Browsing by Subject "information literacy"
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Item Creating Information-Literate Musicians in the Academic Library(Association of College & Research Libraries, 2023-08) Abbazio, Jessica M.; Pratesi, Angela L.; Yang, Z. SylviaFor musicians, the act of creation is multifaceted: musicians perform, analyze, write, speak, and teach in highly collaborative and diverse environments. Information-literate musicians require training to understand and engage with the myriad kinds of content and materials inherent to the contemplation, study, creation, and enjoyment of music. The various information needs of musicians requires creators to make many choices--from selecting a particular score edition or recording from many similar options, to employing a specific scholarly or pedagogical methodology to their work, musicians require the skills to critically evaluate information and determine its usefulness. Music’s ubiquity adds a further layer of intricacy, as music-related research happens in both the concert hall and the classroom, and is not limited to music programs. Disciplines from anthropology to psychology to literature to media studies employ music as a lens through which to examine art, culture, and social structures. As in other creative fields, the history of music scholarship has been heavily influenced by its focus on Western art music and has resulted in the prioritization of Euro-centric musical traditions in study and performance, making research on non-Western and popular music trickier for creators and researchers to conduct. Each of these elements contributes to a complex landscape for librarians planning information literacy instruction activities in support of music-related research and creation. Because of this complexity, students pursuing academic projects that involve music may need support for a range of creative endeavors, and information literacy instruction might seem like a complicated feat for the librarians who work with these creators. By defining what information literacy is for music students and exploring the ways that academic research and creation in music intersects with other disciplines, the authors provide a framework to help librarians contribute to the development of information-literate musicians.Item "CSI(L) Carleton: Forensic Librarians and Reflective Practices" as it appeared in the journal In The Library With The Lead Pipe(In the Library with the Lead Pipe, 2011-12-11) Jastram, Iris; Leebaw, Danya; Tompkins, HeatherItem Finding expertise in your own backyard: Creating communities of practice to support learning about the Framework(Rowman & Littlefield, 2020) Pittman, Kim; Mars, Amy; Brager, TrentThis chapter will focus on successful strategies for creating ongoing professional development opportunities and building communities of practice around the ACRL Framework for Information Literacy for Higher Education. Drawing on the authors’ experiences developing free and low-cost opportunities for Framework-related professional development as former co-chairs of the Minnesota Library Association Instruction Roundtable (IRT), our case study will demonstrate that many barriers to Framework-related professional development can be overcome by leveraging expertise from communities of practice and taking a user-centered approach to design. Using the 23 Framework Things program and interviews with program participants, we will highlight how the design and content of Framework-related professional development can draw on the learning theories that inform the Framework itself, be accessible to a wide range of audiences and local contexts by employing a flexible structure and provide a forum for librarians engaging in collaborative learning.Item From “Apples to Apples” to “Topics to Keywords”: An Information Literacy Party Game(2014) Farrell, Shannon; Neeser, Amy; Peterson, Kate; Veile, JennyMany universities support video game scholarship, and in turn, academic libraries have developed gaming services to support student interests, scholarship, and teaching. Research suggests that students struggle most with developing topics and that game-based learning is an opportunity to increase student engagement. The University of Minnesota Libraries Gaming Community of Practice is developing an information literacy party card game to align with information literacy competency standards. The game will be used in undergraduate-level courses with the goal of helping students develop paper topics and related search terms. We will play this game as a demonstration while explaining the rules.Item Going mental: Tackling mental models for the online library tutorial(Pergamon, 2001) Veldof, Jerilyn; Beavers, KarenMany librarians have taken on the challenge of creating online library tutorials without the benefit of formal education and training in the field. They can learn much from research in system design, human-computer interaction, and applied psychology as these fields relate to the creation of online learning systems. Researchers in these areas believe that people approach online learning systems by making use of a conceptual (mental) model of the system. Designers' mental models influence the way they create learning systems, and student's mental models affect the way they interact with and learn from the system. Compares and contrasts the mental models of librarians and students as they relate to online library tutorials. Examines these mental models through a review of existing library tutorials, usability studies on various library tutorials, and student interviews about the research and writing process. The analysis demonstrates how students' mental models vary, often significantly, from the mental models of the librarians who design the online tutorials.Item Information literacy toolkit: Meeting the challenge of a large research university(2002) Butler, John T.; Veldof, JerilynThe University of Minnesota's Information Literacy Toolkit was developed as a means to scale-up an information literacy initiative for a campus enrollment of over 46,000 students, including a large segment of distance and online learners. A collaborative team of librarians, instructional designers, interface designers, web programmers, and faculty are responsible for its creation and ongoing development. While the Toolkit delivers numerous self-guided tools in the hands of learners, it also provides instructors and librarians with an efficient means to develop customized learning resources in a time of expanding availability of information resources and more complex information access.Item "Is Corporate a Bad Word?": The Case for Business Information in Liberal Arts Libraries(Johns Hopkins University Press, 2018-04) Leebaw, DanyaLiterature on business information literacy primarily focuses on business students. This paper instead explores business information literacy for students in liberal arts colleges: aside from career preparation, are there reasons to teach them to critically grapple with business information? This paper brings together survey findings, concepts from critical information theory, and the Framework for Information Literacy for Higher Education developed by the Association of Colleges and Research Libraries to bear on this question. It argues that business information is a powerful genre for teaching core concepts central to both information literacy and liberal arts: critical inquiry, authority, access, incentives, rhetorical practices, and more.Item Topics to Keywords Library Information Literacy Party Game: Card Templates, Example Cards, and Suggested Rules(2014) Farrell, Shannon; Neeser, Amy; Peterson, Kate; Veile, JennyItem University of Minnesota Duluth: Surfacing Shared Purpose(Association of College & Research Libraries, 2020) Pittman, KimItem What Do Students Think and Feel about Research?(2023-01) Conerton, Kate; David, Mags; Jones, KayleenHow do students understand and feel about the research process? This article uses student writing and drawings to uncover where undergraduate students struggle while completing research assignments for upper-division writing courses. Student-created process maps and responses to reflection questions showed frustration while developing topics, uncertainty while choosing sources, and difficulty finding time to go through a complete process in a single semester. The structure and pacing of research assignments contributed to students’ frustration with and misunderstanding of the research process. These findings point to opportunities for improving student learning through new ways of understanding and structuring student assignments.