Media and Information Literacy in Higher Education

Media and Information Literacy in Higher Education
Author: Dianne Oberg
Publisher: Chandos Publishing
Total Pages: 177
Release: 2016-11-18
Genre: Business & Economics
ISBN: 0081006314

Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students' strengths and weaknesses regarding MIL. This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education. - Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library - Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12) - Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities - Written by an international group of authors with firsthand experience of teaching MIL - Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely

Learning Beyond the Classroom

Learning Beyond the Classroom
Author: Manda Vrkljan
Publisher: Assoc of College & Research Libraries
Total Pages: 0
Release: 2020
Genre: Information literacy
ISBN: 9780838947739

"Co-curricular learning is an approach to teaching experiential learning using activities or programs for students outside of their coursework that include intentional learning and development. Co-curricular learning benefits from having clear learning outcomes as well as helping develop competencies that connect to students’ academic or career goals. It can be a way to engage students in the ACRL Framework for Information Literacy for Higher Education and have them begin to apply its concepts to all areas of their life and studies.Learning Beyond the Classroom explores activities that can help develop students’ IL knowledge, stimulate them academically and creatively, and help them develop new skills. In four sections—Campus Connections, Employment Experiences, Innovative Initiatives, and Assessment Approaches—chapters illustrate different approaches to incorporating the ACRL Framework concepts and how best to measure a student’s success to demonstrate the value of the co-curricular activities.A student’s development within their chosen discipline prepares them for a future career, but it is the transferable skills they acquire through experiential activities that demonstrate their full understanding of the concepts taught. Learning Beyond the Classroom can help librarians include information literacy concepts within co-curricular activities and prepare their students to apply critical thinking to everyday pursuits."--Résumé de l'éditeur.

Training College Students in Information Literacy

Training College Students in Information Literacy
Author:
Publisher: Primary Research Group Inc
Total Pages: 73
Release: 2006
Genre: Education
ISBN: 1574400819

The report profiles the information literacy efforts of a broad range of North American colleges including: Syracuse University, the University of North Carolina at Chapel Hill, the University of Windsor, Ulster County Community College, the University of North Texas, the University of California Berkeley, the University of Southern California at Los Angeles, the University of North Carolina Wilmington, Southeastern Oklahoma University, Central Connecticut State University and Seattle Pacific University. Participants discuss how they promote information literacy at their institutions, how they win support of key faculty and administrators, and how they develop courses, guidelines, tutorials and standards. Other major issues include student assessment, instructor training, integration of info literacy into other curriculums, grants and institutional financial support, the impact of new educational technologies, and the role of learning and computer centers in supporting the info literacy effort, among other issues. Indiana University library officials discuss info literacy efforts for specialized populations, such as athletes, while librarians at the University of California, Berkeley explain their grant funded information literacy outreach program that reaches all corners of the University. University of North Texas librarians relate how they are developing special classrooms to ready themselves for the likely move towards more formal information literacy classes, while faculty at Ulster County Community College explain how the college developed a required information literacy course that is delivered through traditional means and through the college?s distance learning program. Instructional library faculty at North Carolina State Wilmington explain the political process of getting a required information literacy course approved at their university, while Seattle Pacific University librarians discuss the challenges of student assessment. As North American colleges move towards mandated information literacy courses, this study can help information literacy coordinators to reduce the time and effort involved in developing courses and tutorials, and assist them in dealing with in-house politics and in finding useful institutional models and best practices.

Building Teaching and Learning Communities

Building Teaching and Learning Communities
Author: Craig Gibson
Publisher:
Total Pages: 114
Release: 2019
Genre: Electronic books
ISBN: 9780838946572

"Teaching and learning communities are communities of practice in which a group of faculty and staff from across disciplines regularly meet to discuss topics of common interest and to learn together how to enhance teaching and learning. Since these teaching and learning communities can bring together members who might not have otherwise interacted, new ideas, practices, and synergies can arise. The role of librarians in teaching and learning has been reexamined and reinvigorated by the introduction of the ACRL Framework for Information Literacy for Higher Education, which offers a conceptual approach and theoretical foundations that are new and challenging. Building Teaching and Learning Communities: Creating Shared Meaning and Purpose goes beyond the library profession for inspiration and insights from leading experts in higher education pedagogy and educational development across North America to open a window on the wider world of teaching and learning, and includes discussion of pedagogical theories and practices including threshold concepts and stuck places; the Scholarship of Teaching and Learning (SoTL); disciplinary approaches to pedagogy; the role of signature pedagogies; inclusion of student voices; metaliteracy; reflective practice; affective, behavioral, and cognitive aspects of learning; liminal spaces; and faculty as learners. This unique collection asks each of the authors to address this question: What do we as educators need to learn (or unlearn) and experience so we can create teaching and learning communities across disciplines and learning levels based on shared meaning and purpose? Six fascinating chapters explore this question in different ways ... Building Teaching and Learning Communities is an entry into some of the most interesting conversations in higher education and offers ways for librarians to socialize in learning theory and begin 'thinking together' with faculty. It proposes questions, challenges assumptions, provides examples to be used and adapted, and can help you better prepare as teachers and pursue the essential role of conversation and collaboration with faculty and students."--

Envisioning the Framework

Envisioning the Framework
Author: Jannette L. Finch
Publisher: Assoc of College & Research Libraries
Total Pages: 0
Release: 2021-09
Genre: Information literacy
ISBN: 9780838938935

Data visualization--making sense of the world through images that tell a story--has a history that parallels human existence. The strength of visualization lies in its ability to reveal truth out of information that may remain hidden in lines of text, large data sets, or complex ideas. The Framework for Information Literacy for Higher Education presents complex threshold concepts, developed intentionally without prescriptive lists of skills and with flexible options for implementation, which can be explored and understood through visualization. Envisioning the Framework offers a visual opportunity for thought, discovery, and sense-making of the Framework and its concepts. Seventeen chapters packed with full-color illustrations and tables explore topics including: LibGuides creation through conceptual integration with the Framework fostering interdisciplinary transference the convergence of metaliteracy with the Framework teaching multimodalities and data visualization mapping a culturally responsive information literacy journal for international students Chapters include content for credit-bearing information courses, one-shots, and teaching first-year students. Twenty-first-century information literacy involves the metaliterate learner, reflects seismic changes in the duties and roles of teaching librarians, requires new partnerships with faculty and instructional designers, and emphasizes continuous assessment practices. Envisioning the Framework can help you use symbols and visuals for deeper understanding of the Framework, to map the Framework with teaching and learning objectives, and to tell a coherent story to students featuring the frames and the Framework.

Critical Information Literacy

Critical Information Literacy
Author: Annie Downey
Publisher: Library Juice Press
Total Pages: 206
Release: 2016-07-11
Genre: Literary Criticism
ISBN: 9781634000246

"Provides a snapshot of the current state of critical information literacy as it is enacted and understood by academic librarians"--

How to Be a Peer Research Consultant

How to Be a Peer Research Consultant
Author: MAGLEN. EPSTEIN
Publisher:
Total Pages: 108
Release: 2022-02-08
Genre:
ISBN: 9780838937624

Every student brings their own individual set of educational and personal experiences to a research project, and peer research consultants are uniquely able to reveal this "hidden curriculum" to the researchers they assist. In seven highly readable chapters, How to Be a Peer Research Consultant provides focused support for anyone preparing undergraduate students to serve as peer research consultants, whether you refer to these student workers as research tutors, reference assistants, or research helpers. Inside you'll find valuable training material to help student researchers develop metacognitive, transferable research skills and habits, as well as foundational topics like what research looks like in different disciplines, professionalism and privacy, ethics, the research process, inclusive research consultations, and common research assignments. It concludes with an appendix containing 30 activities, discussion questions, and written reflection prompts to complement the content covered in each chapter, designed to be easily printed or copied from the book. How to Be a Peer Research Consultant can be read in its entirety to gather ideas and activities, or it can be distributed to each student as a training manual. It pays particular attention to the peer research consultant-student relationship and offers guidance on flexible approaches for supporting a wide range of research needs. The book is intended to be useful in a variety of higher education settings and is designed to be applicable to each institution's unique library resources and holdings. Through mentoring and coaching, undergraduate students can feel confident in their ability to help their peers with research and may be inspired to continue this work as professional librarians in the future.

Metaliteracy: Reinventing Information Literacy to Empower Learners

Metaliteracy: Reinventing Information Literacy to Empower Learners
Author: Thomas P. Mackey
Publisher: American Library Association
Total Pages: 302
Release: 2014-04-08
Genre: Computers
ISBN: 1555709893

Today’s learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today’s world. Combining theory and case studies, the authors Show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the twenty-first centuryOffer a framework for engaging in today’s information environments as active, selfreflective, and critical contributors to these collaborative spacesConnect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytellingThis cutting-edge approach to information literacy will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers.