Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

scholarly journals Supporting the employability agenda in university libraries

2018 ◽  
Vol 119 (1/2) ◽  
pp. 101-108 ◽  
Author(s):  
Maria Mawson ◽  
Amy C. Haworth
Keyword(s):  
Information Literacy ◽  
Review Of Literature ◽  
University Libraries ◽  
Content Type ◽  
Challenges And Opportunities ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
Work Done

Purpose This paper aims to outline work to support the employability agenda in the Library at the University of Sheffield, set in the context of debates about the nature of employability, employability skills and information literacy in the workplace. Design/methodology/approach The paper starts with a brief review of literature on employability and student skills in the UK higher education sector, the place of information literacy as an employability attribute and information literacy in the workplace. It goes on to outline work done in the Library at the University of Sheffield to support the employability agenda. This includes the development of a commercial awareness workshop in collaboration with other services and the incorporation of student and alumni voices in an employability guide. Findings The literature reviewed highlights the differences between information literacy in the workplace and academia. This could present challenges and opportunities in promoting information literacy as an employability attribute. The case study highlights the benefits of working in collaboration with students and services beyond the library in the employability arena. Originality/value The approaches taken in Sheffield may be of interest to other institutions looking to develop support for the employability agenda.

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

INSPIRE sustainability internships

2019 ◽  
Vol 20 (3) ◽  
pp. 452-469 ◽  
Author(s):  
Carolyn Susan Hayles
Keyword(s):  
Small Sample Size ◽  
Real Life ◽  
Small Sample ◽  
Multiple Sources ◽  
Student Body ◽  
Content Type ◽  
Study Approach ◽  
Life Context ◽  
The University

Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.

E-learning and information literacy at the University of Jos

2014 ◽  
Vol 35 (8/9) ◽  
pp. 607-628 ◽  
Author(s):  
Vicki Lawal ◽  
Stephen Akintunde
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Information Skills ◽  
The University

Purpose – The purpose of this paper is to examine the potential role of information literacy (IL) within the changing context of the e-learning environment at the University of Jos in recent years. It focuses and emphasises the role of the University library in facilitating teaching and learning through the use of e-learning platforms in teaching information retrieval skills. The paper aims to identify gaps in students’ information skills that could be addressed through IL instruction. Design/methodology/approach – The study employed a case study research design while the methodology involved the administration of structured questionnaires to the two groups of respondents. Findings – Findings from the study provide useful insights to the skills challenges experienced by students and point to a need for effective collaboration between the library, faculty and management in order to promote a better approach to learning at the institution. Originality/value – By emphasising the role of the library, the paper contributes to previous studies on e-learning at the University and provides a basis for further research in this regard.

scholarly journals Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Kate Shuttleworth ◽  
Kevin Stranack ◽  
Alison Moore
Keyword(s):  
Information Literacy ◽  
Classroom Environment ◽  
Digital Publishing ◽  
Open Access Journal ◽  
Student Writing ◽  
Publishing Program ◽  
Scholarly Communications ◽  
Challenges And Opportunities ◽  
The University

This article presents a case study for developing course journals, an approach to student writing and publishing that involves students in the production of an online, open access journal within a structured classroom environment. Simon Fraser University (SFU) Library’s Digital Publishing program has partnered with instructors in four different departments across the university to implement course journals in their classrooms using Open Journal Systems. Two models of course journals have emerged, both of which offer valuable learning opportunities for students around scholarly communications, information literacy, and open pedagogy. In Model 1, students act as both authors who write and submit their work for publication in the course journal and as reviewers who referee each other’s submitted work. In Model 2, students act as the course journal editors, crafting the course journal’s call for papers, soliciting content, recruiting reviewers, and managing the editorial workflow from submission to publication. This article discusses challenges and opportunities of both models as well as strategies for smooth implementation and collaboration with classroom instructors.

SDG 4 in higher education: challenges and opportunities

2020 ◽  
Vol 21 (5) ◽  
pp. 959-975
Author(s):  
Therese Ferguson ◽  
Carmel Geneva Roofe
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Illustrative Case ◽  
School Of Education ◽  
Content Type ◽  
Challenges And Opportunities ◽  
Illustrative Case Study ◽  
The University

Purpose The purpose of this case study is to focus on the role of higher education in the realisation of Sustainable Development Goal (SDG) 4, discussing both challenges and opportunities. Drawing on the example of The University of the West Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica), this paper illustrates how higher education can move SDG 4 forward in a realistic and significant way. Design/methodology/approach Drawing on the literature and case study experiences implementing education for sustainable development-related activities within a SOE, opportunities and challenges regarding SDG 4 and higher education institutions (HEIs) are identified and outlined. The SOE at the UWI campus is used as an illustrative case study to highlight the ways in which HEIs can drive SDG 4 through teaching, programme and course development, research and outreach activities. Findings Based on the literature examined, along with the case study, the paper argues that HEIs must help to shape and lead the SDG 4 agenda by being integrally involved and no longer watching from the side lines. A framework to aid HEIs in achieving outcomes associated with SDG 4 is then proffered. The intent is that this will not only help shape discourse but also shape actions, as the demand for higher education increases across the globe. Originality/value This paper uses a Caribbean regional HEI as the basis for the framework proposed to aid HEIs in achieving SDG 4 outcomes. This brings to the fore discourse from the global south, as space that is often missing from the discussion.

Multilingual metadata for cultural heritage materials

2015 ◽  
Vol 33 (1) ◽  
pp. 136-151 ◽  
Author(s):  
Krystyna K. Matusiak ◽  
Ling Meng ◽  
Ewa Barczyk ◽  
Chia-Jung Shih
Keyword(s):  
Cultural Heritage ◽  
Digital Libraries ◽  
Controlled Vocabulary ◽  
Small Scale ◽  
Digital Collections ◽  
Content Type ◽  
University Of Wisconsin ◽  
Intellectual Control ◽  
The University

Purpose – The purpose of this paper is to explore multilingual access in digital libraries and to present a case study of creating bilingual metadata records for the Tse-Tsung Chow Collection of Chinese Scrolls and Fan Paintings. The project, undertaken at the University of Wisconsin-Milwaukee Libraries, provides access to digital copies of calligraphic and painted Chinese scrolls and fans from the collection donated by Prof Tse-Tsung Chow (Cezong Zhou). Design/methodology/approach – This paper examines the current approaches to multilingual indexing and retrieval in digital collections and presents a model of creating bilingual parallel records that combines translation with controlled vocabulary mapping. Findings – Creating multilingual metadata records for cultural heritage materials is in an early phase of development. Bilingual metadata created through human translation and controlled vocabulary mapping represents one of the approaches to multilingual access in digital libraries. Multilingual indexing of collections of international origin addresses the linguistic needs of the target audience, connects the digitized objects to their respective cultures and contributes to richer descriptive records. The approach that relies on human translation and research can be undertaken in small-scale digitization projects of rare cultural heritage materials. Language and subject expertise are required to create bilingual metadata records. Research limitations/implications – This paper presents the results of a case study. The approach to multilingual access that involves research, and it relies on human translation that can only be undertaken in small-scale projects. Practical implications – This case study of creating parallel records with a combination of translation and vocabulary mapping can be useful for designing similar bilingual digital collections. Social implications – This paper also discusses the obligations of holding institutions in undertaking digital conversion of the cultural heritage materials that originated in other countries, especially in regard to providing metadata records that reflect the language of the originating community. Originality/value – The research and practice in multilingual indexing of cultural heritage materials are very limited. There are no standardized models of how to approach building multilingual digital collections. This case study presents a model of providing bilingual access and enhancing the intellectual control of cultural heritage collections.

Building resilience and resourcefulness

2017 ◽  
Vol 118 (7/8) ◽  
pp. 433-446 ◽  
Author(s):  
Tricia Jane Bingham ◽  
Josie Wirjapranata ◽  
Allen Bartley
Keyword(s):  
Social Work ◽  
Information Literacy ◽  
Academic Staff ◽  
Information Environment ◽  
First Year ◽  
Content Type ◽  
Complex Information ◽  
The University ◽  
Assessment Activities

Purpose The purpose of this paper is to outline the evolution of academic and information literacy (AIL) teaching initiatives in a first-year core social work course at the University of Auckland. It traces the development of AIL teaching, support and assessment activities over a 10-year period as part of a collaborative project involving librarians, learning advisors and an academic staff member. The paper clearly outlines the challenges arising because of the rapidly evolving and complex information environment in which tertiary students find themselves, as well as the student-centred pedagogical approaches which can assist them in navigating this environment and developing resourcefulness and resilience in undertaking research. Design/methodology/approach The case study presented in this paper outlines the evolution over a 10-year period of AIL teaching and activities taken to specifically develop AIL integration for the first-year core course, Sociology for Human Services, for the degree of Bachelor of Social Work. At its core, this case study demonstrates the application of reflective practice on the part of library staff, academic staff and student learning advisors with a view to implementing AIL initiatives which not only addressed information needs for assignment completion at university but also took a holistic view of students’ lives, recognising the importance of AIL in their civic, social and work lives. Reflection involved challenging key assumptions about the teaching of AIL initiatives and what constituted success and failure; gaining a better understanding of new and developing information environments in which students currently operate; and identifying existing and emerging AIL frameworks which could best equip students to survive and flourish in these environments. The paper focuses on the drivers, challenges, successes and impact of implementing and adapting AIL activities as well as the learning design and pedagogical approaches implemented to scaffold and develop initiatives with the whole three-year degree structure in mind. Special reference is paid to the application of new and emerging AIL frameworks, including the Research Skills Development Framework (Willison and O’Regan, 2006) and the ACRL Framework for Information Literacy for Higher Education (Association of College and Research Libraries, 2015). The paper also outlines how mapping to graduate attributes, learning outcomes and core practitioner competencies can strengthen AIL and assessment activities. Findings Application of new and emerging frameworks of research and AIL can enhance both teaching and assessment activities in an undergraduate degree programme. This paper outlines a move away from reliance on teaching of tools and resources to a focus on mastery of threshold concepts and deeper understandings of the importance of information and academic literacy capabilities in study, work and civic life. The approach outlined here fosters the development of informed learners who are resilient and resourceful and who can easily navigate within the complex information environment in which they find themselves. This case study further demonstrates that students appreciate and recognise the value (as well as the transferability) of these capabilities to other areas of their life both at the tertiary level and post academia. In a practice-based course such as this one, the application of key frameworks and an understanding of expected practitioner competencies and graduate attributes can also help address a generally recognised research practice gap common in undergraduate practice-based courses. The paper further outlines the benefits of a collaborative approach to the integration of AIL. Such collaborative initiatives bring the fresh perspectives and deeper understanding; apart from this, they also serve as a springboard to work with other academic staff to develop AIL initiatives at different stages of a degree programme. Research limitations/implications This paper focuses on the development of AIL skills in one social work course at the University of Auckland. The information presented here may not be relevant for other disciplines or institutions. Practical implications This paper takes both a theoretical and practical approach. Challenges in the development of AIL initiatives are clearly contextualised within relevant pedagogical and AIL theories. Practical solutions for common challenges are clearly outlined. It is hoped that the problem − solution approach outlined in this paper will benefit other information professionals and academic staff who are implementing AIL in the current tertiary environment. Social implications Students find themselves in an increasingly complex information environment. Traditional information literacy (IL) skills may no longer meet their needs in this rapidly evolving environment. This paper outlines how application of current research frameworks, practitioner attributes and a focus on mastery of core threshold concepts can build information resilience and resourcefulness and better equip them to access, evaluate and utilise information both for their study and work and life beyond academia. Originality/value Demonstrating clear trends in how IL initiatives have developed over the past 10 years, this paper provides practical examples of how new and emerging research and threshold concept frameworks can be applied to the integration of AIL initiatives in undergraduate degree programmes.

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