Teaching Information Literacy: A Performance Based Cycle

Teaching Information Literacy: A Performance Based Cycle

Date: December 2007
Creator: Downey, Annie & Byerly, Gayla
Description: This presentation discusses teaching information literacy and a project to assess student searching skills. It includes background information on the project, discusses the performance cycle of information literacy, active teaching, learning, and assessing, student navigation skills, and software and strategies.
Contributing Partner: UNT Libraries
Using Primary Sources to Enrich Class Research

Using Primary Sources to Enrich Class Research

Date: April 11, 2014
Creator: Carlisle, Tara; Leuzinger, Julie & Sears, Suzanne
Description: Presentation for the Texas Library Association Annual Conference Government Documents Round Table on using primary sources to enrich class research.
Contributing Partner: UNT Libraries
Mapping the Way for Information Literacy Skills in Child Development Research

Mapping the Way for Information Literacy Skills in Child Development Research

Date: August 16, 2014
Creator: Bradetich, Judi Rockey & Monahan, Jo
Description: Presentation for the 2014 International Federation of Library Associations and Institutions (IFLA) Information Literacy Satellite Meeting on conjunction with the IFLA World Library and Information Congress. This presentation discusses mapping the way for information literacy skills in child development research.
Contributing Partner: UNT Libraries
Teaching Information Literacy: A Performance Based Cycle

Teaching Information Literacy: A Performance Based Cycle

Date: June 2015
Creator: Byerly, Gayla
Description: Presentation for the 2015 Texas Association of School Library Administrators. This presentation discusses teaching information literacy and a performance based cycle.
Contributing Partner: UNT Libraries
The State of the Field of Critical Information Literacy in Higher Education

The State of the Field of Critical Information Literacy in Higher Education

Date: August 2014
Creator: Downey, Annie L.
Description: The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freire’s conception ...
Contributing Partner: UNT Libraries