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Authority is Constructed and Contextual: Breaking Down the ACRL Framework

Description: 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."
Date: June 2017
Creator: Henson, Brea
Partner: UNT Libraries

Authority is Constructed and Contextual: Applying the Frame

Description: 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.
Date: September 26, 2017
Creator: Henson, Brea
Partner: UNT Libraries

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

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 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 ...
Date: August 2014
Creator: Downey, Annie L.
Partner: UNT Libraries

Mapping the Way for Information Literacy Skills in Child Development Research

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.
Date: August 16, 2014
Creator: Bradetich, Judi Rockey & Monahan, Jo
Partner: UNT Libraries

Teaching Poe in the Context of the ACRL’s Framework for Information Literacy

Description: 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.
Date: May 25, 2017
Creator: Martin, John Edward
Partner: UNT Libraries

Information Literacy Skills in the Workplace: A Study of Police Officers

Description: Information literacy has become more important as more information is produced and communication has become easier. Better information skills are vital for individuals working in governmental organizations as well as in the business sector. Employees are expected to be confident and competent in interacting with information in their workplaces in order to deliver better service to customers and to the public. This study examines the differences in information literacy skills (ILS), computer literacy skills (CLS), and frequencies of use of information sources (FIS) among police officers, based on their socio-demographic characteristics, namely education, departmental affiliation, ranks, and experience. Information literacy process models developed in an educational environment are combined to explore information literacy process in the workplace. Bivariate and multivariate analyses indicated significant differences of ILS and CLS based on education, departmental affiliation, and ranks but no difference for experience. In addition, there were differences of FIS for all demographic variables except departmental affiliation. The findings of the study may guide both future researchers in the process of developing new models in understanding information literacy process and the managers in police organizations in planning better training programs by considering information and computer literacy skills and use of information sources of police officers.
Date: August 2010
Creator: Kilic, Osman
Partner: UNT Libraries

Teaching Information Literacy: A Performance Based Cycle

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.
Date: December 2007
Creator: Downey, Annie & Byerly, Gayla
Partner: UNT Libraries

The Effect of Information Literacy Instruction on Library Anxiety Among International Students

Description: This study explored what effect information literacy instruction (ILI) may have on both a generalized anxiety state and library anxiety specifically. The population studied was international students using resources in a community college. Library anxiety among international students begins with certain barriers that cause anxiety (i.e., language/communication barriers, adjusting to a new education/library system and general cultural adjustments). Library Anxiety is common among college students and is characterized by feelings of negative emotions including, ruminations, tension, fear and mental disorganization (Jiao & Onwuegbuzie, 1999a). This often occurs when a student contemplates conducting research in a library and is due to any number of perceived inabilities about using the library. In order for students to become successful in their information seeking behavior this anxiety needs to be reduced. The study used two groups of international students enrolled in the English for Speakers of other Languages (ESOL) program taking credit courses. Each student completed Bostick's Library Anxiety Scale (LAS) and Spielberger's State-Trait Anxiety Inventory (STAI) to assess anxiety level before and after treatment. Subjects were given a research assignment that required them to use library resources. Treatment: Group 1 (experimental group) attended several library instruction classes (the instruction used Kuhltau's information search process model). Group 2 (control group) was in the library working on assignment but did not receive any formal library instruction. After the treatment the researcher and ESOL program instructor(s) measured the level of anxiety between groups. ANCOVA was used to analyze Hypotheses 1 and 2, which compared pretest and posttest for each group. Research assignment grades were used to analyze Hypothesis 3 comparing outcomes among the two groups. The results of the analysis ascertained that ILI was associated with reducing state and library anxiety among international students when given an assignment using library resources.
Access: This item is restricted to the UNT Community Members at a UNT Libraries Location.
Date: May 2004
Creator: Battle, Joel C.
Partner: UNT Libraries

Assessment of a Library Learning Theory by Measuring Library Skills of Students Completing an Online Library Instruction Tutorial

Description: This study is designed to reveal whether students acquire the domains and levels of library skills discussed in a learning library skills theory after participating in an online library instruction tutorial. The acquisition of the library skills is demonstrated through a review of the scores on online tutorial quizzes, responses to a library skills questionnaire, and bibliographies of course research papers. Additional areas to be studied are the characteristics of the participants enrolled in traditional and online courses at a community college and the possible influence of these characteristics on the demonstrated learning of library skills. Multiple measurement methods, identified through assessment of library instruction literature, are used to verify the effectiveness of the library skills theory and to strengthen the validity and reliability of the study results.
Date: May 2007
Creator: Watson, Dana L.
Partner: UNT Libraries

Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.

Description: This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.
Date: May 2009
Creator: Revelle, Carol L.
Partner: UNT Libraries

The Correlation between Information Literacy and Critical Thinking of College Students: An Exploratory Study

Description: This exploratory, mixed-methods study investigated the relationship between information literacy and critical thinking. The research question guiding the first portion of the study was: How do information literacy and critical thinking relate in undergraduate students conducting academic research? Using two standardized assessments, the study assessed the information literacy and critical thinking skills of a small population of college students from a private, university in Texas. The correlational analysis of the scores from the two assessments showed a statistically significant, positive, moderate correlation. The study also explored the likelihood of gender differences in cognitive processing using information literacy and critical think skills assessments. The independent samples t-tests for both assessments demonstrated no statistically significant differences between female and male participants. Finally, a qualitative component comprised of a questionnaire provided context to the assessment scores through items requesting information on participant source selection priorities via the three middle stages of Kuhlthau's information search process model as well as their criteria for selecting sources of information. Though only a small number of the participants completed the questionnaire, the responses highlighted areas of interest for future research.
Date: May 2018
Creator: McMullin, Shelly Lynne
Partner: UNT Libraries