Welcome to the ‘Supporting Students in Developing Information Literacy’ course, which was developed with Craig Gibson and Sara D. Miller. Craig Gibson is professor and Professional Development Coordinator in the Libraries at the Ohio State University Libraries, USA. Sara D. Miller is the Librarian for Interdisciplinary Teaching and Learning Initiatives at Michigan State University.
Click here to view the video transcript
Hello, I’m Craig Gibson. I am a professor in the libraries at the Ohio State University in the United States. I have many years of interest in research and information literacy, and also in faculty development and helping faculty learn how to use information literacy concepts and redesigning their courses and curricula.
Hi, I’m Sarah Miller, the librarian for Interdisciplinary Teaching and Learning Initiatives at Michigan State University in the US. Michigan State is a large public research university. I specialize in working with both students and faculty who are involved in general education courses. My main area of work and research is information literacy, and I’m particularly interested in its affective dimensions and how things like personal identity, culture, reflective practice, and pedagogy impact information literacy learning and practice.
In this course we’ll look at the definition, structure, and theories behind information literacy. We’ll begin to explore the ways that information literacy appears within different disciplines and contexts for both students and experts. We’ll use the Association of College and Research Library’s framework as a basis and discuss the six frames of information literacy of which it consists. We’ll also consider typical difficulties faced by information literacy learners and ways that those barriers can be lessened or reinforced through course materials.
Information literacy (IL) impacts the way that people interact with information sources on both personal and academic levels and is necessary for effective citizenship as well as effective scholarship. IL is much more than just fact checking, evaluating sources, learning to use the library, or proper citation; it is a transdisciplinary set of concepts, skills, and practices which manifest differently across disciplinary contexts. While not traditionally taught in a standalone context, IL instruction largely falls to disciplinary faculty and librarians within the context of individual courses, workshops, and assignments. A deeper knowledge of the theories behind IL can promote sustainable learning for students.
This course introduces the theories which undergird information literacy, including the threshold concept theory and the six frames outlined in the Association of College and Research Libraries (ACRL) Framework. These frames represent key ideas that help learners navigate and critically engage with information. You will explore how IL manifests in your discipline, reflect on common challenges students face, and use the Decoding the Disciplines model to address specific trouble spots.
“The Framework for Information Literacy provides the foundation stones for faculty to use in redesigning assignments, courses, and curricula in a more comprehensive way to help students over time learn that world of information more effectively.”
“A focus on information literacy helps to move learners toward an understanding of themselves as scholars and creators of information rather than simply passive consumers.“
Get Involved And Share Your Learning
- Share your perspective. Throughout this course, you will see discussion prompts at the end of each lesson inviting you to share your thoughts and experience. We encourage you to respond to these discussion questions and read those of other educators to benefit from theirs. When you see a comment you agree with or find helpful, hit the ‘Like’ button to help other educators find it. You can also reply to any comments from other members that you find interesting.
- Ask a question. You can ask questions of experts and other educators in the discussion threads in courses.
- Pick up your course badges. To earn your Course Completion Badges make sure you mark all lessons as ‘Mark Complete’ once you have completed a lesson. At the end of the course, click ‘Mark Complete’ and you will be asked a few multiple-choice questions to earn a Course Completion badge. Once you’ve had a chance to apply your learning, come back to complete an Impact Badges by applying what you have learned in the courses and answering a short survey.
If you have any questions or issues, please email us at [email protected].
Discussions
What’s one thing you’re curious about before you begin this course?
Please share your thoughts and questions in the comments section below.