Articles accepted for publication for the Fall 2020 issue
Accidental Information Literacy Instruction: The Work a Link Landing Page Can Do
Elizabeth Pickard, Portland State University, and Michelle R. Desilets, Portland State University
This article reports on a surprise finding from a larger, long-term study that explores ways to provide effective information literacy instruction (ILI) in asynchronous, online-only courses. The finding occurred during a term in which students participating in the study received no formal ILI. However, these students did not turn to the web at large when doing independent research as some literature might predict. Instead, analysis of their final research project bibliographies suggests students modeled the search scopes of select prior assignments from that same course. This finding has potential to inform parameters for adapting pedagogy for asynchronous, online-only instruction as well as ways librarians and teaching faculty collaborate to incorporate ILI into curricula, particularly in online contexts.
One Step at a Time: A Case Study of Incorporating Universal Design for Learning in Library Instruction
Samantha H. Peter, University of Wyoming, and Kristina A. Clement, University of Wyoming
This paper introduces the principles of Universal Design for Learning (UDL), an inclusive pedagogical principle that works to make instruction accessible for all by incorporating different needs of learners into instructional design. This article provides a brief analysis of the literature on UDL within the field of libraries and focuses specifically on library instruction. The paper then concludes with a comprehensive case study of the authors’ journey to actively incorporate UDL into their information literacy instruction sessions over a two-semester period including lessons learned throughout their process.
Opening Up Information Literacy: Empowering Students through Open Pedagogy
Erin Fields, University of British Columbia, and Adair Harper, Richmond Public Library
Open pedagogy and critical information literacy are influenced by critical pedagogy which advocates for a disruption of information authority and privilege in the classroom and the creation of an environment that empowers students to be equal participants in their own learning. With the open education movement and the affordances of networked technologies, open pedagogy can enable students to be active co-creators of knowledge, engaging in information literacy practices of finding, analyzing, and sharing knowledge. Moving beyond an individualistic skills-based approach to information literacy, open pedagogy provides students with opportunities to not only reflect on their understandings of the political, social, and cultural dimensions of information but also to authentically engage in enacting change in the information landscape. In this article we provide an overview of open pedagogy and information literacy outlining how they intersect and the ways in which open pedagogy can support the critical aspects of information literacy instruction in librarianship. We also provide an example of open pedagogy enabled information literacy instruction through a Wikipedia-based assignment.