Browsing by Author "Lenart, Bartlomiej"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- ItemOpen AccessBridging the gap between sustainability and impact: The relationship between librarian involvement and the efficacy of information literacy instruction(2021-10-29) Murphy, James E; Lenart, Bartlomiej; Stoeckle, MarcThis study was undertaken in an effort to understand what is needed to build lasting bridges between teaching faculty and librarian information literacy (IL) instruction. This study took advantage of a unique opportunity to compare IL instructional efficacy between librarian and non-librarian instructors teaching exactly the same content in a full-term course; it utilizes text analysis of student assignments to measure and evaluate IL skill development across four levels of librarian involvement (one-shot instruction, two levels of embeddedness, and librarian as instructor-of-record) in IL instruction within an undergraduate university course. The results are somewhat surprising, but nevertheless highly suggestive of the argument that the benefit to student IL skills is not related to amount of librarian instruction, but rather to the level of instructor buy-in with regard to library services and the importance of IL skills. We argue that the most impactful librarian involvement is as an information literacy consultant rather than a full-time embedded librarian (which is somewhat surprising given the literature on the efficacy of embeddedness). The study results have salient implications on academic librarian instructional practices and collaborations on course content with faculty members.
- ItemOpen AccessNo shortcuts to credibility evaluation: The importance of expertise and information literacy(IGI Global, 2017-01) Kavanaugh, Jill; Lenart, BartlomiejThis chapter argues that as the online informational landscape continues to expand, shortcuts to source credibility evaluation, in particular the revered checklist approach, falls short of its intended goal, and this method cannot replace the acquisition of a more formally acquired and comprehensive information literacy skill set. By examining the current standard of checklist criteria, the authors identify problems with this approach. Such shortcuts are not necessarily effective for online source credibility assessment, and the authors contend that in cases of high-stakes informational needs, they cannot adequately replace the expertise of information professionals, nor displace the need for proper and continuous information literacy education.