This article discusses the partnership between the library and the studio art faculty that led to the integration of information literacy instruction into the studio art curriculum. The author outlines the importance of information literacy to artistic practice and student success, and discusses the program of instruction and learning outcomes. Early assessment of student needs and the program’s effectiveness, using both citation analysis and anecdotal feedback, reveals that the program has contributed to the maturation of student research and inquiry skills, and positively affected the relationship between the department and the library, and provides preliminary conclusions about undergraduate studio art information behaviors. An ongoing further program of study to more fully describe the information needs of undergraduate studio art students is also outlined.
Utilizing Google Apps in library instruction can help librarians easily incorporate digital literacy into their information literacy lessons. This chapter, informed by the experiences of three Eastern Kentucky University reference and instruction librarians, covers the basic functionality of Google Apps such as Google Drive (including Google Docs, Google Forms and Google Spreadsheets), Google Groups, Google Hangouts, etc., and some possibilities and advantages for creatively employing these apps to enhance face-to-face and online library instruction, as well as to aid in assessment.
This article discusses visual literacy, its connection to information literacy, and its significance to scientific disciplines. It includes a case study from Washington and Lee (W&L) University that showcases how libraries can integrate visual literacy instruction into STEM courses. In the study, two W&L Library staff members partnered with one W&L visiting assistant professor of physics to transform a common assignment, the academic poster, into a digital form of visual communication. This shift resulted in a revised evaluative rubric and led to enhanced library led instruction focusing on information literacy, visual literacy, and digital literacy skills.
In response to the growing call for authentic learning and content creation in the information literacy setting, librarians at Emporia State University have created assignments and activities that utilize an iOS app called Comic Life to create photo comics. Students in a for-credit course created photo comics as information literacy narratives, while First Year Seminar students worked to build library guides. These activities encourage honest, meaningful reflection by students and allow them to demonstrate metaliteracy skills in an engaging and creative manner and can allow for both individual and group-created content. Students at Emporia State University have expressed high levels of satisfaction and engagement when participating in these activities.
This paper reports on a pilot study conducted at a medium–sized state university in California. An information literacy instructional method which incorporated instruction in argument analysis using both text and image-based material was used in two sections of a two unit quarter length first year information literacy course. The course was part of a first year experience cluster program that included several linked general education courses, including instruction in writing and reasoning. The information literacy course required an argument and research paper. The instruction consisted of: an analysis of an article’s argument components, a topic analysis worksheet; news photo, advertisement, political cartoon and infographic assignments, emphasizing various elements of argument and alternative perspectives. Results of the pre and post-tests and of a sampling of research papers are reported and discussed.
“In 2011, the ACRL Science & Technology Section (STS) completed its five-year review of the Information Literacy Standards for Science and Engineering/Technology. Predicated by the evolving nature of scholarship and research in the sciences, the reviewing task force strongly recommended that the standards be revised. This paper considers the broad recommendations of the task force, using the framework of e-Science – team-based, data-driven science – to address areas of necessary transformation in information literacy: an advanced team-based model that crosses disciplinary boundaries; a recognition that individuals and groups not only consume information, but also produce it; and stronger interplay between information literacy and complementary literacies. This paper also extrapolates beyond the sciences, referencing broader trends within higher education.”
“The purpose of this paper is to investigate three tools based on principles of information visualization and measure their impact on undergraduates’ abilities to generate keywords for database research.”
“The article discusses the need to modify the curricula of ICT in higher education. Contemporary university students seem to function well in the world of new technology, however, they have problems when working with information, including the identification of information needs, the selection of search tools adequate to the task and evaluating information found on the Internet. The curriculum of ICT at universities very often focuses only on narrow technical aspects. There is a necessity to introduce a broad perspective covering the organization, planning and implementation of individual learning in a digital information environment. It is a very important part of the development of the information culture of the young generation and lifelong learning process.”
“This study was designed to examine the information seeking strategies of community college students as they worked to compose their first-semester freshman composition research paper. Through comparing pre- and post-course surveys and content analysis looking for key terms and phrases found in the students’ Information Literacy Narrative writing assignment, the researcher sought to determine the effectiveness of course integrated information literacy modules strategically provided throughout various times of the semester.”
“… the creation of separate standards for IL and visual literacy (VL) suggests a disconnect between these constructs, despite the fact that words and images often function together as information carriers. IL standards seem to address verbal literacy, while visual or media literacy addresses the information associated with visual media. Given the increase in visual content carriers, a logical step for IL instruction would be the integration of VL and IL into a seamless literacy program (Harris, 2010). The presenters will suggest ways to combine VL and IL into a rhetorically based, critical-thinking approach to information. This approach can enrich IL and critical-thinking instruction, as learners are taught to apply rigorous criteria to texts regardless of their media form.”
“This study assessed the relevance of a national association’s standards for developing information literacy competency in undergraduate students at a mid-sized, regional university in Maryland. The study revealed four conclusions. First, the national standards for information literacy are relevant at the local level. Second, there is a need for academic libraries to reevaluate their existing information literacy outcomes to reflect changes in information dissemination from a textual bias to include multi-media. Third, it is important for academic institutions to include representation of all stakeholders when developing student learning outcomes. Fourth, ambiguity still exists among stakeholders in regard to the effectiveness of teaching information literacy.”
“Many libraries and librarians have embraced graphic novels. A number of books, articles, and presentations have focused on the history of the medium and offered advice on building and maintaining collections, but very little attention has been given the question of how integrate graphic novels into a library’s instructional efforts. This paper will explore the characteristics of graphic novels that make them a valuable resource for librarians who focus on research and information literacy instruction, identify skills and competencies that can be taught by the study of graphic novels, and will provide specific examples of how to incorporate graphic novels into instruction.”
“It is critical for college students to know about intellectual property and copyright and the proper use of images, text, audio and graphics in the digital world, but most undergraduate students have little understanding of what copyright involves and why we want them to learn about it. We will share our experience working with teaching faculty to plan and implement a program focused on teaching IT undergraduates about digital responsibilities and rights using library 2.0 instruction tools, including Clicker, Prezi, LibGuide, SlideShare, and BlackBoard.”