Research Guides: Information Literacy Certificate Workshop: Articles and Books

Books and eBooks

Making the grade : academic libraries and student success by Maurie Caitlin Kelly (Editor); Andrea Kross
Call Number: Z675.U5 M326 2002
ISBN: 0838981771
Publication Date: 2002-01-01
Information literacy : one key to education by TL Enterprises Staff; Margit Misangyi Watts (Editor)
Call Number: LB1025.2 .N456 no. 114 2008
ISBN: 047039871X
Publication Date: 2008-07-08
This issue draws on the expertise of librarians and faculty to highlight the central role of information literacy in higher education. The authors show how approaches to information literacy can be used to engage undergraduates in research and creative scholarship. The articles clarify definitions of information literacy and illustrate various means of curricular integration: Reforming the Undergraduate Experience Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory Global Educational Goals, Technology, and Information Literacy in Higher Education Information Literacy and Its Relationship to Cognitive Development and Reflective Judgment Information Literacy and First-Year Students Effective Librarian and Discipline Faculty Collaboration Models for Integrating Information Literacy into the Fabric of an Academic Institution Dynamic Purposeful Learning in Information Literacy College Student Engagement Surveys: Implications for Information Literacy Students regularly miss the relationship between the information-seeking process and the actual creation of knowledge. The authors in this issue support infusing the undergraduate curriculum with research-based learning to facilitate students′ ability to define research for themselves. Most importantly, this volume argues, students′ information literacy leads beyond finding information -- it actually involves their creating knowledge. This is the 114th volumes of the Jossey-Bass quarterly higher education report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.
Information literacy search strategies, tools & resources for high school students and college freshmen by Zorana Ercegovac
Call Number: Z710 .E72 2008
ISBN: 1586833324
Publication Date: 2008-05-01
Goats play a vital role in the rural economy of many poor countries, and numerous projects have been established to encourage their development. But the extension workers employed on such projects are often untrained in goat production, and the only available textbooks are mostly very academic or irrelevant to tropical regions. Designed specifically for non-specialists, this step-by-step guide offers practical advice on goat-keeping in tropical climates, with comprehensive guidelines on how to plan and implement a goat-development programme, and carry out any practical activity associated with goats. With technical information clearly explained and a wealth of high-quality illustrations, the book will be of great value to field-workers, to government and NGO planners and managers, and to teachers and students of livestock development. Published in association with FARM-Africa.
100% student success by Solomon, Amy
Call Number: LB2343.3 .S664 2007
ISBN: 1418016306
Library research with emergent readers : meeting standards through collaboration by Christa Harker; Dorette Putonti
Call Number: Z711.25.S36 H37 2008
ISBN: 1586832883
Publication Date: 2008-05-01
Guide emergent readers through the library research process with this practical, hands-on manual specially targeted to librarians and K-1 classroom teachers. Standards-based, step-by-step approach to research featuring the AASL Standards for the 21st-century learner Focused on collaboration between the library media specialist and the classroom teacher Employs research-based best practices for use with your young, emergent readers and writers With the academic pressures of No Child Left Behind and other state mandates, a focus on emergent readers and library integration is a prime topic for today's library media specialists This book offers librarians and teachers hands-on research projects for emergent readers to help prepare students to meet challenging academic requirements. Targeted for media specialists and kindergarten and 1st grade classroom teachers who want to guide emergent readers through the library research process, this book provides background discussion and educational research on best instructional strategies, integrating curriculum standards, differentiating instruction, and step-by-step implementation of library research for emergent readers. Practical examples of library research units are the main focus of the manual.Find everything you need in this book to make your young students successful."

Articles

Arp, Lori, et al. "Faculty-Librarian Collaboration to Achieve Integration of Information Literacy." Reference & User Services Quarterly 46.1 (2006): 18-23. Academic Search Complete. EBSCO. Web. 11 Nov. 2010.
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The article looks at the information literacy programs at universities and colleges and discusses the importance of the integration of information literacy to the teaching and learning process. Librarians at Butler University's College of Business Administration identified learning objectives for course instruction and planned library-instruction sessions. At the university of Auckland Business School, electronic information literacy instruction was integrated in a management course. At Pennsylvania State University, they used problem-based learning in their course-integrated library instruction. Trough information literacy programs, learning communities increase their academic achievement, retention, motivation, intellectual development, learning and community involvement.
Atwong, Catherine T., and Linda J. Heichman Taylor. "Integrating Information Literacy into Business Education: A Successful Case of Faculty-Librarian Collaboration." Journal of Business & Finance Librarianship 13.4 (2008): 433. MasterFILE Premier. EBSCO.
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This article reports on a successful case of collaboration between business librarians and faculty members in selecting, procuring, and servicing electronic databases in meeting academic objectives in one of the largest undergraduate business programs in the United States. Using a survey to measure students' self-reported knowledge before and after a training module developed and conducted by librarian and faculty, this study shows the extent of learning gain with respect to students' ability to locate, evaluate, and use effectively the required information. Comparing to the results of a control group of students without the training, the authors adjusted for learning gain due to other activities or measurement. The findings show significant perceived as well as objective learning gain as a result of concerted team efforts in training and teaching by the librarian and discipline faculty.
Bajo, Marga García. "Liaison between Librarians and Lecturers Regarding Information Literacy: A Case Study of Some Academic Libraries." Estudios Sobre Educacion 17 (2009): 45-61. Academic Search Complete. EBSCO. Web. 11 Nov. 2010.
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This research looked at the liaison between the library information professionals and academic staff of academic institutions stressing the aspect of information literacy. The general aims of this research were to emphasize the importance of training in information literacy in higher education, for students, academic staff and library staff and to stress that essential collaboration between librarians and faculty staff is basic for successful results. The research method used to collect data was the interview. Interviews were conducted with both librarians and lecturers at Thames Valley University and at some colleges of the University of London.
Brasley, Stephanie Sterling. "Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution." New Directions for Teaching & Learning 2008.114 (2008): 71-88. Academic Search
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In academe, information literacy is best integrated into student learning through meaningful collaboration between discipline faculty and librarians, and through strategic, curricular, and programmatic efforts that align it with an institution's mission and outcomes. The author describes a framework for collaboration and reviews exemplars for collaborations that lead to successful information literacy development and infusion.
D'Angelo, Barbara J., and Barry M. Maid. "Moving Beyond Definitions: Implementing Information Literacy Across the Curriculum." Journal of Academic Librarianship 30.3 (2004): 212-216. Academic Search Complete. EBSCO. Web. 12 Nov. 2010.
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This article describes a natural partnership between the library and Multimedia Writing and Technical Communication (MWTC) Program at Arizona State University (ASU) East linking writing and information literacy (IL) across the curriculum. This collaborative approach has resulted in revising existing courses in order to integrate IL as well as laying the foundation for the development of new information management courses generally throughout the institution.
Dobozy, Eva, and Julia Gross. "PUSHING LIBRARY INFORMATION TO FIRST-YEAR STUDENTS: AN EXPLORATORY STUDY OF FACULTY/LIBRARY COLLABORATION." Australian Academic & Research Libraries 41.2 (2010): 90-99. Academic Search Complete. EBSCO. Web. 11 Nov. 2010.
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The authors contend that better information literacy and library skills development practice is needed for students entering university. This paper presents a case study of how a teacher education (TE) lecturer and a faculty librarian collaborated in an Australian university to provide information literacy practice. A mutual interest in technology-enhanced learning and teaching through podcasting media was the catalyst for the collaboration. A semester-long trial was conducted in which library pod/vodcasts were provided to first-year teacher education students. This paper explores this student learning project and proposes a prototype for further media-related collaboration between academic and library staff.
Ferguson, Jessame E., Teresa Y. Neely, and Kathryn Sullivan. "A Baseline Information Literacy Assessment of Biology Students." Reference & User Services Quarterly 46.2 (2006): 61-71. Academic Search Complete. EBSCO. Web. 12 Nov. 2010.
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The University of Maryland, Baltimore County Information Literacy Task Force developed a survey primarily based on the Association of College and Research Libraries Information Literacy Standards to gather baseline data about the skills of incoming students. Although multiple departments were involved, the biological sciences provided the highest number (151) of initial participants for the 51-item online survey. Findings indicate that the majority of students have some understanding of information literacy skills; however, a significant number were not familiar with important concepts such as search techniques, identifying print citations, how to determine bias or quality of sources, and correct citation behaviors when using research or copyrighted works. These data are being used to further develop an information literacy program that focuses on faculty development and targets areas where students lack the necessary skills for academic success and lifelong learning.
Glass, Richard, and Marsha Spiegelman. "Incorporating Blogs into the Syllabus: Making Their Space a Learning Space." Journal of Educational Technology Systems 36.2 (2007): 145-155. Professional Development Collection. EBSCO. Web. 12 Nov. 2010.
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The growth of online resources and the advances Web 2.0 technology are changing the information landscape and impacting teaching and learning. While information literacy has been recognized as a critical component of undergraduate learning, little if any discipline-specific research is done in the lower division mathematics/computer science courses during the first two years of college. The authors of this article collaborated on an instruction project that used course blogs as a new methodology to enhance faculty-student interaction geared to the millennial student. The project, which integrated expository research in core and major mathematics/computer science courses with information literacy learning outcomes, extended the traditional classroom as well as the roles of the participants.
Güven, Meral. "INFORMATION LITERACY: LEARNING TO LEARN AND TEACHER TRAINING." Electronic Journal of Social Sciences 7.24 (2008): 21-36. Academic Search Complete. EBSCO. Web. 12 Nov. 2010.
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In recent years, one of the important characteristics that an individual of the modern society should have is information literacy. Information literacy is an ability to manage information effectively. This skill includes reaching all kinds of information, distinguishing the information that is necessary, combining it with his/her own information and evaluating, using and re-organizing this information. These skills can be considered as the abilities to learn how to learn. These skills can be taught to students by teachers. However, for teachers to teach their students the abilities to find and use information, the teacher themselves should be proficient in this issue; in other words, they should be information-literate. For this reason, teachers should also be trained on the issue of information literacy. The aim of this study, considering the concepts of information literacy, learning to learn and teacher training all in a relation with each other, is to examine how information literacy can be handled in teacher training programs, depending on the related literature.
Jenson, Jill D. "IT'S THE INFORMATION AGE, SO WHERE'S THE INFORMATION?." College Teaching 52.3 (2004): 107. MasterFILE Premier. EBSCO. Web. 12 Nov. 2010.
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Although most college faculty are aware of the problems that students encounter when conducting research using the Internet, fewer recognize why their students lack success when using the electronic databases and indexes to which the institution's library subscribes. In this article, I point to teachers' assumptions about their students' "computer literacy," as well as to the students' lack of hands-on experience in an actual library, as potential sources of the problem. I provide practical, detailed suggestions, which are useful across disciplines, for overcoming these obstacles.
Kenedy, Robert, and Vivienne Monty. "Dynamic purposeful learning in information literacy." New Directions for Teaching & Learning 2008.114 (2008): 89-99. Academic Search Complete. EBSCO. Web. 12 Nov. 2010.
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Faculty and librarians have been developing newer and better ways of imparting information literacy, recognizing that it is an important aspect of developing crucial critical skills in their students. We discuss how student learning is enhanced as the result of ongoing collaboration. Through what we call Dynamic Purposeful Learning (DPL) and the collaborative process, students learn dynamic information literacy and online research skills.
Mackey, Thomas P., and Trudi E. Jacobson. "INFORMATION LITERACY." College Teaching 53.4 (2005): 140. MasterFILE Premier. EBSCO. Web. 12 Nov. 2010.
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The authors propose that information literacy initiatives must be a shared concern of faculty and librarians. This position is reinforced by accreditation standards that view information literacy as central to student learning and best addressed within a collaborative framework. Two models for collaboration are posited and described: teaching alliances and campus partnerships. Illustrative examples of both approaches from the University at Albany are provided.
Moore, Anne C., and Gary Ivory. "Do Hispanic-Serving Institutions Have What it Takes to Foster Information Literacy? One Case." Journal of Latinos & Education 2.4 (2003): 217. Professional Development Collection. EBSCO. Web. 12 Nov. 2010.
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Surveys faculty at Hispanic-serving educational institutions on their knowledge of information literacy and their attitudes towards fostering it in students. Key issues of interest; Analysis of pertinent topics and relevant issues; Implications on studies of Latinos and education.
O'Connor, Lisa, et al. "Writing Information Literacy" Revisited Application of Theory to Practice in the Classroom." Reference & User Services Quarterly 49.3 (2010): 225-230. Academic Search Complete. EBSCO. Web. 12 Nov. 2010.
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The article explores connections between instruction in rhetoric and composition and information literacy instruction. Collaboration between writing instructors and librarians, theories of information literacy and their application to writing instruction, and pedagogical practices are examined. Particular focus is given to instructional approaches which integrate information literacy instruction into writing courses offered at Utah State University. Evaluating information, critical thinking, and engagement with information are discussed.
Orme, William A. "Information literacy and first-year students." New Directions for Teaching & Learning 2008.114 (2008): 63-70. Academic Search Complete. EBSCO. Web. 12 Nov. 2010.
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This chapter discusses factors to consider when introducing information literacy concepts to first-year university students, including ways to think about the concept of information literacy, the unique nature of first-year students, and the role faculty can play in introducing students to a new information environment.