"What did you see the first time you walked into an academic library? How did you view yourself as a college student? How would recalling that moment in detail change your practice of librarianship? An information literacy (IL) exercise embedded in the first-year experience at DePaul University in Chicago provides a glimpse into a moment most of us have forgotten."
This article offers insights into the nature of students' embarrassment when they get lost in a research project due to lack of research skills; the author advocates for a mentoring approach to improving research abilities.
The era of the library as a quiet, orderly repository for scholarly knowledge is gone. It has morphed into a more comprehensive institution, the “teaching library.” Librarians and teaching faculty have many mutual goals ... Both want to enhance student literacy, particularly information literacy, and help students become writers, problem solvers, critical thinkers, and self-directed, lifelong learners.
Library literature continues to address the value of librarian/faculty collaboration and its impact on student learning. However, faculty often have a negative impression of librarian-led information literacy (IL) instruction for their students. Using a pre/post design, this study examined the effectiveness of IL instruction for History & Systems of Psychology students.
The article presents information on a case study that covers a two-year period during which the principal authors, a social work faculty member and a senior librarian, collaborated to discover why undergraduate seniors were having difficulty locating fifteen required scholarly journal articles needed to begin to write their individual, topic-specific senior thesis.
Information literacy skills were instilled via a progressive research report, supported by a comprehensive modular virtual tutorial catered toward Rider University students, on the efficient use of SciFinder and related tasks for searching and using the primary literature.
The ACRL Framework for Information Literacy Sandbox is a place to discover ways to use the Framework for Information Literacy for Higher Education in instructional settings, as well as share your own activities and teaching resources related to the Framework. Searching is open to everyone – a user login is not required.
The New Literacies Alliance (NLA) is a dynamic consortial curricular project led by librarians from Kansas State University and The University of Kansas Medical Center. NLA's aim is to collaborate with other institutions to create a common curriculum based on characteristics of the ACRL Framework for Information Literacy (and related) standards.
PRIMO is a means to promote and share peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments. The Committee hopes that publicizing selective, high quality resources will help librarians to respond to the educational challenges posed by still emerging digital technologies.
Project CORA is an open access resource for faculty and librarians. It is intended to be a collaborative space for adapting and experimenting with research assignments and sharing the success of lessons learned so that others may benefit. The database will contain multiple, reliable and reproducible research assignments that will not live as isolated entities, but are enhanced by user feedback in order to build a rich corpus of best practices.