The Experts below are selected from a list of 5475 Experts worldwide ranked by ideXlab platform
Shaunna Hunter - One of the best experts on this subject based on the ideXlab platform.
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Conflicting authority: Using the Trump administration’s responses to the EPA climate assessment report to Teach Information Literacy
Reference Services Review, 2020Co-Authors: Katherine Lynch, Shaunna HunterAbstract:The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality.,The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of Teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news.,A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective Information Literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices.,This paper can be used as a resource for librarians seeking new strategies for Information Literacy instruction in the post-truth era.,Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to Teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.
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conflicting authority using the trump administration s responses to the epa climate assessment report to Teach Information Literacy
Reference Services Review, 2020Co-Authors: Katherine Lynch, Shaunna HunterAbstract:The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality.,The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of Teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news.,A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective Information Literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices.,This paper can be used as a resource for librarians seeking new strategies for Information Literacy instruction in the post-truth era.,Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to Teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.
Kelly A. Donaldson - One of the best experts on this subject based on the ideXlab platform.
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Library Research Success: Designing an Online Tutorial To Teach Information Literacy Skills to First-Year Students
The Internet and Higher Education, 2000Co-Authors: Kelly A. DonaldsonAbstract:This article reports on a collaborative effort recently undertaken between librarians and faculty at Toronto's Seneca College to develop and implement an online, interactive tutorial for first-year business students enrolled in the College's School of Business Management. The concept for this tutorial arose when library management was approached by the Acting Chair from the College's School of Business Management to partner with them in developing a library tutorial that would be incorporated into the curriculum of this newly created course, and that would accommodate its over 600 first-year students. Library management agreed, and proposed developing a self-paced online, interactive tutorial that would utilize current Web-based technology. The primary pedagogical goals were to increase student knowledge of library resources in general, and business resources in particular, and to increase levels of Information Literacy and basic research skills. With the help of the College's Centre for New Technology and the Centre for Professional Development, the result was a five-module tutorial entitled Library Research Success that, in addition to its main content, also incorporated hands-on exercises at the end of each module, live connections to the Library's Web site and electronic databases, as well as two assignments, which were submitted electronically to professors at the end of the tutorial by each student, and which composed 25 percent of their final mark. Feedback from both faculty and students has been overwhelmingly positive, and efforts are currently underway to adapt this tutorial to meet the needs of other student groups within Seneca College.
Margaret Mellinger - One of the best experts on this subject based on the ideXlab platform.
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the impact of serial solutions summon on Information Literacy instruction librarian perceptions
Internet Reference Services Quarterly, 2011Co-Authors: Stefanie Buck, Margaret MellingerAbstract:Web-scale discovery systems, such as Serial Solutions’ Summon™ Service, are replacing older federated search technologies as the tool for users to access library resources quickly and easily. The impact of Web-scale discovery systems on instruction is not known. This study of instruction librarian perceptions of Summon's impact on instruction and student Information Literacy skills is based on a survey. The survey reveals librarians’ ambivalence toward Summon. While some librarians agree that Summon has the potential to change the way librarians Teach Information Literacy skills, it has not been fully integrated into the classroom.
John Champaign - One of the best experts on this subject based on the ideXlab platform.
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InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students
Journal of Library Administration, 2016Co-Authors: John Laubersheimer, Dorothy Ryan, John ChampaignAbstract:In an effort to improve the Information Literacy skills in high school students, a group of librarians created InfoSkills2Go, a Web-accessible series of tutorials, games, and assessments for students to learn and practice Information Literacy skills and concepts. The group added a gamification layer that awards points and badges to students for completing tasks. This article details the planning and construction of the Web site and makes recommendations for similar projects. A pilot study shows learning gains for some students who engaged with the Web site.
Katherine Lynch - One of the best experts on this subject based on the ideXlab platform.
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Conflicting authority: Using the Trump administration’s responses to the EPA climate assessment report to Teach Information Literacy
Reference Services Review, 2020Co-Authors: Katherine Lynch, Shaunna HunterAbstract:The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality.,The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of Teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news.,A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective Information Literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices.,This paper can be used as a resource for librarians seeking new strategies for Information Literacy instruction in the post-truth era.,Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to Teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.
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conflicting authority using the trump administration s responses to the epa climate assessment report to Teach Information Literacy
Reference Services Review, 2020Co-Authors: Katherine Lynch, Shaunna HunterAbstract:The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality.,The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of Teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news.,A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective Information Literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices.,This paper can be used as a resource for librarians seeking new strategies for Information Literacy instruction in the post-truth era.,Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to Teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.
