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Information Literacy Bibliography 2008

Beloit College - Information Literacy Program

Information Literacy Bibliography

Assessment of information literacy teaching and learning (before and after instruction)

Brasley, Stephanie Sterling. "Building and Using a Tool to Assess Info and Tech Literacy," Computers in Libraries (May 2006): 6+
Describes the development of a test to measure cognitive skills covering these seven proficiencies: define, access, manage, integrate, evaluate, create, and communicate.
Ehrmann, Stephen C."Beyond Computer Literacy: Implications of Technology for the Content of a College Education," Liberal Education (Fall 2004): 6-13.
Proposes five key outcomes for liberal education. Gives examples of liberal arts institutions that are among the leaders in redefining the curriculum.
Iannuzzi, Patricia. "We Are Teaching, But Are They Learning: Accountability, Productivity, and Assessment," Journal of Academic Librarianship 25 (July 1999): 304-5.
Considers assessment methodologies such as evaluation of bibliographies, reviews of assignments that underscore the research process, and the use of portfolios or journals.
Lindauer, Bonnie Gratach. "The Three Arenas of Information Literacy Assessment," Reference and User Services Quarterly 44 (Winter 2004): 122-129.
Examines the learning environment (curriculum and independent learning opportunities), information literacy program components (courses, reference desk instruction, etc.), and student learning outcomes (such as performance measures on tests, assignments, portfolios and self-assessments).
Mittermayer, Diane. "Incoming First Year Undergraduate Students: How Information Literate Are They?" Education for Information 23 (2005): 203-232.
A questionnaire given to first year students measured knowledge of five areas: concept identification, search strategy, document types, search tools, and use of results.
Williams, Janet L. "Creativity in Assessment of Library Instruction," Reference Services Review 28, no. 4 (2000): 323-334.
Outlines the steps in designing an assessment, and has examples of various assessment methods such as constructed response, Know-Wonder-Learn-Wonder, self-reflection, and performance tasks.

Information literacy teaching and learning, with examples

Bodi, Sonia. "How Do We Bridge the Gap between What We Teach and What They Do? Some Thoughts on the Place of Questions in the Process of Research," Journal of Academic Librarianship 28 (May 2002): 109-114.
Suggests several guiding questions for students to ask during their research, e.g. What are the parts of my topic? What examples and evidence do I need? How can I contribute something meaningful and new?
Carder, Linda et al. "Case-based, Problem-based Learning: Information Literacy for the Real World," Research Strategies 18 (2001): 181-190.
Describes using focused mini-cases to allow students to demonstrate their abilities and to guide them in identifying their information needs.
Costello, Barbara. "Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y," Journal of Academic Librarianship 30 (November 2004: 452-460.
Describes the inclusion of a library-produced document on a Blackboard ( course management software) site.
Dembo, Myron H. "Students' Resistance to Change in Learning Strategies Courses," Journal of Developmental Education 27 (Spring 2004): 2-4, 6, 8, 10-11.
Discusses reasons why some students resist changing their academic behaviors, the dichotomy between knowing what to do and actually doing it.
Doshi, Ameet. "How Gaming Could Improve Information Literacy," Computers in Libraries (May 2006): 15-17.
Advocates integrating a gaming element into library skills instruction as a way to improve learning and portray libraries in a less boring light.
Foster, Helen. "Growing Researchers Using an Information-Retrieval Scaffold," Teaching English in the Two-Year College 31 (December 2003): 170-178.
Focuses on the embedded tasks of information retrieval and how instructors can use reflection, pre-selected sources, and internet-connected classrooms to support teaching these tasks.
Galas, Cathleen. "The Never-ending Story? Questioning Strategies for the Information Age," Learning and Leading with Technology 26 (Apr. 1999): 10-13.
In a project-based science class, the questioning process is emphasized. One interesting step is a class "roast" during which students must defend their question, plan, and project ideas to their class peers.
Gilchrist, Debra. "Collaborative Teaching through Inquiry-Based Instruction." In What is Good Instruction Now? Library Instruction for the 90s, ed. Linda Shirato, 51-54. Ann Arbor: Pierian Press, 1993.
Students in English, History, and Education classes apply an inquiry-based approach to better understand the research process.
Jenson, Jill D. "It's the Information Age, So Where's the Information? Why Our Students Can't Find Information and What We Can Do to Help," College Teaching 52 (Summer 2004): 107-112.
Points to teachers' assumptions about their students' "computer literacy," as well as to the students' lack of hands-on experience in an actual library, as potential sources of the problem. Provides suggestions for overcoming these obstacles.
Mackey, Thomas P. "Integrating Information Literacy in Lower- and Upper-Level Courses: Developing Scalable Models for Higher Education," Journal of General Education 53.3-4 (2004): 201-224.
Introduces three scalable models for teaching information literacy that work in general education as well as upper level courses: the art of annotation, research and composition, and writing for the web.
Mahaffy, Mardi. "Encouraging Critical Thinking in Student Library Research: An Application of National Standards," College Teaching 54.4 (Fall 2006): 324-327.
By reworking traditional research assignments, instructors can guide students through the research process in ways that actively develop critical thought processes.
Maybee, Clarence. "Undergraduate Perceptions of Information Use: The Basis for Creating User-Centered Student Information Literacy Instruction," Journal of Academic Librarianship 32 (January 2006): 79-85.
Analyzed interviews with undergraduate students to determine conceptions reflecting their experience of information use as sources, processes and knowledge base.
Metros, Susan E. "Visual Literacy: An Institutional Imperative" EDUCAUSE Review (May/June 2006): 80-81.
Examines the need for teaching a basic visual design vocabulary, providing the resources needed for becoming visual producers, and developing constructive critics of visual information.
Quarton, Barbara. "Research Skills and the New Undergraduate," Journal of Instructional Psychology 30 (June 2003): 120-124.
Describes teaching strategies faculty in any discipline can use to guide their undergraduate students through the basic library research necessary for writing a solid research paper.
Rodriguez, Ariel. "Training Students to be Better Consumers of Research: Evaluating Empirical Research Reports" College Teaching 53 (Summer 2005): 99-101.
Discusses why and how to teach students evaluate research. Argues that the ability to evaluate research could be more important than the ability to conduct research.
Tracey, Karen. "Teaching Freshmen To Understand Research as a Process of Inquiry" Paper presented at the Annual Meeting of the Conference on College Composition and Communication (March 1997).
Students begin with specific texts about which they generate questions, from which more questions develop and more substantial research projects emerge.
Veldof, Jerilyn and Karen Beavers. "Going Mental: Tackling Mental Models for The Online Library Tutorial," Research Strategies 18 (2001): 3-20.
Discusses how students' mental models affect the way they interact with and learn from online systems. Identifies ways tutorials can be designed for more effective instruction.
Williams, Sherie. "Guiding Students Through the Jungle of Research-Based Literature," College Teaching 53 (Fall 2005): 137-139.
Applies steps such as survey, question, read, reflect, review, etc. to help students decipher complex information.
Young, Niki. "From Small Step to Giant Leap in Research Ability," Academic Exchange (Summer 2005): 104-108.
Discusses ways to transform a complex process into a series of small achievable steps and deliver instruction at the student's point of need.

Service learning and information literacy

Keyton, Joann. "Integrating Service-Learning in the Research Methods Course," Southern Communication Journal 66 (Spring 2001): 201-210.
Presents an approach and describes three case studies in which service-learning is the primary pedagogy for teaching research methods and for giving students the opportunity to apply their knowledge of research methods in community-based projects.
Potter, Sharyn J. "Integrating Service Learning into the Research Methods Course," Teaching Sociology 31 (January 2003): 38-48.
Describes the integration of a literature review and survey questionnaire development into to a service learning project.

Specific disciplines in relation to information literacy

Calkins , Susanna. "Evaluating Internet and Scholarly Sources Across the Disciplines," College Teaching 55.4 (Fall 2007): 151-156.
The authors describe two case studies from different disciplines (psychology and history) that offer a variety of strategies instructors can use to help students learn to critically evaluate and analyze Internet and scholarly sources.
Christensen, Beth. "Warp, Weft, and Waffle: Weaving Information Literacy into an Undergraduate Music Curriculum," Notes (March 2004): 616-631.
Ideas in this article can be generalized to other course-integrated, sequential library instruction programs using specific assignments that build upon the knowledge and skills that students gain from semester to semester.
Dennis, Nancy. "Using Inquiry Methods to Foster Information Literacy Partnerships," Reference Services Review 29 no.2 (2001): 122-131.
Explains how American social history web sites were used in a women's studies class. Students integrated evaluations of web sites with analyses of content.
East, John W. "Information Literacy for the Humanities Researcher: A Syllabus Based on Information Habits Research," Journal of Academic Librarianship 31.2 (March 2005): 134-142.
Reviews the existing literature on the information behavior of researchers in the humanities, in order to develop a set of learning objectives which can be used in the planning of information literacy training programs.
Read, Brock. "Art History Without Slides," Chronicle of Higher Education 49 (January 23, 2003): A29.
Discusses the use of digital images as a teaching tool in art history, as well as issues of fair-use and building a digital collection.
Sternberg, Robert J. "Teaching Psychology Students to be Savvy Consumers and Producers of Research Questions," Teaching of Psychology 26 (1999): 211-13.
Some of the class activities described include simulation of journal refereeing, evaluation of why studies are in textbooks or lectures, evaluation of primary versus secondary descriptions of studies, and question generation.

Specific student groups, First Year students, International students

Badke, William. "International Students: Information Literacy or Academic Literacy?" Academic Exchange (Winter 2002): 60-65.
Argues that we must provide international students a compulsory, comprehensive, competency based battery of training that will have them both understanding and showing skill in the Western approach to education, i.e. "academic literacy."
Barefoot, Betsy. "Bridging the Chasm: First-Year Students and the Library," Chronicle of Higher Education 52 (January 20, 2006): B16.
Discusses the perception of first year college students that campus libraries are largely irrelevant to their lives. Suggests ways to make library instruction an integral part of courses.
Brodsky, Karen. "Information Competence in the Freshman Seminar," Academic Exchange (Winter 2002): 46-51.
Describes a model designed to facilitate integration of information competence into the curriculum of a freshman seminar. The model focuses on collaboration among librarians, faculty, peer mentors and students.
Fitzgerald, Mary Ann. "Making the Leap from High School to College," Knowledge Quest 32 (March/April 2004): 19-24.
Summarizes three studies about information literacy skills of first-year college students.
Flynn, Mari. "Integrating Brain-Based Strategies into Library Research Assignments," Academic Exchange Quarterly 6 (Winter 2002): 66-70.
Describes the use of a controversial real-world example as a mock research event.
Mittermayer, Diane. "Incoming First Year Undergraduate Students: How Information Literate Are They?" Education for Information 23 (2005): 203-232.
A questionnaire given to first year students measured knowledge of five areas: concept identification, search strategy, document types, search tools, and use of results.


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