September 2000: Dacus Enjoys Banner Year, Information Literacy, Lifelong Learning

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November 2007: A New Approach to Information Literacy

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Information literacy: uma análise nas bibliotecas escolares da rede privada em Natal / RN

GUEDES, Clediane de Araújo; FARIAS, Gabriela Belmont de. Information literacy: uma análise nas bibliotecas escolares da rede privada em Natal / RN. Revista Digital de Biblioteconomia e Ciência da Informação, Campinas, v. 4, n. 2, p. 110-133, jan./jun. 2007

Two Approaches to Collaborative Information Literacy Instruction at a Small Engineering School

Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations, are discussed.

Teaching Information Literacy to Undergraduate Students: Reflecting on the Past, Present and Future of Library Instruction

The need to teach information literacy skills to undergraduate students is often framed as a 21st century concern, but debate over the value and practice of teaching this set of skills can be found as far back as the early 1900’s. This article reviews the history of information literacy instruction in academic libraries from its origins to the present, examines the current state of information literacy instruction in academic libraries, and explores possible future directions that this instruction may take. Looking to the past, present and future shows that while library instruction has evolved, many central concerns remain unanswered.

An International Professional Development Collaboration in Literacy Education

An International Professional Development Collaboration in Literacy Education is a report of an international professional development project in Guatemala designed to improve literacy instructional practices and thereby raise student achievement in reading and writing. The opportunity for coaching Guatemalan teachers in teaching literacy strategies and skills provides data for this participatory action research study. This research is intended to contribute to cross-cultural understanding by graduate and undergraduate students in literacy, improved pedagogical techniques, international outreach in developing countries, and student academic success worldwide.

Creating Information Literacy Toolkits For HBCU Libraries

Information literacy is the set of research skills needed to access, retrieve, and analyze information. By creating an information literacy plan and an online toolkit that the entire campus uses for research purposes, faculty and students will be equipped with the necessary tools to become better researchers, understand the importance of citing information and the significance of searching for peer-reviewed articles.

Inman E. Page Library’s Information Literacy Framework

Spring 2016 | Library Faculty Information Literacy Lab

Library and Information Science Education and eScience: The Current State of ALA Accredited MLS/MLIS Programs in preparing Librarians and Information Professionals for eScience Needs

The purpose of this study is multifaceted: 1) to describe eScience research in acomprehensive way; 2) to help library and information specialists understand the realm of eScience research and the information needs of the community and demonstrate the importance of LIS professionals within the eScience domain; 3) and to explore the current state of curricular content of ALA accredited MLS/MLIS programs to understand the extent to which they prepare new professionals within eScience librarianship. The literature review focuses heavily on eScientists and other data-driven researchers’ information service needs in addition to demonstrating how and why librarians and information specialists can and should fulfill these service gaps and information needs within eScience research. By looking at the current curriculum of American Library Association (ALA) accredited MLS/MLIS programs, we can identify potential gaps in knowledge and where to improve in order to prepare and train new MLS/MLIS graduates to fulfill the needs of eScientists. This investigation is meant to be informative and can be used as a tool for LIS programs to assess their curriculums in comparison to the needs of eScience and other data-driven and networked research. Finally, this investigation will provide awareness and insight into the services needed to support a thriving eScience and data-driven research community to the LIS profession.

Stop, Collaborate & Listen: How the Librarian/Publisher Relationship Can Facilitate the Development of the Information Literacy Curriculum

A librarian from the Florida Gulf Coast University (FGCU) and the Library Communications Manager at Taylor & Francis Group partnered to launch a collaborative information literacy pilot program focusing on assisting FGCU students and faculty navigate and understand the scholarly publishing process. This article describes how the idea was created, as well as steps involved in developing the publishing toolkit to help FGCU patrons. An overview of the pilot program was presented during the 2015 Charleston Conference as a poster session.

Information Guide: Education Policy

A guide to the European Union’s Education Policy, with hyperlinks to sources of information within European Sources Online and on external websites

Informationskompetenz und Information Literacy

Informationskompetenz ist heute als Begriff , Konzept und praktisches Tätigkeitsfeld von Bibliotheken weltweit etabliert. Entstehung, Verbreitung und Entwicklung von „Informationskompetenz“ im deutschsprachigen Raum stehen in engem Zusammenhang mit dem in den USA und international seit den 1980er Jahren diskutierten und praktisch umgesetzten Konzept der „Information Literacy“. Auch wenn die beiden Begriffe in der Regel gleichbedeutend verwendet werden, zeigt ein Vergleich der vorwiegend aus englischsprachigen Ländern – insbesondere den USA, Australien und Großbritannien – stammenden Literatur zur Information Literacy mit deutschsprachigen Publikationen zur Informationskompetenz neben zahlreichen Gemeinsamkeiten auch unterschiedliche Tendenzen und Schwerpunkte, die sich einerseits auf die zeitverschobene historische Entwicklung, andererseits auf unterschiedliche bildungs- und berufspolitische, institutionelle und terminologische Rahmenbedingungen zurückführen lassen. Einige dieser Gemeinsamkeiten und Unterschiede werden aus historischer Perspektive sowie mit Blick auf aktuelle inhaltliche Themen und Desiderate näher beleuchtet.

Analytic study 7: public information and education. Final report.

National Highway Traffic Safety Administration, Office of Driver and Pedestrian Programs, Washington, D.C.

A plan for regional cooperation: public information and education for highway safety including communication plans and strategies. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Public information and education demonstration project for emergency medical services. Volume I. Final report.

National Highway Traffic Safety Administration, Office of Enforcement and Emergency Services, Washington, D.C.