://journal.lib.uoguelph.ca/index.php/perj/article/view/3954

 

Library and Information Sciences : Trends and Research

Statut

“This book explores the development, trends and research of library and information sciences (LIS) in the digital age. Inside, readers will find research and case studies written by LIS experts, educators and theorists, most of whom have visited China, delivered presentations there and drafted their articles based on feedback they received. As a result, readers will discover the LIS issues and concerns that China and the international community have in common.

The book first introduces the opportunities and challenges faced by the library and information literacy profession and discusses the key role of librarians in the future of information literacy education. Next, it covers trends in LIS education by examining the vision of the iSchool movement and detailing its practice in Syracuse University.

The book then covers issues in information seeking and retrieval by showing how visual data mining technology can be used to detect the relationship and pattern between terms on the Q&A of a social media site. It also includes a case study regarding tracing information seeking behavior and usage on a multimedia website.

Next, the book stresses the importance of building an academic accreditation framework for scientific datasets, explores the relationship between bibliometrics and university rankings, and details the birth and development of East Asian Libraries in North America.

Overall, the book offers readers insight into the changing nature of LIS, including the electronic dissemination of information, the impact of the Internet on libraries, the changing responsibilities of library professionals, the new paradigm for evaluating information, and characteristics and functions of today’s library personnel.”

URL : https://microblogging.infodocs.eu/wp-content/uploads/2015/02/chen2014.pdf

Alternative URL : http://www.springer.com/business+%26+management/book/978-3-642-54811-6

Information literacy standards and the World Wide Web: results from a student survey on evaluation of Internet information sources

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“Introduction. This paper aims to determine how appropriate information literacy instruction is for preparing students for these unmediated searches using commercial search engines and the Web.
Method. A survey was designed using the 2000 Association of College and Research Libraries literacy competency standards for higher education. Survey questions examined how subjects perceived the source evaluation criteria of reliability, validity, accuracy, authority, timeliness and point of view or bias.
Analysis. Quantitative analysis was carried out on the data collected from 389 survey respondents who answered twenty-seven multiple choice questions concerning their information search practice and their evaluations of information sources.
Results. Subjects primarily use Google as a research source for academic work and appear to be confused about how to determine the author of a source and how to determine the qualifications of the author. About half of the subjects indicated they may not be able to determine the author of an Internet source yet consider it possible to determine the objectivity of the source.
Conclusions. Information literacy instruction on source evaluation criteria may need to be reexamined in relation to the various information sources available today. More effective information literacy instruction methods which address the issues identified in this study may need to be implemented.”

URL : http://www.informationr.net/ir/19-4/paper645.html

Information Literacy in Open Courses

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“Open education is changing the landscape of higher education.  There are many aspects to the open education movement and the authors of this paper focus on open courses.  Librarians and educators who teach information literacy must adapt their instruction to courses that are open, instead of using the same strategies that are employed in traditional education or distance education settings.  In this paper, the authors discuss the theories of connectivism and social learning theory and how the both theories apply to information literacy and its foray into open courses.  Additionally, the concept of lifelong learning is crucial to open education and its close ties to information literacy are examined.  The authors conclude by discussing the content of information literacy courses in an open environment.”

URL : Information Literacy in Open Courses

Alternative URL : http://journals.tdl.org/pal/index.php/pal/article/view/6982