Browsing by Subject "Information Literacy"

Now showing 1 - 10 of 24
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    The Boolean is Dead, Long Live the Boolean! Natural Language versus Boolean Searching in Introductory Undergraduate Instruction
    (2017) Lowe, M. Sara; Maxson, Bronwen K.; Stone, Sean M.; Miller, Willie; Snajdr, Eric; Hanna, Kathleen A.
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    Bridge 2018 Information Literacy Curriculum Report
    (IUPUI University Library, 2018-08) Lowe, M. Sara; Orme, William A.
    A uniform curriculum has been in place in Bridge Information Literacy (IL) sessions since Fall 2015. To assess the curriculum and student learning, multiple evaluations are implemented: a student end-of-class evaluation; a faculty end-of-Bridge evaluation; and an in-class worksheet. This report summarizes student performance in Bridge as well as student and faculty evaluation responses.
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    The citation challenge: engaging faculty & students in teaching & learning citation
    (2018-07-25) Macy, Katharine V.
    This presentation outlines the key challenges in teaching citation and the strategies employed by the library to improve integration of citation into business curriculum at IUPUI.
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    Connecting Library Instruction to Web Usability: The Key Role of Library Instruction to Change Students’ Web Behavior
    (2015-04) Lee, Yoo Young; Snajdr, Eric
    This article is a conference proceeding for the 4th International Conference of Asian Special Libraries. Library instruction plays a key role in web usability. During instructional sessions, librarians shape the ways students behave on the library website (user’s web behavior). They teach students how to use the library website and demonstrate various pathways by which students can access library resources and services. Although library instruction and user’s web behavior are closely intertwined, very little research has combined these two realms. Many usability studies have focused only on the library website itself without considering the various contexts in which students use it. Few usability studies have had any connection with library instruction. This study investigated the intersection between user’s web behavior and library instruction. During instructional sessions, freshman students were asked to perform a series of information seeking tasks on the library website both prior to, and immediately after, instruction. A usability tool – Verify – recorded individual student use of the website during the completion of each of these tasks. The results allowed us to investigate how students behaved on the library website to complete the tasks and how the steps demonstrated by the librarian during instruction strongly influenced how students completed the tasks afterward. This paper suggests how these techniques could be used to improve library websites.
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    Frame It In the News: Teaching Information Literacy Without a Research Paper
    (2013-05-06) Miller, Willie
    Librarians struggle to teach information literacy skills to first-year students in courses without a research component. Without a need to know how to consume information, students can disengage from learning. Using news as the frame for IL instruction is a solution. News media outlets have significant power in society. As Masterman (1985) wrote in Teaching the Media, “the media tells us what is important and what is trivial by what they take note of and what they ignore, by what is amplified and what is muted or omitted.” As news media are pervasive institutions concretely entwined with everyday life and require critical analysis for responsible engagement, the news makes for a prodigious frame in which to teach information literacy.
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    General Education Competencies and the Visualization of Information Literacy as a Core Concept
    (Association of College and Research Libraries, 2021) Lowe, M. Sara; Piper, Gemmicka
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    Health Information Seeking Behavior and Perceived Source Trustworthiness in Public Health Students: A Pilot Study for Improving the Curriculum
    (2019) Hancher-Rauch, Heidi; Britt-Spells, Angelitta; Wojtyna, Amie; Standish, Megan
    Purpose: The Internet is a key resource for college students seeking health information, but it is unclear how well students are trained to evaluate the quality of information accessed. This pilot study sought to determine the sources and critical appraisal of health information accessed by public health students enrolled in a midwestern university to assess and potentially revise the health information seeking skills training of students in the program. Methods: Researchers used five questions from an online 21-item questionnaire that included demographics, novel questions regarding personal sources of health information, and evaluations of the perceived trustworthiness of information from those sources. Students in the public health education program at a mid-sized, private, midwestern university were asked to complete the online questionnaire assessing their health information seeking behavior and appraisal of the information sources. Results: A total of 46 public health students provided a final response to the questionnaire. Results highlighted that perceived beliefs regarding trustworthiness of health information sources were highest for medical providers (76%) and evidence-based websites (71%), but least for social media (65%). However, those who used social media for health information also found it to be trustworthy. Conclusions: Overall, it seemed students were capable of identifying valid health information sources, but some program revisions are recommended to better develop health literacy skills in students. Recommendations: It is recommended that programs of public health/health education consider a self-assessment of this type within their own programs. Identifying where students access health information and how they determine its validity allows programs to tailor educational experiences to best fit the needs of students.
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    Impact of Assignment Prompt on Information Literacy Performance in First-Year Student Writing
    (Elsevier, 2016) Lowe, M. Sara; Stone, Sean M.; Booth, Char; Tagge, Natalie
    This study attempts to quantify the impact of assignment prompts and phased assignment sequencing on first-year student work. Specifically, whether more fully developed and “scaffolded” assignment prompts produced better Information Literacy (IL) in student papers (n=520). The examination of assignment prompts in relation to student IL rubric scores would seem to indicate the conventional wisdom on developing assignment prompts might not have an impact on IL performance.
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    The Impact of Technology and a No Remediation Policy on Non - Traditional Students
    (Copyright Statement: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: [LINK] http://www.elsevier.com/[/LINK]. Original article as posted online in 2007: doi:10.1016/j.resstr.2006.12.014. To locate a document using doi use the following link: [LINK]http://dx.doi.org/[/LINK].[BREAK] Access to the original article may require subscription and authorized logon ID/password., 2005) Williams, Clay; Copeland, Andrea J.
    A Hunter College librarian, with public library experience, offered a series of drop-in workshops Saturday afternoons open to all students and questions regarding Web or Windows use in the academic year, 2000-2001. The intention of the workshops was to address the continuous need of students lacking technological and informational literacy. The success of these workshops led to this investigation of the implications of 21st century technology on non-traditional students from the perspective of bibliographic instructions as well as reference desk service. The perspective is that of the urban educational environment of City University of New York and Hunter College. The histories of open admissions at CUNY and the current efforts to abolish remediation are examined.