Using Technology To Teach Information Literacy

by Mackey, Thomas P.; Jacobson, Trudie E.

• ISBN13: 9781555706371
• ISBN10: 1555706371
• Format: Paperback
• Copyright: 2008-09-30
• Publisher: Neal Schuman Pub

Table of Contents

List of Figures and Appendices	p. ix
Foreword	p. xi
Preface	p. xv
Information Literacy Instruction and Standards	p. xvi
Book Organization	p. xviii
Using Technology at Your Institution	p. xxi
Acknowledgments	p. xxiii
The Collaborative Web
Section Introduction	p. 1
Developing Blog and Wiki Communities to Link Student Research, Community Service, and Collaborative Discourse	p. 5
Introduction	p. 5
Literature Review	p. 6
The Honors College	p. 11
Disciplinary Perspectives	p. 12
Library Support for Discipline-specific Courses	p. 14
Partnerships in Pedagogy	p. 14
Technology Tools: Blogger, Bloglines, and Peanut Butter Wikis (PBwiki.com)	p. 17
Collaborative Course Assignments	p. 18
Assessment Strategies	p. 23
Conclusion	p. 25
A Conversation about Collaboration: Using Web-based Video Streaming to Integrate Information Literacy into a Research Assignment for a Large Blended Class	p. 29
Introduction	p. 29
The Librarian's Perspective	p. 30
The Faculty Member's Perspective	p. 32
Our Second Instructor Reflects on the Student's Perspective	p. 33
Bringing Our Concerns Together: The Genesis of Our Relationship	p. 34
Planning for Success Through Collaboration and Integration	p. 36
The Research Assignment: "Beyond Accidental Pedagogy"	p. 38
Assessment	p. 43
Reflections on Our Challenges	p. 44
Our Next Steps Together	p. 46
Summary and Conclusion	p. 47
The World War II Poster Project: Building a Digital Library through Information Literacy Partnerships	p. 51
Introduction	p. 51
The Project Team	p. 53
Institutional Context	p. 53
The Pedagogy of the Poster Project	p. 55
The World War II Poster Project	p. 57
HIST100: A Faculty-Staff Collaboration	p. 63
Lessons Learned	p. 64
Course Management Systems
Section Introduction	p. 83
Beyond the Blended Librarian: Creating Full Partnerships with Faculty to Embed Information Literacy in Online Learning Systems	p. 87
Information and the University Education	p. 87
Literature Review	p. 88
The University of Waterloo	p. 92
German 272: German Thought and Culture	p. 93
Integrated Collaboration	p. 94
Learning and the Online Course Environment	p. 96
Assessing Results and Attitudes	p. 100
Some Conclusions	p. 106
WISPR: A Constructivist Approach to Information Literacy Education in Blended Learning Environments	p. 111
Introduction	p. 111
Background	p. 111
WISPR Development	p. 116
Case Studies	p. 122
WISPR and Future Direction	p. 134
Library Research Video Mix: The Use of Collaborative Multimedia via WebCT in a Senior Experience Course for Business	p. 139
Introduction	p. 139
Related Literature	p. 141
An Environment Conducive for Technology and Community	p. 142
AACSB, Information Literacy, and the College	p. 143
Discussion of Case Study and Faculty-Librarian Collaboration	p. 143
Information Research Competencies and the Video Mix	p. 149
Assessment of Technological Innovation and Pedagogical Approach to Student Learning	p. 152
Conclusion	p. 156
Enhancements to the Current Model	p. 156
Online Assessment
Section Introduction	p. 161
Assessment in Small Bytes: Creating an Online Instrument to Measure Information Literacy Skills	p. 165
Foundational Layer: Literature Review	p. 167
Institutional Layer: University Opportunities and Expectations	p. 168
Disciplinary Layers: Blending Voices	p. 170
Planning, Developing, and Delivering the Test Instrument	p. 172
Modifications: Technology and Pedagogy	p. 174
Study Size, Initial Effects, and Results	p. 177
What We Learned from Phase I	p. 180
Phase II: Future Possibilities	p. 182
A Constructivist Approach to Instructional Technology and Assessment in ESL Course Design	p. 193
Introduction	p. 193
Related Literature	p. 194
ESL and IL at Suffolk County Community College	p. 199
Aligning ESL016 Objectives with Student Learning Needs	p. 200
Information Literacy: An Incremental Process	p. 202
Technological Competency: An Incremental Process	p. 206
Benchmarks of Student Progress	p. 209
Conclusion	p. 213
Current Challenges and Future Directions	p. 213
About the Editors and Contributors	p. 219
Index	p. 225
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