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Título de Acceso Abierto

Communications in Information Literacy

Resumen/Descripción – provisto por la editorial

No disponible.

Palabras clave – provistas por la editorial

information literacy

Disponibilidad
Institución detectada Período Navegá Descargá Solicitá
No requiere desde ene. 2007 / hasta dic. 2024 Directory of Open Access Journals acceso abierto
open-access-logo  Esta publicación es de Acceso Abierto y no aplica cargos a los/as autores/as.

Información

Tipo de recurso:

revistas

ISSN impreso

1933-5954

Idiomas de la publicación

  • inglés

País de edición

Estados Unidos

Fecha de publicación

Información sobre licencias CC

Tabla de contenidos

N/A

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

A Perfect Meal

Stewart Brower;

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Exploring Teaching Librarians' Beliefs about Undergraduate Student Learning

Ashlynn Kogut;

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Perspective-Taking and Perspectival Expansions: A Reflection and an Invitation

Andrea BaerORCID;

<jats:p>Over the past two+ years, many of us have been recalibrating our views on teaching and learning, our approaches to information literacy education, and our orientations to everyday life in and outside of work. As I imagine how I want my own engagement in teaching and learning to continue unfolding, I’ve also been reflecting on what I value about Communication in Information Literacy’s (CIL) Perspectives section and what I hope for it as the journal, information literacy, and education continue to evolve. In this short essay, I consider different ways of thinking about the term perspectives; reflect on Perspectives as a space for exploring questions, issues, and experiences from new vantage points; and invite members of the information literacy community to share through CIL’s Perspectives their unique ways of seeing.</jats:p>

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

N/A

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Meet Students Where They Are: Centering Wikipedia in the Classroom

Diana Park; ; Laurie BridgesORCID;

<jats:p>There is a common classroom refrain, “Don’t use Wikipedia; it’s unreliable.” Unfortunately, this simple dismissal of the world’s largest repository of information fails to engage students in a critical conversation about how knowledge within Wikipedia is constructed and shared. Wikipedia is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of Wikipedia editors are white, Western, men. Engaging students in complex conversations about this information source is one way to improve students’ information literacy skills. In 2019 we decided to meet students where they are by developing a two-credit course, Wikipedia and Information Equity, at Oregon State University that centers and critically examines Wikipedia as an information source and as a community of editors co-creating public knowledge. This article shares our experience teaching this two-credit course three times, with the ultimate goal of providing a template and starting point from which other instructors can develop similar courses and curricula about information equity through the lens of Wikipedia.</jats:p>

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Recovery

Christopher HollisterORCID; ; Allison Hosier; April SchweikhardORCID; Jacqulyn WilliamsORCID; ; ;

<jats:p>The Editors-in-Chief of Communications in Information Literacy discuss the impact of the COVID-19 pandemic on scholarly production and on the information literacy community more generally. They propose the need for a period of recovery, and they recommit to the values and the ethics of care that drive all facets of the journal's operations.</jats:p>

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Teaching and Assessment of Metacognition in the Information Literacy Classroom

Erin McCoy;

<jats:p>Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.</jats:p>

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Flexibility Is Key: Co-creating a Rubric for Programmatic Instructional Assessment

Maya HobscheidORCID; ; Kristin KerbavazORCID;

<jats:p>This paper describes a project undertaken at Grand Valley State University in which a co-creative model was used to develop a rubric for assessing student learning in library instruction. It outlines the design process as well as the training and support provided throughout implementation. It concludes with the authors’ reflections on the successes and challenges of the process and provides recommendations for future projects.</jats:p>

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible

Review: Envisioning the Framework: A Graphic Guide to Information Literacy

Jonathan GrunertORCID;

<jats:p>Book Review</jats:p>

Palabras clave: Library and Information Sciences; Education.

Pp. No disponible