We created an annotated bibliography containing current resources such as books, journal articles, blogs and web pages about teaching information literacy and collaboration between academics and librarians.
Teaching Information Literacy and Writing Studies - Upper-Level and Graduate Courses by Grace Veach (Editor)This volume, edited by Grace Veach, explores leading approaches toteaching information literacy and writing studies in upper-level and graduatecourses. Contributors describe cross-disciplinary andcollaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting apredetermined message. Topics include: working with varied student populations, teachinginformation literacy and writing in upper-level general education anddisciplinary courses, specialized approaches for graduate courses, andpreparing graduate assistants to teach information literacy.
Call Number: eBook
Publication Date: 2019
Teaching Information Literacy and Writing Studies by Grace Veach (Editor)This volume, edited by Grace Veach, explores leading approaches toforegrounding information literacy in first-year college writing courses.Chapters describe cross-disciplinary efforts underway across higher education,as well as innovative approaches of both writing professors and librarians inthe classroom. This seminal work unpacks the disciplinary implications for informationliteracy and writing studies as they encounter one another in theory andpractice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writingthrough the lens of information literacy, curriculum design, specific writingtasks, transfer, and assessment.
Call Number: eBook
Publication Date: 2018
Teaching Information Literacy in Higher Education by Mariann Solberg; Helene N. Andreassen; Mark Stenersen; Mariann Lokse; Torstein LagWhy do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges. Presents critical thinking and learning strategies as a basic foundation for information literacy Covers information literacy as a way into deep learning/higher order thinking Provides self-regulation, motivation, and self-respect as tools in learning Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields
A Guide to Teaching Information Literacy by Helen Blanchett; Jo Webb; Chris PowisThe role of the librarian increasingly involves delivering information literacy using a range of teaching methods, from delivering induction sessions to informal one-to-one support on a day-to-day basis. Although this is increasingly recognized, many practitioners do not have teaching qualifications and are often left to fulfil a role for which they feel ill-equipped. Even when they do have teaching qualifications, these are often gained from mainstream courses that do not always adequately address the delivery of information literacy. This book is a much-needed sourcebook to support library staff in the delivery of information literacy teaching, by providing practical guidance on tried and tested ideas and techniques for sessions. Full of hints and tips grounded in learning theory, it is a practical reference tool designed to be dipped into as needed when planning teaching and training. Where applicable the activities are mapped to models of information literacy, with guidance on adapting ideas for different levels and contexts. Advice is given on activities in the following areas such as: designing sessions; preparing sessions; delivering sessions; different types of sessions; teaching by topic; creating teaching / support materials; assessing learning; evaluating teaching sessions; and, e-learning. This easy-to-use book is an invaluable source of inspiration for any librarian involved in teaching information literacy, whether they are new to teaching or experienced but in search of fresh ideas.
This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning at UTAS.
This study can serve as a model for future collaborations between libraries and faculties for design and implementation of integrating information literacy (IL) into a program. It discusses revised learning outcomes for students and a restructured IL instruction practice.
A curriculum materials librarian and a professor in the School of Education present an approach that uses library instruction, online research scaffolds, and peer evaluation within a class wiki to enhance student research practices and academic achievement.
What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors to focus on content around transformative learning thresholds.