I am in the "Youth and Information Literacy Instruction" group, which is awesome because I want to work in school libraries and teaching information literacy is something I want to do well. However, it's a pretty broad term--information literacy--so it's hard to know exactly where to focus. As a group, we are sort of focusing on different areas. Since most of my colleagues are focusing on middle school, high school, or early college students, I thought I might focus on elementary students. But I'm not 100% sure yet.
I began by using my group name as my search terms in the LIS cross search. I figured I may as well start broad and use what I find to narrow my search.
My search returned 119 results. I'm narrowing them more by looking only at those designated "peer reviewed." However, as I go through titles, I am constantly wanting to click on articles that do not really fit what I'm searching for (for ex, that focus on literacy instead of information literacy), just because they sound interesting. Research must require a good deal of discipline, because the temptation to meander off on whatever seems interesting at the time (ending up who knows where and probably miles from the task at hand) is strong.
Searching LIS cross search not only yielded preliminary articles, but it also helped me identify which databases might be useful in more in-depth or specific searches. They are: Academic Search Premier, ABI/Inform Complete, Emerald Management Xtra, and Library Literature & Information Science Full Text.
My next step, though, was to read through the abstracts of the articles returned by my LIS search and eliminate those that were clearly off-topic. What seemed easiest to me was to open each article abstract in a different tab and just close the tabs not specifically focused on information literacy instruction.
Also, often databases suggested articles related to one I was viewing, and I found several articles that way (although sometimes the related articles weren't quite right).
Here, for example, is an article that is not really focused on information literacy instruction (as in pedagogy), but sounds like something I might want to read anyhow:
Making the Case for the Leadership Role of School Librarians in Technology Integration By:Daniella Smith Format: Article 
Peer Reviewed Year: 2010 Published in: Library Hi Tech Volume: 28 Issue: 4 pp.617 - 631 Database: Emerald Management Xtra
While it's not focused on the HOW of ILI, it is focused on the role of the person delivering that instruction. Plus I think it sounds interesting. I'm saving it here just in case I want to return to it later.
What then seemed easiest was to copy/paste articles and abstracts here, so that I could view them in one place and think about how to focus my specific research. In this phase of my research, I'm really just gathering information to help myself narrow my topic. I find this difficult because so many of the articles are interesting to me. I also am naturally drawn to those that deal with secondary students since that is where my teaching experience lies, but I told my group I'd focus on elementary students.
Do I need to be more specific than just "information literacy instruction and elementary-aged students?" Based on the bulk of the research I found, perhaps not.
Articles for closer consideration:
Levine, P. (2005). The problem of online misinformation and the role of schools. Simile, 5(1), N.PAG. Retrieved from EBSCOhost.
Abstract: Amid all the excellent free information that is available online, there are many damagingly false assertions and misleading arguments. Distinguishing reliable from unreliable information raises complex epistemological issues and is especially difficult in an online context. Thus the Internet poses novel and serious cognitive demands. Some prominent individuals and institutions are calling for schools to prepare young people to identify reliable information online. Indeed, schools will be unable to avoid addressing this issue as an aspect of "information literacy education." However, it is unwise to expect them to solve the problems created by false and misleading information. Education is-at best-a part of the solution. A more effective approach is for governments and other major institutions to fund and promote reliable web portals.
Braun, L. W. (2001). In Virtual Pursuit. Library Journal, 126(17), 32. Retrieved from EBSCOhost.
Linda W. Braun maps out the best practices for using webquests to teach kids information literacy fundamentals (no real abstract given)
Question: Is this really a peer-reviewed article? It doesn't really read like research.
Andrew K. Shenton, Naomi V. Hay-Gibson, (2011) "Modelling the information-seeking behaviour of children and young people: Inspiration from beyond LIS", Aslib Proceedings, Vol. 63 Iss: 1, pp.57 - 75
Purpose – The paper seeks to draw on Sice's systems model, itself based on Senge's “fixes that fail” archetype, and on data from two previous research projects conducted by one of the authors. The purpose of this paper is to synthesise a new model that portrays the information-seeking behaviour of children and young people.
Design/methodology/approach – The systems model provides the backbone of the new framework but additions, accommodations and revisions were made to ensure that the version featured here represents the phenomenon of information seeking by the young as appropriately as possible in terms of the data that were gathered.
Findings – One of the new model's most significant characteristics is its emphasis on problems and issues that prevent information seeking from proceeding smoothly. Information seeking is also shown to be an iterative process, with the individual often revisiting previous stages, frequently in response to difficulties.Research limitations/implications – Data were collected from pupils in just seven schools. The undertaking of research further a-field would be invaluable, if the extent to which the model is applicable to other information-seekers in different environments is to be ascertained.
Practical implications – The model demonstrates the importance of the information professional's educative role, in terms of both delivering formal information literacy instruction and providing assistance at the point of need.
Originality/value – Although the use of ideas and frameworks from other disciplines, with the aim of increasing understanding of phenomena within LIS, is a growing trend, this paper represents one of the first attempts to apply an existing model associated with systems thinking to information behaviour.
Ard W. Lazonder, Jean-François Rouet, Information problem solving instruction: Some
cognitive and metacognitive issues, Computers in Human Behavior, Volume 24, Issue 3,
May 2008, Pages 753-765, ISSN 0747-5632, 10.1016/j.chb.2007.01.025. (http://www.sciencedirect.com/science/article/pii/S0747563207000386) Abstract: Children, teenagers, and adults abundantly use the Web to search for
information. Yet this high frequency of use stands in marked contrast with the users’
relatively low awareness and mastery of metacognitive skills to search the Web
effectively and efficiently. This paper provides a review of five different studies
that sought to overcome these skill deficiencies by various kinds of instructional
and environmental support. Following a discussion on the use of cognitive models of
the search process in designing Web searching instruction and support, the studies’
findings are considered in view of their aim and approach in supporting metacognition.
Rowlands, I., Nicholas, D., Williams,
P., Huntington, P., Fieldhouse, M., Gunter, B., . . . . (2008). The
google generation: The information behaviour of the researcher of the
future. Aslib Proceedings, 60(4), 290-290-310. doi:10.1108/00012530810887953 Purpose - This article is an edited version of a report commissioned by the British Library and JISC to identify how the specialist researchers of the future (those born after 1993) are likely to access and interact with digital resources in five to ten years' time. The purpose is to investigate the impact of digital transition on the information behaviour of the Google Generation and to guide library and information services
to anticipate and react to any new or emerging behaviours in the most effective way. Design/methodology/approach - The study was virtually longitudinal and is based on a number of extensive reviews of related literature, survey data mining and a deep log analysis of a British Library and a JISC web site intended for younger people. Findings - The study shows that much of the impact of ICTs on the young has been overestimated. The study claims that although young people demonstrate an apparent ease and familiarity with computers, they rely heavily on search engines, view rather than read and do not possess the critical and analytical skills to assess the information that they find on the web. Originality/value - The paper reports on a study that overturns the common assumption that the "Google generation" is the most web-literate.
Hoyer, J. (2011). Information is social: Information literacy in context.
Reference Services Review V. 39 No. 1 (2011) P. 10-23, 39(1), 10-23.
Purpose - This paper aims to discuss traditional conceptions of
information literacy as created within an academic context to address
information needs within this context. It seeks to present alternative
realities of information use outside the academic sector, and to suggest
that information literacy instruction within academia does not go far
enough in preparing students for the information society beyond
university. The aim is then to follow this by discussion of appropriate
information literacy models to prepare young people for information use
in a variety of workplace environments. Design/methodology/approach - As
an example of the application of appropriate information literacy
models for successful workplace information use, the Edmonton Social
Planning Council youth internship program is examined through a case
study of two successful internship projects. Findings - This youth
internship program provides young people with skills that are highly
relevant to their information environment outside the academic sector.
It provides them with a framework for interacting with information that
can be applied in any academic or non-academic setting in which they
find themselves. Practical implications - The program described could
serve as inspiration for other public, private or nonprofit
organizations to collaborate on similar initiatives. It also serves to
remind academic librarians of core information best practices that must
be conveyed through library instruction if students are to become good
information citizens. Originality/value - While information literacy
instruction receives much attention in the academic sphere, it is
necessary to take a broader view of information use throughout the
lifetime of information users and the instruction required to prepare
students adequately. The paper focuses on these issues. Francke, H. , Sundin, O. , & Limberg, L. (2011). Debating credibility: The shaping of information literacies in upper secondary school. Journal of Documentation, 67(4), 675-694.
Purpose - The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim of the paper is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach - An ethnographic study of a school class's project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings - The study provides increased empirically based understanding of students' information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value - The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.
Hobbs, R. (2009). The power of fair use for media literacy education. Afterimage,
37(2), 15-18.
The article discusses the issues of fair use and copyright and its impact on media literacy education. The author reflects on the dramatic increase in fear among educators over the use of copyrighted materials for teaching. She believes that the concepts of sharing and stealing found in mainstream media has left educators, artists, and youth media specialists confused and fearful.
Asselin, M. , & Moayeri, M. (2011). The participatory classroom: Web 2.0 in the
classroom. Australian Journal of Language & Literacy, 34(2), 45.
Many young people use the interactive web, or Web 2.0, in their everyday lives, primarily for socialising and entertainment. Particularly empowering to learning are abilities to produce content on the world wide web, and a critical, reflective, metacognitive approach to using the web. In the face of a growing 'participation divide' between youth who have opportunities to engage in these higher order participatory and reflective literacies and those with fewer opportunities, there is an urgent need for teachers to expand literacy instruction. This article offers examples of classroom practices that draw on social elements of Web 2.0 that are favoured by youth to support less practised usages required for learning. Specifically, we describe ways of using new literacies and new forms of texts for locating and critically examining information, and ways of sharing and building knowledge within the participatory and creative landscape of Web 2.0.
Alvermann, D. (2004). Media, information communication technologies, and youth
literacies: A cultural studies perspective. The American Behavioral Scientist, 48(1),
78-83.
Everyday literacy practices are changing at an unprecedented pace, and speculation as to the impact of media and interactive communication technologies on current conceptions of youth’s reading, writing, and viewing is evident on many fronts. The implications of this for teacher educators and classroom teachers are discussed.
Scheibe, C. L. (2004). A deeper sense of literacy. American Behavioral Scientist, 48(1), 60-60-68. doi:10.1177/0002764204267251 Media literacy can be used effectively as a pedagogical approach for teaching core content across the K-12 curriculum, thus meeting the needs of both teachers and students by promoting critical thinking, communication, and technology skills. This article focuses on the work of Project Look Sharp at Ithaca College, a media literacy initiative working primarily with school districts in upstate New York. Basic principles and best practices for using a curriculum-driven approach are described, with specific examples from social studies, English/language arts, math, science, health, and art, along with methods of assessment used to address effectiveness in the classroom.
Hundley, H. L. (2004). A college
professor teaches a fourth-grade media literacy unit on television
commercials: Lessons learned by the students -- and by the teacher. American Behavioral Scientist, 48(1), 84-84-91. doi:10.1177/0002764204267253 This ethnographic-style article chronicles the author's experiences teaching fourth-grade students media literacy. The 4-day lesson plan combined persuasive techniques articulated by Aristotle & media aesthetics as well as the creation of a "television commercial" to enable the students to become more critical media consumers & gain better media literacy skills. The four lessons emphasize the importance of adapting to audiences & remind readers that teaching is a two-way process. 4 References.
RITZO, C. , NAM, C. , & BRUCE, B. (2009). Building a strong web: Connecting
information spaces in schools and communities. Library Trends, 58(1), 82-94.
Informed by Progressive education reforms of the nineteenth and twentieth century, progressive movements in librarianship, the social responsibility movement within the American Library Association (ALA), and recent collaborations of ALA's youth-focused divisions, the authors link historical precedents with current examples, ideas, and practices to inform initiatives in education and literacy programming. Progressive librarians and educators share a history of common goals. The article explores how these histories connect with current examples of interinstitutional collaborations among educators, school libraries, public libraries, universities, and community organizations. This paper traces Progressive librarianship to Youth Community Informatics (YCI), collaborative programs in which public libraries, school libraries, teachers, community organizations, and universities connect to form new services or teaching models that connect learning to life in an integrated way. These programs are developing innovative approaches to teaching students; promoting literacy; and encouraging critical thinking and community connectedness within schools, libraries, and community contexts.
Dresang, E., & Koh, K. (2009). Radical Change Theory, Youth Information Behavior, and School Libraries. Library Trends, 58(1), 26-50. doi: 10.1353/lib.0.0070 School libraries confront significant changes in the digital age, the age of Web 2.0 and of participatory culture. Radical Change theory, based on the digital age principles of interactivity, connectivity, and access, is germane to understanding these transformations. The theory was originally developed to explain changes in digital age books for youth. It is expanded here through the creation of a typology and accompanying characteristics that address how digital age youth think and seek information; perceive themselves and others; and access information and seek community. As a basis for their typology, the authors provide detailed evidence from an extensive interdisciplinary review of research literature concerning youth information behavior. Also proposed is a multistage research agenda that involves applying Radical Change theory in various school library settings for proof of concept followed by an exploration of potential associations between digital age youth information behaviors and twenty-first-century learning skills. This theory development will assist in determining what implications the new information behaviors and resources have for libraries, schools, and other information environments and how information professionals can better help youth become skilled twenty-first-century information seekers.
Jin Soo, C., & Neuman, D. (2007). High school students' Information seeking and use
for class projects. Journal of the American Society for Information Science &
Technology, 58(10), 1503-1517. doi:10.1002/asi.20637
This study details the activities and strategies that 11th grade students with high academic abilities used during their information seeking and use to complete class projects in a Persuasive Speech class. The study took place in a suburban high school in Maryland, and participants included 21 junior honors students, their teacher, and their library media specialist. Each student
produced a 5–7-minute speech on a self-chosen topic. Conducted in the framework of qualitative research in a constructivist paradigm (E.G. Guba, & Y.S. Lincoln, 1998), the study used data collected from observations, individual interviews, and documents students produced for their projects—concept maps, paragraphs, outlines, and research journals. Interview and observation data were analyzed using the
constant comparative method (B. Glaser & A. Strauss, 1967) with the help of QSR NVivo 2 (QSR International Pty Ltd, 2002); students' documents were analyzed manually. The findings show that students' understanding, strategies, and activities during information seeking and use were interactive and serendipitous and that students learned about their topics as they searched. The research suggests that high school honors students in an information-rich environment are especially confident with learning tasks requiring an exploratory mode of learning.
Kenedy, R., & Monty, V. (2011). Faculty-Librarian Collaboration and the Development of Critical Skills through Dynamic Purposeful Learning. Libri:
International Journal of Libraries & Information Services, 61(2), 116-124.
doi:10.1515/libr.2011.010
This article focuses on the benefits of combining collaborative teaching and information literacy as a partnership between librarians and faculty members. It discusses how student learning is enhanced as a result of librarian and faculty member collaboration through the use of a three-stage pedagogical technique we call Dynamic Purposeful Learning (DPL). Through DPL, students learn
information literacy, research skills, and other post-secondary critical skills. In order for students to benefit from a librarian and faculty collaborative approach, DPL is applied to a multi-stage sociological research methods assignment that includes students engaging in participant observation field research. The outcome of DLP is that students are assisted throughout all stages of the research process based on a partnership between the librarian and faculty member.
| Title: | Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms |
|---|---|
| Personal Author: | Anderson, Karen; May, Frances A. |
| Journal Name: | The Journal of Academic Librarianship |
| Source: | The Journal of Academic Librarianship v. 36 no. 6 (November 2010) p. 495-500 |
| Publication Year: | 2010 |
The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are discussed in relation to an inclusive model of information literacy.Kirkland, A. (2011). Nurturing Our Digital Literacy. School Libraries in Canada (Online), 29(1), p. 28-31. Retrieved from Library Lit & Inf Full Text database
While we may think that the digital divide is a thing of the past, it is alive and well when it comes to our students' access to technology at school. But today's digital divide isn't as much about how many computers the school provides -- it's more about how that technology is used for learning. Bridging the new digital divide should be seen as one of the primary goals of teacher-librarians in Canada. Such was the conclusion I drew in my article, Bridging the Learning Divide in Feliciter's themed issue, E-Resources and the Digital Divide
Articles that sound interesting but are not on my specific topic:
Mortimore, J. M., & Wall, A. (2009). Motivating African-American Students Through Information Literacy Instruction: Exploring the Link Between Encouragement and Academic Self-Concept. Reference Librarian, 50(1), 29-42.
doi:10.1080/02763870802546373 Carrington, V., & Marsh, J. (2005, September). Digital Childhood and Youth: New
texts, new literacies. Discourse: Studies in the Cultural Politics of Education.
pp. 279-285. doi:10.1080/01596300500199890.
Adeyemon, E. (2009). Integrating digital literacies into outreach services for
underserved youth populations. The Reference Librarian V. 50 No. 1 (January/March
2009) P. 85-98, 50(1), 85-98. | Reflections on Surveys of Faculty Attitudes Toward Collaboration with Librarians | |
| Personal Author: | Hrycaj, Paul; Russo, Michael |
| Journal Name: | The Journal of Academic Librarianship |
| Source: | The Journal of Academic Librarianship v. 33 no. 6 (December 2007) p. 692-6 |
| Publication Year: | 2007 |
| Abstract: | The authors implemented a survey of faculty attitudes toward library research instruction that is closely related to two previously published surveys. After reviewing their results, the authors raise questions about the significance of some of the results of all three surveys. |
Eric M. Meyers, Karen E. Fisher, Elizabeth Marcoux, Studying the everyday information behavior of tweens: Notes from the field, Library & Information Science Research, Volume 29, Issue 3, September 2007, Pages 310-331, ISSN 0740-8188, 10.1016/j.lisr.2007.04.011. (http://www.sciencedirect.com/science/article/pii/S0740818807000655)
Abstract
Researching how children engage with everyday information poses methodological challenges that differ significantly from those associated with adult populations. These challenges are exacerbated by the lack of domain-specific methodological research in library and information science (LIS) that addresses the developmental needs and attributes of young people. This article introduces a novel approach to the study of “tweens” (preteens ages 9–13) and their everyday information seeking. A description of the specific features of the study design includes discussion of how the methods used target the developmental attributes and needs of early adolescents (physical, social, and cognitive). The study design was tested with diverse populations in three distinct locations. The article outlines key features of a holistic youth information perspective, directions for future studies using the Tween Day methodology, and implications for youth information behavior studies in general.
My next steps are to read through these more closely and choose the articles that most closely match my topic. I will then go back to the databases, look at the articles, and "steal" some of their search terms.
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