Every week we add several items to Credo’s InfoLit Learning Community. They’re designed to keep you aware of what’s going on in the field as well as to help you in your day-to-day work. You may have dropped in their in the past to find IL-related webinars, articles, and links to free, web-based IL tools.
Discussing disinformation is a compelling way to teach information literacy to students, as it includes an appealing combination of controversy and technology. One topic that is sure to draw students in is the issue of “deepfakes,” videos that very convincingly portray some falsehood—usually a person saying something that they never said.
This week the ACRL Instruction Section presented a free webinar, “Incorporating Social Justice and the Framework in Information Literacy Instruction”.The webinar featured the following presenters and topics:
Some open-access publishing includes article processing charges (APCs), fees charged by the publication to make the article available for free and that are paid by the author, their institution, or another funding body. While this is a legitimate practice, “predatory” journals, which exist just to collect fees, have arisen and plague the scientific community. It can be difficult for an author to discern whether a journal they haven’t heard of is predatory or legitimate.
Here it is Friday again, and if you’re like most people, you didn’t accomplish all you hoped this week. Maybe your to-do list has only a few things crossed off, as they took longer than expected. Maybe you don’t have a to-do list and it’s all swimming around in your head. Since time management is one of the skills we try to impart to students, reading some time-management tips can kill two birds with one stone: help you to get more on track and give you ideas to help students get their work done, too. Here are some relevant articles and tools.
May 3, 2019 saw the annual LACUNY Institute held at LaGuardia College’s Performing Arts Center. Below are details of the programs that were of most relevance to information literacy librarians. While the audience was mainly librarians from CUNY (the City University of New York), the advice and experiences shared by the presenters could work just as well in other academic settings.
Sports analogies are overused in business, but this time we must go ahead anyway, because in her webinar “Creating a Buzz: Getting Faculty and Students Excited About Library Resources,” Brandy Burbante indeed hit it out of the park, scored a touchdown, took it to the house...take your pick!
K-12 librarians and those who serve college and university students have their own forums—the recent TLA conference would have found many K-12 professionals, for example, while ACRL naturally attracts the post-secondary crowd. The professional literature they read doesn’t overlap much, either, and they may not often visit each other’s libraries, except perhaps as patrons or parents. But there’s so much the two “camps” can learn from one another.
The latest issue of College and Research Libraries includes an examination of how 15 librarians use the ACRL Framework for Information Literacy for Higher Education in their work. “Implementing the ACRL Framework: Reflections from the Field,” by Don Latham, Melissa Gross, and Heidi Julien, reports some good news: the framework is being used by the librarians surveyed, though more it is implicit in their work than explicitly spelled out. Less positive is that some reported librarian and faculty opinions that the document is “too highly conceptual to be practical for students.”
As you no doubt tell students, research is a conversation, and this week the conversation involves student misperceptions of the research process.
This is a topic recently explored in a 2018 paper by Lisa Janicke Hinchliffe, Allison Rand, and Jillian Collier, all librarians at the University of Illinois at Urbana-Champaign. Their work, “Predictable Information Literacy Misperceptions of First-Year College Students,” in turn continued a conversation, as it leaned on Understanding by Design by Grant Wiggins and Jay McTighe (2005), a seminal book on instructional design that discusses how, in all fields, “any domain of learning, instructors will have developed a sense of the typical errors learners make.” In their paper, Hinchliffe, Rand, and Collier describe a study they performed (the research-gathering step of the study was sponsored by Credo and Hinchliffe presented a related Credo webinar) in which they interviewed librarians about first-year students’ misunderstandings about the research process. Freshman students, they found,