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Communications in Information Literacy最新文献

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Through the Looking Glass: Viewing First-Year Composition Through the Lens of Information Literacy 透过镜子:透过资讯素养的镜头看一年级作文
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/COMMINFOLIT.2019.13.1.4
A. Chisholm, Brett Spencer
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引用次数: 4
Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction 研究型诊所:大规模信息素养教学的另一种模式
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/COMMINFOLIT.2019.13.1.6
Glenn Koelling, Lori Towsend
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引用次数: 6
Analyzing the Laws of MIL: a Five-step Scientific Conversation on Critical Information Literacy MIL规律分析:批判性信息素养的五步科学对话
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/comminfolit.2019.13.1.8
A. Doyle
{"title":"Analyzing the Laws of MIL: a Five-step Scientific Conversation on Critical Information Literacy","authors":"A. Doyle","doi":"10.15760/comminfolit.2019.13.1.8","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.1.8","url":null,"abstract":"This essay mixes epistemological considerations on truth and science, a critical information literacy exercise on the 5 Laws of MIL (Media and Information Literacy), LIS theory and international experience reports. It is constructed in five parts, in line with the 5 Laws of Media and Information Literacy (Grizzle & Singh, 2016) and Ranganathan’s laws (1931). First, a critique of the Laws of MIL is presented; then a specific social context puts the first part into perspective; the feedback from the international community on the first two is followed by new research on library/MIL laws; and finally, matters of space, readers, staff and mutation are addressed in order to open the theme to other interlocutors and experiences that enrich the conversation. It concludes that the scientific method is neither perfectly objective nor completely useless: it has to be understood as a social construction. Furthermore, to put information neutrality utopia definitely behind us, we should expose our biases, rather than pretend to erase them, as a way to build a new trust in science.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427503","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: 2
Review of Learner-Centered Pedagogy: Principles and Practice “以学习者为中心的教学法:原则与实践”述评
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/comminfolit.2019.13.1.10
Rachel A. Koenig
{"title":"Review of Learner-Centered Pedagogy: Principles and Practice","authors":"Rachel A. Koenig","doi":"10.15760/comminfolit.2019.13.1.10","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.1.10","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"36 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427703","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
Libraries and Fake News: What’s the Problem? What’s the Plan? 图书馆和假新闻:问题出在哪里?计划是什么?
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/COMMINFOLIT.2019.13.1.7
M. Sullivan
{"title":"Libraries and Fake News: What’s the Problem? What’s the Plan?","authors":"M. Sullivan","doi":"10.15760/COMMINFOLIT.2019.13.1.7","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2019.13.1.7","url":null,"abstract":"This article surveys the library and information science (LIS) response to the problems of fake news and misinformation from the 2016 U.S. presidential election to the end of 2018, focusing on how librarians and other information professionals in the United States have articulated the problems and the paths forward for combating them. Additionally, the article attempts to locate the LIS response in a larger interdisciplinary misinformation research program, provide commentary on the response in view of that research program, and lay out both a possible research agenda for the field and practical next steps for educators ahead of the 2020 election.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427424","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: 25
Investigating the Effectiveness of a Credit-Bearing Information Literacy Course in Reducing Library Anxiety for Adult Learners 信用信息素养课程对减轻成人学习者图书馆焦虑的效果研究
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/COMMINFOLIT.2019.13.1.3
Roslyn Grandy
{"title":"Investigating the Effectiveness of a Credit-Bearing Information Literacy Course in Reducing Library Anxiety for Adult Learners","authors":"Roslyn Grandy","doi":"10.15760/COMMINFOLIT.2019.13.1.3","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2019.13.1.3","url":null,"abstract":"This study examines levels of library anxiety in 30 adult learners before and after completing a two-credit hybrid information literacy course. A modified version of the Multidimensional Library Anxiety Scale was administered at the beginning and end of the course to compare levels of library anxiety. An analysis of the data revealed that the course was moderately effective in reducing library anxiety in adult learners. Awareness of library resources, comfort with the search process, and comfort level with library technology significantly increased after course completion. No significant decreases in library anxiety were reported in the areas of comfort level with staff or the library space.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"119 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427595","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: 7
Review of Transforming Information Literacy Instruction: Threshold Concepts in Theory and Practice 信息素养教学转型述评:理论与实践中的阈值概念
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/COMMINFOLIT.2019.13.1.9
Jane Hammons
{"title":"Review of Transforming Information Literacy Instruction: Threshold Concepts in Theory and Practice","authors":"Jane Hammons","doi":"10.15760/COMMINFOLIT.2019.13.1.9","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2019.13.1.9","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427951","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
Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy 在框架中阐明社会正义:关键信息素养的变革方法论、概念映射和学习成果发展
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/comminfolit.2019.13.1.2
N. Branch
{"title":"Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy","authors":"N. Branch","doi":"10.15760/comminfolit.2019.13.1.2","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.1.2","url":null,"abstract":"The intentional omission of learning outcomes from the ACRL Framework for Information Literacy in Higher Education has caused concern and criticism from some librarians; however, the call to action within the Framework to locally develop learning outcomes is an opportunity to illuminate the social justice, critical thinking, and higher order thinking elements of information literacy. This study applies the transformative research paradigm using the methodology of concept mapping to test the development of learning outcomes for one of the frames. Concept mapping is a mixed-methods approach and includes focus groups, hierarchical cluster analysis, and multidimensional scaling. The methodology has been used extensively in the social sciences but has limited representation in the LIS literature. Though the study provides learning outcomes developed by a small participant group following the concept mapping method, the results demonstrate the viability of this methodology for librarians seeking a new approach to locally develop learning outcomes.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427527","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
The Context of Authority and Sociological Knowledge: An Experiential Learning Project 权威与社会学知识的语境:一个体验式学习项目
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/comminfolit.2019.13.1.5
J. Waity, Stephanie H. Crowe
{"title":"The Context of Authority and Sociological Knowledge: An Experiential Learning Project","authors":"J. Waity, Stephanie H. Crowe","doi":"10.15760/comminfolit.2019.13.1.5","DOIUrl":"https://doi.org/10.15760/comminfolit.2019.13.1.5","url":null,"abstract":"In this innovative project, a social sciences librarian partnered with a sociology professor to embed the “Authority is Constructed and Contextual” frame into an upper-division sociology of poverty course. Students in this course participated in an experiential learning project, collaborating with local children on a participatory photo mapping project to document the children’s neighborhood. By working directly with community members in this field experience, the students gained an understanding of the differences between scholarly authority and community authority and what can be learned about poverty from each type of source. Engagement with a local community provides students with a direct understanding of the contextual nature of cognitive authority and can be replicated in a variety of settings.","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427749","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: 2
Review of Disciplinary Applications of Information Literacy Threshold Concepts 信息素养阈值概念的学科应用综述
IF 1.3
Communications in Information Literacy Pub Date : 2019-01-01 DOI: 10.15760/COMMINFOLIT.2019.13.1.11
C. Cunningham
{"title":"Review of Disciplinary Applications of Information Literacy Threshold Concepts","authors":"C. Cunningham","doi":"10.15760/COMMINFOLIT.2019.13.1.11","DOIUrl":"https://doi.org/10.15760/COMMINFOLIT.2019.13.1.11","url":null,"abstract":"","PeriodicalId":44439,"journal":{"name":"Communications in Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67427725","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
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