Buffy Hamilton talk - school library focused, but applicable to all kinds of libraries. Give some good context to the meaning and place of "transliteracy"
provides researchers with an understanding of how peer review works and highlights some of the issues surround the current debates about the peer review process (UK centric, but great info in here)
Slightly under a third of academic libraries report that information literacy is included in an institutional mission or strategic plan, the same percentage as in 2004
that libraries are increasingly identified not as a shared cultural resource, but as the office that pays bills for individuals' immediate information needs.
Nor should it be seen as primarily a library concern. In my experience, faculty admire librarians' know-how, but feel this thing we call information literacy—the ability to frame a question, seek information, make informed choices among sources, and use them effectively—is their job.
We tend to think in terms of skills that apply to all knowledge domains, involving dispositions and habits that we feel prepare graduates for civic participation and personal fulfillment. We have a wide-angle holistic view. We take a practical approach: let us show you how to find information on any subject using these search tools and techniques.
Faculty are more likely to think in terms of how using sources plays into the values and traditions of a particular discipline. Historians want students to understand how to interpret primary sources, using other historians' work to put historical evidence in context. Biologists train students in the skill of reading scientific papers, including understanding why each new contribution nests itself in previous work. Psychology professors ask students to design research projects, which includes reviewing related literature.
but in the library, we tend to treat them all as more or less the same task: finding good stuff to get the job done.
We help students develop some all-purpose ways to approach any question, knowing that this will remain an important ability later in life. Faculty in the disciplines may be much more focused on polishing the particular lens through which they help students see the world, but being able to find, sort through, and use information is also very much a part of what they teach.
To understand how important this thing we call information literacy is to higher education, we shouldn't look to strategic plans
To know if it's important, we'd have to look at everyday practice.
Debunking myths is problematic. Unless great care is taken, any effort to debunk misinformation can inadvertently reinforce the very myths one seeks to correct. To avoid these "backfire effects", an effective debunking requires three major elements.
brief and effectively written (with lots of helpful graphics) PDF article that might have use in teaching information literacy and evaluation concepts/skills.
Spotlight on Digital Media and Learning 9.20.12 | Researchers from Northwestern University and the University of Michigan published a study earlier this month that found the infamous "information overload" to be less of a reality than previously imagined.
Being that everyone is so busy these days with instruction, I thought I would ask again who plans to attend LiSUG 2008 and whether or not an open meeting for LIC/WGIL is a possibility. Please respond back to the group.