Students in non-arts disciplines generally are not taught to read and interpret visual images in the same way that those in the arts are taught. As a result, students in non-arts disciplines are often uncertain how to incorporate visual primary sources into their research. Using several of the frames outlined in the ACRL Framework for Information Literacy for Higher Education as an overarching structure, as well as the pedagogical model outlined in TeachArchives.org that focuses on active learning techniques, the authors outline their instructional techniques for teaching students to work with, and even interrogate, visual resources in a non-arts-based classroom.
Art, architecture, and design curriculum in higher education has evolved in many ways over the past decade. While many universities and colleges still ascribe to the Bauhaus model as a core approach to instruction, shifts in technology, modes of making, global perspectives, and the professional landscape have required responsiveness on the part of these institutions. Today’s art, architecture, and design learners need to be equipped to navigate, evaluate, and ethically use vast quantities and varieties of information in their practices. As a result of these evolutions and the influence of the ACRL Framework for Information Literacy for Higher Education, library pedagogy for these disciplines has accordingly shifted away from traditional bibliographic instruction and towards information literacy-based approaches.
The aims of this study were to evaluate the effectiveness of video games when learning multiliteracies competences, study how to use video games on educational contexts, carry through a program with primary school students, and draw recommendations to design similar projects.
Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes.
Design students can pose multiple challenges for librarians. Their information-seeking behaviours are often less linear than those of their university colleagues. Developing library initiations and instruction becomes even more challenging when working with international students who bring different cultural backgrounds and language competencies to their college programme. They also have varying degrees of experience with and knowledge about libraries.
Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction.
Visual information is a central component of today’s information ecosystem, whether it is used to supplement other formats or as a stand-alone method for communicating. Visual information itself can come in many formats, including graphics, tables and figures, multimedia, and photographs.
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
How can librarians teach information literacy in such a politicized atmosphere? In spring 2017, the library at Fresno State held a series of workshops that introduced first-year students to information literacy in a “gamification” setting, an escape room, to encourage community learning.
Sequential art is a unique storytelling medium that combines visuals and content in a deliberate, specific delivery in order to engage audiences on emotional and cognitive levels. Consequently, graphic novels, comics, and comix are a rich educational medium for undergraduate credit instruction in academic libraries, precisely because this alternative delivery of content can effectively educate many learning styles. This article documents the development and implementation of an undergraduate, upper division credit-bearing course in an academic library that examined multiple types of literacy through the medium, with commentary on instructional strategies for other academic librarians and professors.
Theories, methodologies, frameworks, and scholarship have been built around information literacy and libraries worldwide for over fifteen years. In academic libraries, information literacy experiences traditionally include instruction sessions and classes, activities in library learning spaces, and interactions with librarians. Often overlooked but equally as important to augmenting the student experience is employment in academic libraries and its relationship to information literacy in the workplace. This is particularly true with regards to the contribution of special collections and archives, as most scholarship associated with information literacy and special collections has been focused on instruction and teaching with primary sources.
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.”