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What is the difference between an abstract and an introduction? Do I always need an abstract? What is the correct format for quotations? How do I cite a quote I found in another source? If several of the ideas within a paragraph are from the same author, do I need to cite them each individually...

Beth Transue, a librarian at Messiah College, begins this article with the suggestion that librarian educators reflect the tenets of the connectivist learning theory when designing their information literacy instruction. Transue mentions how the adoption of this theory in the development of library instruction can happen very easily as many of the connectivist principles are already evident in the steps of the research process. Transue spends the majority of the rest of the article talking about how the connectivist theory is connected to the model of the networked student proposed by W. Drexler in 2010. According to Drexler, a student uses information from four different domains: information management, contacts, synchronous communication, and RSS. The information management domain essentially covers the traditional library resources. The contact domain covers those who should be part of the student's personal learning network such as teachers, librarians, and classmates. The synchronous communication domain covers platforms like Twitter and the RSS domain covers blogs, wikis, and other social networks. The author spends the next couple of pages offering very specific directions for librarians to address individual domains in their information literacy instruction. Transue concludes the article by talking about what an information literacy session rooted in the connectivist theory might look like.

Hi Kelly, Interesting article. In one of the videos I found, the connection between research and connectivism was highlighted. I had not thought about that before, but it makes sense! And I've always enjoyed research, so good to know I've already been practicing connectivism on some level.

In this article Librarian Andrea Wilson Brooks discusses how the educational theory of connectivism can be used to enhance the delivery of information literacy instruction. She begins the article with a discussion of the connectivist theory and then moves on to the specific role that this theory can play in 21st century library instruction. The instruction that Brooks talks about in this article utilizes mobile technology, in particular, tablets. She concludes the article with a series of specific examples of lessons based on connectivism. Each activity involves the use of mobile devices, various apps, and social media platforms to engage the learner while developing his or her information literacy skills.

In this article two university librarians advocate using social media platforms to teach information literacy concepts. They believe that social media platforms, which students already engage in, provide a perfect focal point for showing students how they can access all kinds of information sources outside the realm of the traditional sources like books and scholarly articles. Because of the need to critically evaluate information found on the web, the use of social media for research provides an excellent demonstration model for this essential skill. Librarians, the authors say, should embrace a connectivist approach when using social media to show students the process for making connections between different sources of information.

This article seems so relevant, especially to my teaching experience. I think that teaching students how to use social media and evaluate information on the internet is not just something librarians should teach; it should be something all teachers cover as it is extremely valuable. As the world around us changes, so to must our teaching practices and the content we cover.

In this article Mark McBride, a librarian at Buffalo State College, discusses the recent changes that he made to his information literacy course. He talks about how he incorporated constructivist principles and problem-based learning activities into his course structure. In the process of making these changes, however, he discovered that he is really incorporating connectivism into his classroom. He makes the case that librarians should begin to adopt connectivist principles when teaching information literacy concepts. Additionally, he acknowledges that if librarians are going to move in the direction of the connectivist theory, the Association of College and Research Libraries must take a look at its information literacy standards and update them to acknowledge the ways in which learners can share and create information through the use of social media.