Please enable JavaScript.

Coggle requires JavaScript to display documents.

History of Modern Library Instruction (information from Grassian &…

- - - - Combined synchronous and asynchronous library instruction
        
        Pre-assignment students/librarian meeting
        
        Library resource searching assignment
        
        Post-assignment students/librarian discussion
        
        These discussions made it obvious that students chose resources without informed evaluation
        
        Knapp created new assignments with focus on critical thinking/resource evaluation
        
        Definition: Synchronous meaning face- to -face group instruction
        
        Definition: Asynchronous meaning self-paced, individual learning
      - Fast Fact: Monteith is a part of the Wayne State University system
  - - - Synchronous library instruction
        
        Fully course-integrated model of library instruction
        
        Modeled on traditional in-person courses
        
        Instruction moves from pre-testing to instruction of increasing complexity
        
        Fast Fact: This model is most successful in institutions of smaller size and/or higher librarian to student ratios
        
        Fast Fact: Earlham has used this model successfully for over 35 years
- - - - Asynchronous library instruction
        
        Learner-centered, self-paced workbook
        
        Modules for employing various research tools
        
        Workbooks checked for accuracy and corrections encouraged
        
        Fast Fact: This model is most successful in large institutions and those with limited staff
- - - - Viewed information literacy in a broad way - not limited to library resources
        
        Definition: an information literate person realizes they need information and can identify, locate, evaluate and use that information
        
        Fast Fact: this defintion is still widely used today
      - American Library Association
    - - Information literacy requires tenacity, exactness, and discretion in choosing information
        
        Carol Kuhlthau
        
        Contributed to the definition adding that becoming information literate demands patience and hard work; the process can be convoluted
    - - Encourages new information literacy development, and promotes them in various organizations such as the NEA and the AAHE
        
        National Education Association and American Association for Higher Education
- - - - Describes the information literate individual as eager to research and able to design investigative strategies, evaluate and select a strategy, and then weigh its usefulness; this individual uses the knowledge gained in the present, and saves it for future use
    - - Describes the information literate individual as adaptable to a changing information environment, who lives in a democratic society, working for an improved future for coming generations
    - - Information literate individual recognizes the need for information and know it needs to be accurate and complete for informed decision-making; can formulate questions, build search strategies, and employ various sources in finding the information; must also organize and use the information in problem solving and critical thinking
    - - Information literate individual is self-motivated and autonomous, able to find knowledge from a plethora of sources
        
        A split from the skills set approach
        
        Interested in a learner's interaction, use, and value of information, the information gathering critical thinking strategies of the learner, and the formation of their personal researching style
  - - - For teaching technology and information skills in grades K-6
  - - - ALA, ACRL - Information literacy may use technological skills, but is not reliant on them
        
        American College of Research Libraries
- - - - Instruction Section
    - - Fast Fact: This is the 2007 update to the first K-12 standards of the late 90s
    - - Science
      - Engineering
      - Anthropology and sociology
        
        Fast Fact: standards were developed with sociology and anthropology faculty, along with the American Sociological Association
      - Technology
- - - - Information literacy must address technological changes
    - - ACRL underscores information depth, finding information effectively and efficiently, incorporating new and existing information, and understanding the information environment
        
        SCONUL definition is similar while adding the ability to construct information location strategies, and to synthesize and build upon existing information to create new information
        
        SCONUL includes an understanding of information production and the ability to evalute the information, as well as recognizing the changing information environment
      - MSCHE component goals include the information literate individual's growth in research skills throughout his/her education
  - - - Media literacy
        
        Aspen Institute
        
        Individual's "ability to access, analyze, and produce information for specific outcomes"
        
        Expanded by Center for Media Literacy - "provides a framework to access, analyze, evaluate, create and participate using messages in a variety of forms"
        
        Emphasis on participation
      - Digital literacy
        
        Paul Gilster
        
        Ability to access and use networked computer resources, and the ability to apply critical thinking to found information
        
        Barbara R. Jone-Kavaier and Suzanne L. Flannigan
        
        "the ability to read and interpret media...,to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments"
        
        Information Communication and Technology (ICT) associated with digital literacy
        
        ICT literary panel - "using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society'
        
        shares same accessing an evaluating goals as information literacy
      - Visual literacy
        
        Introduced by John Debes in 1969
        
        Jones-Kavalier and Flannigan - focus is on categorizing and understanding visual actions and symbols
        
        Visual literate individual "can communicate information in a variety of forms and appreciate the masterworks of visual communication" and can devise, revise, and duplicate images in a alterable way
        
        Peter Felton
        
        Lifelong learning competency with "the ability to understand, produce, and use culturally significant images, objects, and visible actions"
      - Cybeliteracy
        
        Laura J. Gurak
        
        Introduced to focus on participation activity on the Internet
        
        "voicing an opinion about what these technologies should become and being an active,not passive participant"
        
        Individual needs to be more than a user.
        
        Evelyn Stiller and athie LeBlanc
        
        Students need instruction in critical consumption of information found on the Internet, as well as using various media formats in the expression of viewpoints
        
        Includes social and ethical concerns of Internet participation
    - - Active participation over various electronic formats via many media modalities is necessary
        
        Experts struggle to to create instructional models
    - - Understand information format and means of delivery
        
        Be aware of and think critically about user feedback
        
        Become aware of who is creating/authoring information
        
        Learn if digital materials are scholarly and not simply opinions
        
        Determine if created content is original
        
        Use information ethically
        
        1 more item...