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.
This article discusses a session on "Fake News and the Fate of Our Democracy" at the 2018 Texas Association of School Boards Summer Leadership Institute, and provides information on resources and strategies for assessing the legitimacy of news information.
Presented at the 2017 International Conference on Knowledge Management. This presentation examines how previous information literacy training affects law students' selection of information sources, and how this relates to student demographics.
This study explores information seeking behavior of second-generation Muslim immigrants utilizing factors such as critical, cultural, and religious literacy skills. The study examined the second-generation immigrants' ability to balance their parents' and grandparents' native culture and traditions with the culture and traditions of their country. The interview questions were designed using the cognitive authority theory and the figured worlds theory that provides an explanation for the mentality of those who are in environments influenced by culture or religion. An interesting main finding of the study is that participants sought more religious-based rather than culturally-based information. Participants seek information from their parents, communities, and religious leaders, but are particular with who they consider credible and reliable; if the person providing the information follows a similar lifestyle to the participants, they are more likely to hold cognitive authority. Four different themes emerged from the study. The first is "religious focus" where many participants stated that religion is rather static whereas culture can evolve and change with time, location, and events. The second theme emerged is the reliance on family members for religious literacy given the close upbringing of Muslim extended family system. The third theme indicated that although information seeking behavior relied on Google and mobile devices to locate information, in verifying religious content they depended on parents and religious cognitive authorities. The fourth theme emerged is the loss of richness going forward and the concerns about the possible decline in religious information literacy for future generations.
Presentation for the September 2017 Subject Liaisons meeting. This presentation was developed as part of the Information Fluency Initiative in the 2015-2018 UNT Libraries Strategic Plan and contains strategies for adapting the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education frame "Authority is Constructed and Contextual" for library instruction and contains an examining of its core concepts.
Article presenting a curriculum mapping study of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze the frequency and percentage distributions of threshold concepts in SLOs. The author outlines strategies for engaging faculty in information literacy and suggests how librarians and faculty might inform information literacy teaching in the department.
Presentation for the September 2017 Library Learning Services Retreat. This presentation was developed as part of the Information Fluency Initiative in the 2015-2018 UNT Libraries Strategic Plan and examines of core concepts of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education frame "Authority is Constructed and Contextual."
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.
This report documents the Intersections of Scholarly Communication & Information Literacy Workshop project funded through the 2017 Dean's Innovation Grant. The final report describes Intersections of Scholarly Communication & Information Literacy Workshop project activities, budget, outcomes, best practices, and sustainability.
This presentation discusses how to find and evaluate a quality data resource, and the process of building data expertise and service models for students, faculty, and librarians.
This presentation highlights a curriculum mapping project at the University of North Texas Libraries. The project seeks to improve the capacity of UNT students for critical thinking and the ability to use information effectively. The key aim of the initiative was to strengthen core library services to enhance high-impact practices. It was presented at the Cross-Timbers Library Collaborative 2019 Conference held by Texas Woman’s University in Denton, Texas.
Presented at the 2017 American Literature Association, in a session organized by the Poe Studies Association. This presentation discusses how the Association of College and Research Libraries Framework for Information Literacy can be used as a pedagogical basis for teaching the works of Edgar Allan Poe.
Presentation providing an overview of The Portal to Texas History, with examples of resources available within the repository. It specifically focuses on newspapers and how to use them for historical context and primary source information.
Using a case study approach this study investigated how college students in Vlore, Albania seek and use information resources for academic and personal needs and whether they follow a pattern similar to Brenda Dervin's sense-making, or Marcia Bates' berry-picking information seeking models. Influencing factors studied were economic factors, information communication technologies and information culture/policy. A literature review showed that no previous published research has studied information seeking behavior of college age students and faculty in Albania. Thirty-four college students and two full time faculty completed a survey and a smaller group were interviewed. The results of the study indicate that Google is the main source for seeking information for both academic and personal purposes. College students are not introduced or taught on how to evaluate information sources. The information communication technology needs improvement to support information needs. The library as a major information resource was not apparent to most students. College students utilize berry-picking as the information seeking model and faculty use sense-making, as a model of information seeking. This study adds to the knowledge of the information seeking behavior of college students in a developing country, the need for information literacy courses at the university level, and the identification of additional areas of research regarding information communication technologies, information policy, and literacy for developing countries.
This document provides directions and information needed to complete a curriculum map for the Political Science Department at the University of North Texas. Other subject librarians may use this document to guide their own curriculum mapping projects.
Presentation providing an overview of The Portal to Texas History, with examples of resources available within the repository. It specifically focuses on newspapers and how to use them for historical context and primary source information.
Presentation for the 2015 Texas Association of School Library Administrators. This presentation discusses teaching information literacy and a performance based cycle.
This report documents the Escape to the Library: A Library Learning Escape Room project funded through the 2017 Dean's Innovation Grant. The final report describes Escape to the Library: A Library Learning Escape Room project activities, budget, outcomes, best practices, and sustainability.
This presentation details the design of an escape room as part of the "First Flight" orientation for incoming freshmen at the University of North Texas.
This handout was created as part of the Information Literacy Initiative at the University of North Texas Libraries. The team conducted curriculum mapping project to improve UNT students' critical thinking and ability to use information effectively.
This poster describes activities to support student information-seeking and information-processing skills through a librarian and faculty collaboration for student learning.
Presentation given as part of the UNT Graduate Student Workshops by the UNT Libraries. This presentation discusses how students can make use of web archives in their existing research as well as providing a general overview to the topic of web archiving. it presents examples of how web archives can be incorporated to locate missing content, link directly to content at a given time, and how to preserve existing web content for future reference.
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 of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work. Findings suggest that academic librarians who teach CIL do not learn about it in their MLS programs. They tend to use three major critical teaching methods, including student-centered approaches, discussion and dialogue, and problem-posing methods. Participants tended to struggle more with using critical methods than with incorporating critical content. Slightly more than half regularly used critical methods in their teaching, but all participants incorporated critical content, including critical source evaluation and subject headings and language used in information production …
This report documents the University of North Texas Libraries Curriculum Mapping Group's meetings, relevant annotated bibliography, the logic model for the project, and a sample curriculum map.
This dataset provides a data analysis of how student learning objective from PSCI syllabi map to threshold concepts from the ACRL Framework for Information Literacy for Higher Education (2016) and the AAC&U Information Literacy Value Rubric (2013). The data includes non-core course for courses offered from the Fall 2017 semester to the Spring 2020 semester. This data analysis is conducted every three years. This curriculum map excludes core course previously as they were examined in the UNT Libraries Core Curriculum Map.
This poster was created as part of the Information Literacy Initiative at the University of North Texas Libraries. The team conducted curriculum mapping project to improve UNT students' critical thinking and ability to use information effectively.
In an increasingly interconnected world, there is a need to prepare students to become more knowledgeable of different cultures and global matters. Furthermore, in a time which is characterized by disinformation, information literacy becomes more important than ever before. By taking into account transnational perspectives in learning these topics, e-learning provides us with the opportunity to connect students who otherwise would not have the chance to meet and get into knowledge related discourse with each other. In this context, the project „Intercultural perspectives on Information Literacy“ (IPIL) aims to realize a transnational learning community in which students from different countries engage in knowledge building discourse to foster intercultural learning and information literacy. The first IPIL course was conducted in winter term 2019/2020. Since then multiple transnational courses and workshops have been carried out. The last course took place in the winter semester 2021/2022. The didactical structure of IPIL follows a constructivist socio-cultural approach of knowledge building and knowledge creation in which learners from different higher education institutions with diverse cultural backgrounds engage in learning related discourse on topics related to information literacy. To enable such learning, the learning environment is structured into three levels (community, learning cycles, group learning task) that bring together instructors, define a frame to coordinate and execute the collaborative learning processes in the transnational groups and provide the topics and didactic structure for students´ collaborative learning in transnational groups. The presentation will provide an overview of the development of the project and its current state. It will report on basic principles, e.g. low threshold for participation and the idea that learning should result in the provision of Open Educational Resources (OER) as well as on experiences with regard to feasibility and learning outcomes.
In an increasingly interconnected world, there is a need to prepare students to become more knowledgeable of different cultures and global matters. Furthermore, in a time which is characterized by disinformation, information literacy becomes more important than ever before. By taking into account transnational perspectives in learning these topics, e-learning provides us with the opportunity to connect students who otherwise would not have the chance to meet and get into knowledge related discourse with each other. In this context, the project „Intercultural perspectives on Information Literacy“ (IPIL) aims to realize a transnational learning community in which students from different countries engage in knowledge building discourse to foster intercultural learning and information literacy. The first IPIL course was conducted in winter term 2019/2020. Since then multiple transnational courses and workshops have been carried out. The last course took place in the winter semester 2021/2022. The didactical structure of IPIL follows a constructivist socio-cultural approach of knowledge building and knowledge creation in which learners from different higher education institutions with diverse cultural backgrounds engage in learning related discourse on topics related to information literacy. To enable such learning, the learning environment is structured into three levels (community, learning cycles, group learning task) that bring together instructors, define a frame to coordinate and execute the collaborative learning processes in the transnational groups and provide the topics and didactic structure for students´ collaborative learning in transnational groups. The presentation will provide an overview of the development of the project and its current state. It will report on basic principles, e.g. low threshold for participation and the idea that learning should result in the provision of Open Educational Resources (OER) as well as on experiences with regard to feasibility and learning outcomes.
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