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Communications in Information Literacy最新文献

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Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators 教学经验与教学身份：高校图书馆员多年的教学经验如何影响他们作为教育者的自我认知
IF 1.3
Communications in Information Literacy Pub Date : 2020-12-01 DOI: 10.15760/comminfolit.2020.14.2.1
A. Hess
{"title":"Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators","authors":"A. Hess","doi":"10.15760/comminfolit.2020.14.2.1","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.1","url":null,"abstract":"(s)","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"15 7","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41270127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Review: The Engaged Library: High-Impact Educational Practices in Academic Libraries 参与式图书馆:高校图书馆的高影响力教育实践
IF 1.3
Communications in Information Literacy Pub Date : 2020-12-01 DOI: 10.15760/comminfolit.2020.14.2.12
A. Vaandering
{"title":"Review: The Engaged Library: High-Impact Educational Practices in Academic Libraries","authors":"A. Vaandering","doi":"10.15760/comminfolit.2020.14.2.12","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.12","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"14 1","pages":"12"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45821627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching and User Satisfaction in an Academic Chat Reference Consortium 学术聊天参考咨询联盟中的教学与用户满意度
IF 1.3
Communications in Information Literacy Pub Date : 2020-12-01 DOI: 10.15760/comminfolit.2020.14.2.2
Kathryn Barrett, J. Logan, S. Pagotto, A. Greenberg
{"title":"Teaching and User Satisfaction in an Academic Chat Reference Consortium","authors":"Kathryn Barrett, J. Logan, S. Pagotto, A. Greenberg","doi":"10.15760/comminfolit.2020.14.2.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.2.2","url":null,"abstract":"This study investigated 299 chat reference interactions from an academic library consortium for instances of teaching and compared these against other characteristics of the chat, such as question content, staff type, user status, user satisfaction, institutional affiliation, length, and shift busyness. Statistical analysis revealed that teaching was more likely to occur when the chat was a research-related question or when the operator was a graduate student worker employed by the consortium but less likely when the operator was a paraprofessional. Chats with teaching were longer but were also associated with higher user satisfaction scores. Teaching rates did not differ by institutional affiliation, shift busyness, or user type. These results indicate that busy consortial services can offer comparable teaching service to single-institution services. The researchers recommend updating operator training to better emphasize teaching to increase user satisfaction.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43668491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Iterable Ciphers for Insurrection 暴动的可迭代密码
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.3
Dolsy Smith
{"title":"Iterable Ciphers for Insurrection","authors":"Dolsy Smith","doi":"10.15760/comminfolit.2020.14.1.3","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.3","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"14 1","pages":"27-45"},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45738152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beginning and Extending the Conversation 开始和扩展对话
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.1
M. Accardi, Emily Drabinski, Alana Kumbier
{"title":"Beginning and Extending the Conversation","authors":"M. Accardi, Emily Drabinski, Alana Kumbier","doi":"10.15760/comminfolit.2020.14.1.1","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.1","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42675302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teacher as Stranger: Unfinished Pathways with Critical Pedagogy 作为陌生人的教师:批判教学法的未完成之路
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.8
Caroline Sinkinson
{"title":"Teacher as Stranger: Unfinished Pathways with Critical Pedagogy","authors":"Caroline Sinkinson","doi":"10.15760/comminfolit.2020.14.1.8","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.8","url":null,"abstract":"In 2010, Accardi, Drabinski, and Kumbier published the edited collection Critical Library Instruction: Theories and Methods, which marked a turn to more broadly integrate critical theory into the practice and literature of librarianship. This article looks back ten years to trace how critical pedagogy continues to provoke librarians' reflective measurement of the coherence between theory and practice, whether in the classroom or in advocacy for open education. With Paulo Freire’s notion of unfinishedness and Maxine Greene’s metaphor of ’teacher as stranger,' the article explores the nature of teaching as a continuously reflective and creative act.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Moving from Critical Assessment to Assessment as Care 从关键评估到谨慎评估
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.4
V. Douglas
{"title":"Moving from Critical Assessment to Assessment as Care","authors":"V. Douglas","doi":"10.15760/comminfolit.2020.14.1.4","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.4","url":null,"abstract":"In Teaching Against the Grain: Critical Assessment in the Library Classroom, Maria Accardi sought a critical, feminist approach to assessment that questioned power structures, celebrated learners, and found strength in diverse perspectives and voices. This article expands on Accardi’s work to explore a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of assessment (particularly those from other feminized professions); and a reframing of the conversation around assessment from one of demonstrating value to one of embodying a value of care and connection in learning for both students and librarians.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46731030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Rethinking the Neoliberal University: Critical Library Pedagogy in an Age of Transition 反思新自由主义大学:转型时代的批判性图书馆教育学
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.5
J. Coleman, Lis Pankl
{"title":"Rethinking the Neoliberal University: Critical Library Pedagogy in an Age of Transition","authors":"J. Coleman, Lis Pankl","doi":"10.15760/comminfolit.2020.14.1.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.5","url":null,"abstract":"In the chapter we wrote 10 years ago for Critical Library Instruction: Theories and Methods we asked instructors to free themselves from the stifling heritage of positivism that privileged tools and instrumentality above meaning. Drawing on Henry Giroux and Oscar Wilde, we urged our peers to embrace dialogue that respects the individual and draws connections between information literacy and the students’ authentic goals and experiences. In this essay we describe numerous changes over that past decade that embrace the central themes of our chapter. We then explain that these examples coexist within a vast edifice of antithetical, neoliberal institutions. We summarize Giroux’s recent work decrying the influence of neoliberalism on universities, describe how pressures to deliver instruction economically while demonstrating wide impacts are affecting the adoption of critical approaches, and discuss how the trend toward increasing specialization is giving new life to traditional, noncritical instruction. We conclude by repeating our call for library instructors to use dialog to help learners become more reflective and capable.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"14 1","pages":"66-74"},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42081441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
That Was Then, This Is Wow: A Case for Critical Information Literacy Across the Curriculum 那是当时，这是哇：跨课程的批判性信息素养案例
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.9
Margaret Rose Torrell
{"title":"That Was Then, This Is Wow: A Case for Critical Information Literacy Across the Curriculum","authors":"Margaret Rose Torrell","doi":"10.15760/comminfolit.2020.14.1.9","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.9","url":null,"abstract":"This article applies a writing across the curriculum approach to critical library instruction. The information landscape has drastically shifted over the past ten years, altering the ways we perform, interact with, access, and understand research. These changes call for critical library instruction programs that are more robust and sustained than the oneor two-shot critical library instruction lesson I had described in 2010. However, college classroom practices, due to a variety of challenges, have been slow to adapt to this need. In this article written from my perspective as an English teacher, I identify the central place of critical information literacy (CIL) in higher education, aligning it with calls for a new educational approach for the 21st century. As one possible way forward, I draw on insights from writing across the curriculum to recommend a collaborative critical information literacy across the curriculum model that would provide students with sustained and increasingly advanced exposure to CIL throughout their undergraduate years.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Critical Library Instruction, Causing Trouble, and Institutionalization 批判性图书馆指导、制造麻烦与制度化
IF 1.3
Communications in Information Literacy Pub Date : 2020-06-01 DOI: 10.15760/comminfolit.2020.14.1.6
Maura Seale
{"title":"Critical Library Instruction, Causing Trouble, and Institutionalization","authors":"Maura Seale","doi":"10.15760/comminfolit.2020.14.1.6","DOIUrl":"https://doi.org/10.15760/comminfolit.2020.14.1.6","url":null,"abstract":"This essay considers the institutionalization of critical library instruction in the decade since the publication of Critical Library Instruction: Theories and Methods . Drawing on the work of Sara Ahmed and Rod Ferguson, I suggest that because library instruction is marginalized within librarianship, critical library instruction can and has become institutionalized within the profession. The institutionalization of critical library instruction represents the management of the wider-ranging and more troublesome critiques of critical librarianship. The marginality of critical library instruction, however, means that it continues to function as a site of troublemaking","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47271799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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