Reference Services ReviewLibrary instruction and information literacy 2012Anna Marie Johnson Claudene Sproles Robert Detmering

Article information:To cite this document:Anna Marie Johnson Claudene Sproles Robert Detmering , (2013),"Library instruction and information literacy 2012",Reference Services Review, Vol. 41 Iss 4 pp. 675 - 784Permanent link to this document:http://dx.doi.org/10.1108/RSR-07-2013-0040

Downloaded on: 06 November 2014, At: 09:02 (PT)References: this document contains references to 33 other documents.To copy this document: permissions@emeraldinsight.comThe fulltext of this document has been downloaded 2092 times since 2013*

Users who downloaded this article also downloaded:Anna Marie Johnson, Claudene Sproles, Robert Detmering, Jessica English, (2012),"Library instruction and informationliteracy 2011", Reference Services Review, Vol. 40 Iss 4 pp. 601-703Anna Marie Johnson, Claudene Sproles, Robert Detmering, (2011),"Library instruction and information literacy 2010",Reference Services Review, Vol. 39 Iss 4 pp. 551-627Meagan Bowler, Margy MacMillan, Anna Marie Johnson, Claudene Sproles, Robert Detmering, (2010),"Library instructionand information literacy 2009", Reference Services Review, Vol. 38 Iss 4 pp. 676-768

Access to this document was granted through an Emerald subscription provided by 383794 []

For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors serviceinformation about how to choose which publication to write for and submission guidelines are available for all. Pleasevisit www.emeraldinsight.com/authors for more information.

About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio ofmore than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of onlineproducts and additional customer resources and services.

Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on PublicationEthics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

*Related content and download information correct at time of download.

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Library instruction andinformation literacy 2012

Anna Marie Johnson, Claudene Sproles and Robert DetmeringEkstrom Library, University of Louisville, Louisville, Kentucky, USA

Abstract

Purpose – The purpose of this paper is to provide a selected bibliography of recent resources onlibrary instruction and information literacy.

Design/methodology/approach – Introduces and annotates periodical articles, monographs, andaudiovisual material examining library instruction and information literacy.

Findings – Provides information about each source, discusses the characteristics of currentscholarship, and describes sources that contain unique scholarly contributions and qualityreproductions.

Originality/value – The information may be used by librarians and interested parties as a quickreference to literature on library instruction and information literacy.

Keywords Libraries, Information literacy, Library studies

Paper type Literature review

This year’s bibliography includes 546 citations of materials in English which werethree or more pages long. The materials are divided according to the type of library towhich they primarily pertain and this year the category of “all” was replaced with“other” since some materials did not necessarily apply to all libraries. The category of“special” was also divided into “legal” and “medical” to provide a more convenientmethod of reviewing the citations for librarians in those types of libraries. As is typical,articles classified as “academic” comprised the largest portion with 57 percent beingassigned to that category this year.

The encouraging trend of a broadening information literacy (IL) conversationcontinues. Articles about the topic appeared in a number of journals outside thediscipline of library and information science (LIS) in publications as varied as BusinessCommunication Quarterly, Journal of Advanced Nursing, and European Journal of DentalEducation. A total of 37 books on information literacy were included in this year’sbibliography, the most since 2009. They ranged from a must-read report of importantresearch for academic librarians (Duke and Asher) and a ground-breaking examinationof information literacy from a public library perspective (Gilton, 2012) to the more typicaltheoretical examinations of the topic (Andretta, 2012), revisions to significant texts(Kuhlthau et al., 2012), and updated and practical tips for new practitioners (Sobel, 2012).

The school library literature is grappling with the intersection of the new CommonCore State Standards and information literacy. A number of articles examined aspectsof the Common Core, specifically aligning them to state IL standards (Bartow, 2012) orto the AASL twenty-first century Learner standards (Bush, 2012), viewing them as anopportunity for closer collaboration with teachers and integration of IL into thecurriculum (Kilker, 2012; Jaeger, 2012). Drew (2012) and Avila and Moore (2012) call forcloser analysis of the Common Core in relation to digital and critical literacies. Inquirylearning and information literacy are also topics that continue to be addressed in the

The current issue and full text archive of this journal is available at

www.emeraldinsight.com/0090-7324.htm

Libraryinstruction 2012

675

Received 31 July 2013Accepted 5 August 2013

Reference Services ReviewVol. 41 No. 4, 2013

pp. 675-784q Emerald Group Publishing Limited

0090-7324DOI 10.1108/RSR-07-2013-0040

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

school literature. Castek et al. (2012) looks at student collaboration in relation to onlineinquiry while Lin Ching (2012), Power (2012) and Subramaniam (2012) all provideexamples of lessons in different subject areas for different grade levels involvinginquiry learning or WebQuests.

Health literacy is a much-researched topic in the medical library and informationscience literature with a wide selection of journals publishing articles about it.Approximately 17 percent of the citations in this year’s list made mention of health ormedical literacy. Older adults (Aspinall et al., 2012; Manafo and Wong, 2012;Eriksson-Backa et al., 2012; Strong et al., 2012) and adolescents (Greenberg and Wang,2012; Smith et al., 2012) were the populations most often studied this year.

In the academic literature, eight percent of the articles or book chapters mentionedbeing “embedded” as either a future or current practice at their institution. A growingnumber of works examined the students’ perspective in IL, but from very differentangles. The ethnography of users coming from the ERIAL project is certainly one(Duke and Asher, 2012), but others include Monroe-Gulick and Petr (2012) whointerviewed graduate students about their IL experiences while Detmering andJohnson (2012) analyzed undergraduate students’ IL narratives. Smith and Hepworth(2012) used phenomenographic methods to gain insight into young people’s experiencewith information, and Colon-Aguirre and Fleming-May (2012) interviewed studentsabout their use of library resources and Wikipedia. Other researchers examined thecomplexity of the research process and questioned prevailing models of IL. Lloyd(2012) continued in her efforts to examine the contextual aspects of IL practiced outsideof academia and Bodemer (2012) noted the difficulty inherent in database searching.Surveying librarians resulted in a list of threshhold or fundamental IL concepts wherestudents become stuck if they do not understand, knowledge that could help librariansin prioritizing IL concepts in their teaching (Hofer et al., 2012).

Many welcome examinations of workplace IL appeared this year includingD’Angelo (2012) and Head (2012). In addition, even though they were published outsideof LIS disciplinary journals, two articles on reading as important to digital andinformation literacies should be of interest to IL practitioners: Alexander (2012) andGoldman et al. (2012) both help to form a better understanding of what students areactually doing when they find and read information for their research. Finally, onearticle that provides a useful perspective on the literature of library instruction andinformation literacy, Gunselman and Blakesley’s (2012) “Enduring Visions ofInstruction in Academic Libraries”, relates the debate between a librarian and afaculty member about the role of the librarian in the teaching of research from the firsttwo decades of the twentieth century (see Table I).

Type of library Number of 2012 publications Number of 2011 publications Difference

Academic 312 305 þ7Public 14 12 þ2School 88 84 þ4Special/medical and legal Six legal and 60 medical

for a total of 6659 þ7

All types/other 65 62 þ3Total 545 522 þ23

Table I.Comparison of number ofarticles by library type,2011-2012

RSR41,4

676

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

AcademicCollege & Research Libraries News (2012), “Characteristics of programs ofinformation literacy that illustrate best practices: a guideline”, College & ResearchLibraries News, Vol. 73 No. 6, pp. 355-9Revised best practice guidelines for programs at two- and four-year colleges. Articlelists the guidelines, provides information about their use and the history of theircreation and revision.

College & Research Libraries News (2012), “Information literacy competencystandards for journalism students and professionals”, College & Research LibrariesNews, Vol. 73 No. 5, pp. 274-85Compiled by the Communication Studies Committee (ACRL, Education and BehavioralSciences Section), and based on the ACRL IL Standards, these standards incorporateelements specific to the profession of journalism. The standards, outcomes, andexamples are listed in this article.

Abdelrahman, O.H. (2012), “A basic hybrid library support model to distance learners inSudan”, Journal of Librarianship & Information Science, Vol. 44 No. 1, pp. 19-26Based on structured interviews, this study revealed a lack of support available todistance learners in Sudan. Based on a review of the literature, the author proposes amodel combining conventional and virtual support including IL instruction specific tothe needs of students in the Sudan.

Adiguzel, A. (2012), “Investigating the levels of strain, from the point of variousvariables, at their efforts of obtain information of preservice teachers’ of secondaryeducation”, International Journal of Instruction, Vol. 5 No. 2, pp. 91-108Study of 115 pre-service teachers in Turkey demonstrated that, for the most part, theyhad little difficulty in determining their need for information, finding, evaluating, andethically using information. Teachers in the math and sciences area showed somewhatmore difficulty in acquiring information than those in the social science areas, whilethose who were more frequent readers of books showed less difficulty in acquiringinformation. Author is encouraged by the results but reiterates the need for continuedIL training.

Al Awadhi, S. and Rehman, S.U. (2012), “Evaluation of an information literacy course:insights and perspectives”, Libri, Vol. 62 No. 4, pp. 355-62Follow-up to authors’ 2012 study which found that an IL course improved students’ ILskills. In this article, authors report the results of two focus group discussions withstudents and faculty members. Provides insights into the difficulties students had intaking the course as well as the benefits they received. Also examines the delivery andevaluation of the course as well as perceptions of faculty about the course and itscontribution to students’ IL skills.

Libraryinstruction 2012

677

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Alabi, J. et al. (2012), “By and for us: the development of a program for peer review ofteaching by and for pre-tenure librarians”, Collaborative Librarianship, Vol. 4 No. 4,pp. 165-74Overviews the literature on peer-review in library and IL teaching and discusses thecommonalities and differences of the Indiana-University-Purdue UniversityIndianapolis (IUPUI) program. Similar to other programs, the IUPUI program wasformative and consisted of a three part model (pre-observation, observation, andpost-observation). Article discusses how the program was created and implementedand some of the benefits the participants derived.

Al-Muomen, N., Morris, A. and Maynard, S. (2012), “Modelling information-seekingbehaviour of graduate students at Kuwait University”, Journal of Documentation,Vol. 68 No. 4, pp. 430-59Based on two different models of user information seeking behavior, the authorsconstructed surveys, interviews, and focus groups with professors and students. Amongthe findings, the participants expressed concerns about the lack of Arabic languagematerial in databases, internet censorship, and students expressed a need for more ILinstruction. Other factors affecting the behavior include English-language proficiency,internet access, computers, and printers, and a lack of support from the library.

Anderson, B. and Horn, R. (2012), “Community colleges in the information age: Gainsassociated with students’ use of computer technology”, Journal of EducationalComputing Research, Vol. 47 No. 1, pp. 51-65Using data from the Community College Student Experience Questionnaire (n ¼ 3102)administered between 2006 and 2011, authors found that higher technology use waspredictive of self-reported overall educational gains and that community colleges seem tobe supporting this adequately. The more computer or IL courses a student had taken, themore likely they were to be a highly skilled computer user and that these users tended tohave the biggest gains in technology skills. The technology variables were also found tobe significant predictors of both educational and technology use gains.

Anderson, S.A. and Mitchell, E.R. (2012), “Life after TILT: building an interactiveinformation literacy tutorial”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 3/4, pp. 147-58Describes the creation of a modular Project Information Literacy Online Tutorial(PILOT) at Ferris State University that librarians can easily access, edit, and organize.The tutorial content is aligned with the ACRL IL Standards and is available foradoption by other libraries and includes interactive exercises, media, self-assessment,and quizzes. The tutorial runs on LearningLite learning management software.

Appleyard, S. (2012), “Sharing and reuse of information literacy resources acrosshigher education libraries in the United Kingdom: a student’s view”, Journal ofInformation Literacy, Vol. 6 No. 2, pp. 143-6Results of a survey of UK libraries’ practices when creating IL materials indicatedlibrarians generally search for materials before creating their own. The need for

RSR41,4

678

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

materials that are specific to local conditions accounts for the relatively low level of useof materials developed outside one’s institution. Also, author’s results pointed to a needfor professional development in the area of intellectual property and copyright.

Arendt, J. and Lotts, M. (2012), “What liaisons say about themselves and what facultysay about their liaisons, a US Survey”, portal: Libraries & the Academy, Vol. 12 No. 2,pp. 155-77Survey of faculty and librarians in English, psychology, and chemistry at institutionsacross the US showed that faculty are generally satisfied with their libraries and theirliaisons and that the reported success and satisfaction of the liaisons is based oncontact with their faculty, time spent on liaison duties, experience, and subjectbackground. There was a distinct mismatch between the low number of faculty whorated the integration of IL as important and the relatively high number of liaisons whodid so.

Arguello, N. and Green, D. (2012), “You mean I can use the library, too?”, College& Research Libraries News, Vol. 73 No. 1, pp. 14-7Describes the creation of a library resources class which was developed in partnershipwith the Human Resources department and was offered as part of the university’s staffdevelopment options. The class included a tour of the library and information aboutfinding information for personal or professional needs in the discovery system,e-journal finder, and catalog as well as Google Scholar. Authors highlight thepartnership’s benefits.

Ashley, J. et al. (2012), “Learning literacies through collaborative enquiry; collaborativeenquiry through learning literacies”, Journal of Information Literacy, Vol. 6 No. 1,pp. 49-71Describes a two semester project wherein undergraduate music students were taughtIL skills and completed a “feasibility study” on a research topic. In the second semester,groups of students created a wiki in their university’s virtual learning environment forother students. A survey indicated that the students felt more confident in the IL anddigital and media literacy skills as well as their ability to work in a group, but theirconfidence levels in their disciplinary knowledge did not increase as much.

Ashley, S., Lyden, G. and Fasbinder, D. (2012), “Exploring message meaning: aqualitative media literacy study of college freshmen”, Journal of Media LiteracyEducation, Vol. 4 No. 3, pp. 229-43Reports on a study of first-year students (n ¼ 99) who responded to open-endedquestions after watching three different video clips. Students were unable to identifythe sender and purpose of two of the clips but they were confident in their answers.Overall, the students individually lacked a depth of understanding of mediacomplexity, although collectively, the breadth of responses would have represented areasonable amount of media literacy.

Libraryinstruction 2012

679

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Badke, W. (2012), “What students should know”, Online, Vol. 36 No. 2, pp. 47-9Analyzes the posted responses to an article on the Ethnographic Research in IllinoisAcademic Libraries project entitled “What Students do not Know,” that appeared inInside Higher Ed in 2011. Author notes a high level of blaming for the problem ofstudents lack of IL knowledge. He believes this to be a result of a disconnect in theunderstandings of these groups and argues that faculty and librarians need to partnerto provide a workable solution and that students need to see the research process asimportant as the product.

Badke, W. (2012), “When everything is a web site”, Online, Vol. 36 No. 5, pp. 48-50Argues that because traditional information “containers” are becoming increasinglyblurred and because students are less familiar with print, librarians need to teach howto determine where a piece of information comes from and how it fits into the largerinformation universe. Provides suggestions such as teaching how works were vetted,have students read multiple works on the same topic, and use author indexes todetermine where a work fits into an author’s larger body of works.

Badke, W. (2012), “Student theological research as an invitation”, TheologicalLibrarianship, Vol. 5 No. 1, pp. 30-42Posits that theological educators need to acknowledge the new reality: that informationis now easily accessible and that lecturing on content is no longer the most effective ornecessary means of helping students gain disciplinary knowledge. Proposes thateducators teach how to work with knowledge which would help students learn aboutthe discipline itself and that they partner with librarians to do this.

Bailey, J. (2012), “Informal screencasting: Results of a customer-satisfaction survey witha convenience sample”, New Library World, Vol. 113 No. 1/2, pp. 7-26Describes a customer satisfaction survey related to informal screencasting. Resultsindicated that those who had received personalized screencasts found them to be“excellent” and useful, while those who were just viewing screencasts as a potentialsource of assistance found them to be “good” and somewhat useful. Suggestions forimprovement included slowing the action down and ensuring high quality audio,avoiding off-putting phrasing, and explaining why a particular action was important.

Baker, S. and Gonzalez, A.C. (2012), “Graduate students and federated searching”,Internet Reference Services Quarterly, Vol. 17 No. 1, pp. 13-31Results of study of 20 graduate students using interviews and a think-aloud protocolshowed that most students used Google and the federated search tool in tandem and ifthey sought assistance it was from peers or professors rather than librarians. Studentswere not clear on the types of resources found in the federated search tool, but theywere uniformly positive about it, appreciating that they could use it to find manyresources, that it contained more reliable information, and that they could narrow theirresults.

RSR41,4

680

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Balcziunas, A. and Gordon, L. (2012), “Walking a mile in their shoes”, College& Research Libraries News, Vol. 73 No. 4, pp. 192-5Discusses what librarians at Arcadia Univ. have learned by teaching full-semestercourses as adjunct instructors, primarily outside the discipline of library science.Benefits included cultivating a better understanding of what teaching faculty facewhen they plan a class and why they are sometimes reluctant to devote time to ILinstruction. Additionally, librarians felt more confident talking to faculty about both ILand teaching issues. Challenges included the time and workload involved, scheduling,and the isolation.

Baro, E.E. and Keboh, T. (2012), “International perspectives teaching and fosteringinformation literacy programmes: a survey of five university libraries in Africa”, Journalof Academic Librarianship, Vol. 38 No. 5, pp. 311-5Four of the five respondents used the ACRL IL standards as the framework for theirinstruction. At two universities, IL was reported to be well-integrated into thecurriculum, while the remaining librarians indicated it was somewhat integrated.Assessment methods commonly used included collaborative exercises in class, shortanswer, and multiple choice. Lack of interest, low computer literacy, lack of IL policy,and physical problems such as slow networks, power failure, and lack of facilities wereall reported as barriers.

Beagle, D. (2012), “The emergent information commons: philosophy, models, andtwenty-first century learning paradigms”, Journal of Library Administration, Vol. 52No. 6/7, pp. 518-37Author highlights how the concept of organizational learning has been examined orpracticed in a number of key articles or monographs focused on information commons.Author notes the idea of the commons extends across physical, virtual, and culturaldomains, and he examines the idea of a continuum of commons development. The ideaof the commons as an “anchor resource” or central hub that students, with their diverseand varied educational paths could draw on and return to for support is proposed.

Becker, B.W. (2012), “Supplementing the one-shot session: Tools to enhance instructionbeyond the computer lab”, Behavioral & Social Sciences Librarian, Vol. 31 pp. 133-6Author describes several free web resources such as the capture tool Snippet,screencasting tool Jing, and the Google Sites which can help librarians capture onlineimages to create tutorials or other instructional material. This material can then beused to provide additional, outside-of-class instructional support to students who arecompleting research projects.

Belanger, J., Bliquez, R. and Mondal, S. (2012), “Developing a collaborativefaculty-librarian information literacy assessment project”, Library Review, Vol. 61No. 2, pp. 68-91Provides practical advice on collecting and analyzing multi-tool assessment data andthe changes to instruction and conversations with faculty that can result. Changesmade to the class included the reduction of research assignments to one from two per

Libraryinstruction 2012

681

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

quarter and the inclusion of a Research Writer’s log assignment to help librariansunderstand why students made certain choices during their research process.

Bhatti, R. (2012), “Information literacy: furthering the cause of higher education inPakistan”, Pakistan Library & Information Science Journal, Vol. 43 No. 1, pp. 3-11Author calls for Pakistani university libraries to turn their attention to their students’need for instruction in IL skills. Challenges facing academic librarians include lack of anational IL policy, a dearth of assessment of IL, “inadequate in-service training”,absence of robust research on the issues unique to Pakistan, lack of interest on the partof students and professors, and budgetary problems. Suggests that a nationalcommittee be formed after reviewing national IL models in other countries.

Bird, N.J. et al. (2012), “Workplace information literacy: a neglected priority forcommunity college libraries”, Journal of Business & Finance Librarianship, Vol. 17No. 1, pp. 18-33Survey of community college instruction librarians (n ¼ 190) was combined with datafrom two focus groups. Results showed that students in vocational programs at theseschools do not receive a significant amount of IL instruction, and librarians noted thedifficulty of working with these programs whose content is often very specialized andwhose instructors are most often part-time and rarely on campus.

Blake, M. and Halford, S. (2012), “Lilac 2012: Librarians’ Information LiteracyConference: 11-13 April 2012, Glasgow Caledonian University”, SCONUL Focus,No. 55, pp. 37-42Describes the keynote addresses of the conference’s three speakers: Megan Oakleaf,Lord Puttnam, and Tara Brabazon, along with noting that many of the sessions dealtwith research support, transition from school to higher education, and employability.

Blanchett, H., Powis, C. and Webb, J. (2012), A Guide to Teaching InformationLiteracy: 101 Practical Tips, Facet, LondonContaining both theory and practice, this book covers designing, preparing, anddelivering sessions; different types of sessions; teaching by topic; creatingteaching/support materials; assessing learning; evaluating sessions; and, e-learning.Includes activities that can be used in an IL instruction session such as Jigsaws and theTreasure Hunt, to Goldfish Bowl and Fear Cards and there are also sections on the use ofdifferent technologies such as podcasts, social bookmarking, gaming and voting systems.

Blevens, C.L. (2012), “Catching up with information literacy assessment”, College& Research Libraries News, Vol. 73 No. 4, pp. 202-6Brief article providing URLs and describing current standardized IL assessmentefforts, institutionally developed tools, and additional resources on standards, rubrics,and IL plans.

RSR41,4

682

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Bodemer, B.B. (2012), “The importance of search as intertextual practice forundergraduate research”, College & Research Libraries, Vol. 73 No. 4, pp. 336-48Posits that the IL skill of searching a database is actually a complex process thatinvolves a number of higher order skills and that the ACRL IL Standards may create afalse sense of linearity in the research process. Argues that when students search, theysimultaneously assess both relevance and evaluate the source in question whileholding other information about previously viewed sources in their minds. Notes thatthe research and writing processes are intertwined and provides some practicalexamples for IL instructional practices.

Boden, C. and Murphy, S. (2012), “The latent curriculum: breaking conceptual barriersto information architecture”, Partnership: The Canadian Journal of Library& Information Practice & Research, Vol. 7 No. 1, pp. 1-17Authors analyze the IL tutorial components of an online, graduate level courseaccording to a modified Bloom’s taxonomy to establish what aspects of the tutorialwere supporting intended student learning and which aspects were not (the latentcurriculum). Analysis showed that the simpler cognitive processes (Remember,Understand, Apply) were well represented in the tutorial, but that the more complexcognitive processes (Analyze, Evaluate, Create) were not.

Boeriswati, E. (2012), “The implementing model of empowering eight for informationliteracy,” US-China Education Review A, Vol. 7, available at: www.eric.ed.gov/PDFS/ED535495.pdfAuthor examines the literature on literacy and information literacy and reports onpreliminary findings from an action research project in a “Research Methods” course atthe Indonesian Education Study Program, Faculty of Languages and Arts, StateUniversity of Jakarta. While the author notes that the first two cycles of the researchhave not yet yielded significant results, students do seem to understand the importanceof high quality information for their academic research projects.

Booker, L.D., Detlor, B. and Serenko, A. (2012), “Factors affecting the adoption ofonline library resources by business students”, Journal of the American Society forInformation Science & Technology, Vol. 63 No. 12, pp. 2503-20A web survey given to 337 business students found that information literacyinstruction received when beginning research is helpful to learn about the library’sonline resources. Students, however, will reach a “saturation point” where additionalinstruction is no longer productive. Findings suggest that continued use of theresources was the major factor in overcoming library anxiety and improvingself-efficacy.

Borrelli, S. and Johnson, C. (2012), “Information evaluation instruction”,Communications in Information Literacy, Vol. 6 No. 2, pp. 173-90Details a collaboration between librarians and faculty to teach evaluation ofinformation instruction to students in a first year seminar. Article describes thedifferences in administration of the content and the role of librarians and analyzes the

Libraryinstruction 2012

683

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

results of the students’ ten-question pre- and post-tests in light of those differences.Results revealed that students struggled most with the components of a scholarlyarticle and experienced the greatest learning gains when librarians had the mostinvolvement in the course.

Bottorff, T. and Todd, A. (2012), “Making online instruction count: statistical reportingof web-based library instruction activities”, College & Research Libraries, Vol. 73 No. 1,pp. 33-46Survey of academic libraries (n ¼ 303) indicates that there is “considerable varianceand confusion about the statistical counting and reporting of online LI activities inacademic libraries.” Authors note that that three major reporting bodies do not providespecific guidance for counting anything other than traditional face-to-face transactions,over half of the librarians reported that online instruction is not counted in theirstatistics and preparing for online instruction or the creation of tutorials takes as muchor more time as face-to-face.

Bowen, A. (2012), “A LibGuides presence in a blackboard environment”, ReferenceServices Review, Vol. 40 No. 3, pp. 449-68Describes the process of integrating LibGuides into Blackboard at California State,Chico via a button in the navigation bar of Blackboard Vista for 25 sections of aCommunications class. A survey of students in the class revealed that they preferredhaving the guide accessible through Blackboard. Results also showed that studentswould use the guide in lieu of Google or Wikipedia if it was conveniently placed.

Bowles-Terry, M. (2012), “Library instruction and academic success: a mixed-methodsassessment of a library instruction program”, Evidence Based Library & InformationPractice, Vol. 7 No. 1, pp. 82-95Author conducted a focus group with 15 graduating seniors and an analysis of 4,489academic transcripts of graduating seniors at her institution, correlating grade pointaverages with library instruction. Results showed a small but statistically significantdifference between those who had no library instruction and those who had upper-levelinstruction. Students suggested that an orientation or tutorials for transfer studentswould be useful; they found library research guides helpful; and that just meeting witha librarian encouraged them to ask the librarian further questions.

Bridges, L.M. (2012), “Librarian as professor of social media literacy”, Journal ofLibrary Innovation, Vol. 3 No. 1, pp. 48-65Describes author’s experience teaching a first-year, two-credit, orientation class wherestudents were required to use Twitter and topics such as virtual community,permanence of information, identity, privacy, etc. were covered. Argues that becausehigh school librarians often cannot delve into the topic of social media, the role ofeducating students about the IL aspects of social media falls to college and universitylibrarians.

RSR41,4

684

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Brinkman, S.N. and Hartsell-Gundy, A.A. (2012), “Building trust to relieve graduatestudent research anxiety”, Public Services Quarterly, Vol. 8 No. 1, pp. 26-39Describes authors’ experiences as librarians embedded with graduate students inTheatre and Architecture where they worked with students in research methodsclasses through their thesis process. Discusses the benefits including the relationshipsformed with the students and faculty, helping students work through their libraryanxiety, and being able to observe an increase in IL skills firsthand.

Broussard, M.J.S. (2012), “Digital games in academic libraries: a review of games andsuggested best practices”, Reference Services Review, Vol. 40 No. 1, pp. 75-89Provides a comprehensive list of library-created games that are available online and thatappeared in the published literature or were shared at professional conferences. Authorlists six principles for library game designers: keep it simple, plan for using the game inclass or marketing it, design the game so that players must master a skill beforeprogressing, make it fun, provide lots of feedback to players, and play/test and evaluate.

Brown, D.B. and Simpson, E.M. (2012), “‘Packaged’ information: how are new meansof delivering information affecting students’ information-seeking behavior?”, NewReview of Academic Librarianship, Vol. 18 pp. 43-56Analyzes a custom IL textbook and the implementation of a library discovery serviceon students’ information seeking behaviors. Authors note the potential decline incritical thinking and search skills due to these “easy information solutions.” Authorsargue that the complexity of the information environment necessitates the continuedrole of librarians to help students navigate through the research process.

Buehl, J., Chute, T. and Fields, A. (2012), “Training in the archives: Archival researchas professional development”, College Composition and Communication, Vol. 64 No. 2,pp. 274-305Calls for training of composition and rhetoric graduate students in archival research andprovides a case study of authors’ experience. Authors discuss how their collaborationcame about, the specifics of the module and assignment they designed, and data frominterviews with the students about their experiences, six months after the class ended.

Burkhardt, A. and Cohen, S.F. (2012), “Turn your cell phones on”, Communications inInformation Literacy, Vol. 6 No. 2, pp. 191-201Pilot project tested mobile phone polling in 30 different IL classes. Includes the rationalefor choosing mobile phone polling, the limitations and logistics of setting up PollEverywhere software, the students’ reactions, the results of the polls, and the benefitsand challenges inherent in this tool. Along with more student engagement in thesessions, the polling allowed the librarians insight into students’ information behavior.

Libraryinstruction 2012

685

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Cahoy, E.S. and Schroeder, R. (2012), “Embedding affective learning outcomes inlibrary instruction”, Communications in Information Literacy, Vol. 6 No. 1, pp. 73-90Argues for the importance of considering the affective dimension, and providesexamples of how learning outcomes for these dimensions could be written andassessed. Explains how to work with affective dimensions in an IL session and theresults of a survey of librarians that indicates most try to address the affectivedimensionbut have not done so formally by creating or assessing learning outcomes inthis area.

Calhoun, S.P. (2012), The Effects of Using Multimedia Presentations and ModularWorked-Out Examples as Instructional Methodologies to Manage the CognitiveProcessing Associated with Information Literacy Instruction at the Graduate andUndergraduate Levels of Nursing Education, EdD Thesis, University of San Francisco,San Francisco, CAExamined the effectiveness of a multi-media audiobook on the cognitive processing ofIL concepts among graduate and undergraduate nursing students. Results based onpre- and post-test scores indicated that modular worked-out examples, which break anIL problem down into smaller parts to allow for easier cognitive processing areeffective. Author also notes that though students’ scores showed gains, they were nothigh and speculates that a longer multimedia presentation might influence students’scores.

Canuel, R., Crichton, C. and Savova, M. (2012), “Tablets as powerful tools for universityresearch”, Library Technology Reports, Vol. 48 pp. 35-41Describes workshops offered by librarians at McGill University which cover e-formatsand digital rights management (DRM), accessing scholarly content, and managing thatcontent on a mobile device or tablet computer. New ways of searching for informationsuch as voice search, visual search, context-specific search results, barcode/QRscanning, and augmented reality are also discussed.

Carey, E. and Pun, R. (2012), “Doing history”, College & Research Libraries News,Vol. 73 pp. 138-41Describes a collaboration between the History Department at St John’s University andthe New York Public Library where students are given an in-depth orientation to thelibrary as a part of a senior history seminar to help them overcome their hesitation atusing the resources and asking for help from archivists and librarians. The articledetails how the project came about, its current iteration, and the positive feedback fromthe students.

Cavanagh, J. and Kirby, P. (2012), “Library network support services: quantitative andqualitative measures for assessing the impact of information literacy initiatives onlearners”, in Katsirikou, A. and Skiadas, C. (Eds.) New Trends in Qualitative andQuantitative Methods in Libraries, pp. 121-32Describes how the Library Network and Support Services collaboration, whose goal isto “champion and implement online information literacy initiatives” across severalIrish institutions of higher education, was created and developed. Also, discusses the

RSR41,4

686

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

history of IL in Ireland and how online IL initiatives there are being chosen,implemented and potentially measured.

Chen, Y.-H. (2012), A Longitudinal Study of Undergraduate Students’ Perceptions andUse Patterns of the University Libraries Web Portal: Does Information LiteracyInstruction Play a Role?, PhD Thesis, State University of New York at Albany, Albany,NYUsing a mixed methods approach with a sample population of undergraduateresearchers enrolled in a for-credit IL course, this study found that the coursecontributed positively to the use of the library web portal. The follow-up survey after 3mos. revealed a decline in students’ use of the portal and their subsequent perceptionsof it. In interviews, students indicated that being required or encouraged to use theportal would be important in their decision to use it or not.

Chisholm, E. and Lamond, H.M. (2012), “Information literacy development at adistance: embedded or reality?”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 3/4, pp. 224-34Describes how two librarians integrated themselves into the course managementsystem space of over 40 postgraduate distance courses in an effective and sustainableway. The librarians partnered closely with faculty to develop “reusable learningobjects” that were inserted at the point of need in the courses. Notes how authors areusing the evidence gathered from student responses to make changes to their model.

Cmor, D. and Xin, L. (2012), “Beyond Boolean, towards thinking: discovery systems andinformation literacy”, Library Management, Vol. 33 No. 8/9, pp. 450-7Anticipates the changes they are planning to their IL program curriculum as a result ofthe adoption of a discovery layer at their library. They see the potential to move awayfrom tool-based instruction to a more holistic program focused on evaluating and usinginformation. They describe how their learning outcomes have changed as they helpstudents focus on the actual information they are finding rather than on the mechanicsof the search.

Colon-Aguirre, M. and Fleming-May, R.A. (2012), “‘You just type in what you arelooking for’: undergraduates’ use of library resources vs Wikipedia”, Journal ofAcademic Librarianship, Vol. 38 No. 6, pp. 391-9Semi-structured interviews with 21 students provided insight into why students makevarying use of library resources as opposed to the free web. Author notes what seemsto be a high level of library anxiety among the library avoiders and suggests firstreaching out to faculty with the study’s findings because all students indicated theywill use library sources if they are required to do so by their instructor.

Colosimo, A.L. and Kasuto, E. (2012), “Library video tutorials to support largeundergraduate labs: will they watch?”, Issues in Science and Technology Librarianship,No. 68, available at: www.istl.org/12-winter/refereed1.html.Discusses the results of two surveys of students regarding their use of library videotutorials which were at first supplemental and then a replacement for face-to-face

Libraryinstruction 2012

687

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

instruction. The number of students who indicated on the survey that they wereinterested in watching the tutorials only rose marginally from 69 to 71 percent betweenthe two years and 30 percent of the students indicated they would not watch the videosbecause they had “no need” or because they had “no time/energy” or “no interest.”

Cook, P. and Walsh, M. (2012), “Collaboration and problem-based learning”,Communications in Information Literacy, Vol. 6 No. 1, pp. 59-72Describes a class with two IL sessions and a group project where the students acted asmedia consultants for a political candidate. Results of a pre- and post-test comparisonand student feedback indicate that the problem-based learning methodology of theclass as well as the IL sessions were successful in engaging students and improvingtheir ability to evaluate sources for credibility.

Coonan, E., Secker, J., Wrathall, K. and Webster, H. (2012), “ANCIL in action: progressupdates on a new curriculum for information literacy”, SCONUL Focus, No. 55, pp. 4-8Update on the revised ANCIL definition of IL focused on the learner learning in aparticular context, an example of how lessons plans at Cambridge Univ. Library havechanged in response, and an effort at another institution to map how the curriculum iscurrently being supported in relation to ANCIL. The new definition focuses on IL as a“continuum [of] skills, behaviors, competences, and values around information.”

Coonin, B. and Hines, S. (2012), “Reference services for distant students withdisabilities”, Internet Reference Services Quarterly, Vol. 17 No. 1, pp. 7-12Recommends that libraries have written policies and a support person to address theneeds of users with disabilities and that often the services provided for distancestudents work well for those with disabilities. Lists resources for libraries consideringthese services or wanting to review their current offerings. Highlights articles whichexamine the accessibility strengths and weaknesses of online IL tutorials,screencasting, courseware, and library databases.

Cooper, T.A. (2012), Exploring Information Literacy in Relationship: Intelligence andPersonality as Factors, PsyD Thesis, George Fox University, Newberg, ORStudy (n ¼ 51) of first-year and senior undergraduate students utilized personality andcognitive inventories as well as the Standardized Assessment of Information LiteracySkills (SAILS). As expected the results demonstrated a positive correlation between IQand IL abilities and that seniors possessed significantly higher levels of IL skills thandid first-year students. The author’s second hypothesis, that the factor of Extraversiondid not have any correlation with IL skills.

Cordes, S. (2012), “Student technology use in the information-seeking andinformation-gathering process: a critical incident approach for benchmarkingperformance”, E-Learning and Digital Media, Vol. 9 No. 4, pp. 356-67Author used critical incident technique with 22 “Net Generation” students in anintroductory library science course to explore challenges that arose when theyperformed computer-mediated information searching. The study found that althoughthis generation is typically described as technology savvy, their IL levels differ and

RSR41,4

688

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

that all students can benefit from instruction in search strategies and the use oftechnology to work competently with information.

Critz, L., Axford, M., Baer, W.M., Doty, C., Lowe, H. and Renfro, C. (2012),“Development of the graduate library user education series”, Reference ServicesReview, Vol. 40 No. 4, pp. 530-42Describes the development and evaluation of a series of IL workshops for graduatestudents. Article discusses the marketing efforts, the initial nine class offerings andsubsequent revisions, and problems and solutions found to course registration andattendance. Authors also include lessons learned and highlight the connection theworkshops forged between graduate students and librarians.

Cuadrado-Garcia, M., Ruiz-Molina, M.E. and Montoro-Pons, J.D. (2012), “Academiccontest and social networking to promote technology and information literacy amonguniversity students”, Procedia Social and Behavioral Sciences, Vol. 46 pp. 222-6Describes a research project to determine how university students reacted to a two anda half-minute informational video about technology and IL. The students rated theduration and music to be their favorite parts of the video while the content was ratedslightly less favorably. Students’ also were surveyed as to their social mediapreferences and this information was used to design a marketing campaign for thevideo.

Cunningham, A.D. (2012), Paradoxes and Play: An Emergent Theory of HowCommunity College Librarians Sustain Library Instruction Programs, EdD Thesis,California State University, Fullerton, Fullerton, CAProposes a model of the paradoxes inherent in the work involved in library and ILinstruction that highlights the tensions in the classroom, the program, the curriculum,the profession, and epistemological arenas. In total, 16 librarians were interviewed andthe results revealed that the librarians who had avoided burnout employed thefollowing practices: “gaining allies, embracing iteration, holding goals lightly,challenging their assigned roles, learning and influencing the organizational rules, andstaying motivated by the prospect of getting to teach more meaningfully.”

Dacosta, J.W. and Dubicki, E. (2012), “From Lampitt to libraries: formulating statestandards to embed information literacy across colleges”, Library Trends, Vol. 60 No. 3,pp. 611-36Describes how the Lampitt Law in NJ mandating facilitation of higher educationinter-institution transfer prompted a partnership of several library professional groupsto create a document entitled Information Literacy Progression Standards. Thedocument outlines the standards at both a Novice/Introductory level and aGateway/Developing level as well as sample assignments that would be appropriateat each stage.

Libraryinstruction 2012

689

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

D’Angelo, B. (2012), “Student learning and workplace IL: a case study”, LibraryTrends, Vol. 60 pp. 636-50Studying ten student capstone portfolios “using grounded theory to analyze how theconstruct of IL was manifested in student work.” Author found that student engaged inthree categories of research practice: academic, applied, and experiential. Authorargues for the need to shift the focus of the teaching of research to a more holistic,contextual, process-oriented approach situated in the writing process. She notes howthis shift would impact assessment of IL skills which currently tends to value theacademic category.

De Boer, A.-L., Du Toit, P.H., Bothma, T.J.D., Scheepers, M.D. (2012), “Constructing acomprehensive learning style flexibility model for the innovation of an informationliteracy module”, Libri: International Journal of Libraries & Information Services,Vol. 62 No. 2, pp. 185-96Using the Hermann Brain Dominance Instrument as well as student feedback,interviews, observations, and text analysis, authors revised a required IL module toincorporate whole brain learning and a comprehensive learning style flexibility modelwhich accommodates differences in terms of student and teacher learning preferences.Describes in detail why this theory was chosen, the four quadrants of the whole brainmodel, and why each is important in learning.

Debonis, R., O’Donnell, E. and Thomes, C. (2012), “(self-) discovery service: helpingstudents help themselves”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 3-4, pp. 235-50Describes the best practices that University of Maryland, University College librarianshave articulated for helping students complete the IL process, specifically in regard tounderstanding when a discovery tool (in this case EBSCO Discovery Service) isappropriate. Authors note that factors such as student level, assignment or projectscope, and research subject area are keys to this process.

Decarie, C. (2012), “Dead or alive: information literacy and dead(?) celebrities”,Business Communication Quarterly, Vol. 75 No. 2, pp. 166-72Author, a business communication faculty member, argues for the importance of ILand notes that it is one of her course’s learning outcomes and was included as anEssential Employability Skill by the Conference Board of Canada. Describes anassignment where students research a celebrity erroneously reported dead by acredible media outlet as a means of helping students think about “the process of howinformation gets online”.

Detlor, B. et al. (2012), “Student perceptions of information literacy instruction: theimportance of active learning”, Education for Information, Vol. 29 No. 2, pp. 147-61Survey of business students at a Canadian university revealed that active ILinstruction decreased student library anxiety and increased their self-efficacy usingonline library resources, improved perceptions of library resources and the helpfulnessof librarians. The amount of active instruction did not seem to make a difference.

RSR41,4

690

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Detmering, R. and Johnson, A.M. (2012), “‘Research papers have always seemed verydaunting’: information literacy narratives and the student research experience”, portal:Libraries & the Academy, Vol. 12 No. 1, pp. 5-22Reports on the analysis of four IL narratives in which students discussed theirexperiences with academic research. The authors discuss how students conceptualizeand contextualize their research experiences, including the idea that research andwriting are always connected and students are sometimes uncertain and frustrated intheir role as researchers. Authors suggest that the use of narrative can be a powerfultool for librarians to better understand how students think about research in thecontext of the classroom.

Diehm, R.-A. and Lupton, M. (2012), “Approaches to learning information literacy: aphenomenographic study”, Journal of Academic Librarianship, Vol. 38 No. 4,pp. 217-25Authors sought to understand the different ways that students approach learning byinterviewing 15 students using phenomenography to find similarities and differencesin their responses. Found the students’ experiences fell into six categories and analyzeseach of those categories by examining the three different strategies used in eachcategory: learning by doing, learning by trial and error, and learning by interactingwith other people. Excerpts from the students’ interviews are used as examples.

Dixon-Thomas, C. (2012), Information Literacy and the Twenty-first CenturyAcademic Librarian: A Delphi Study, PhD Thesis, Capella University, Minneapolis, MNUtilizing a mixed-methods inquiry process, this study applied the Delphi Technique toquestionnaire data gathered from a panel of 21 expert librarians in a Southeastern statecollege system, exploring instructional strategies, use of technology, and assessmentpractices in their IL instruction. The two most important instructional strategies wereone-shots and face-to-face for-credit IL courses. Complete integration of IL into thecurriculum and more robust partnerships with faculty were seen as the most importantgoals.

Dove, J.G. and Shawler, J. (2012), “The road to mastery”, Library Journal, Vol. 137No. 18, pp. 10-2Discusses the importance and the challenge of integrating reference material into ILinstruction. Uses the example of Credo (author is the company president) as a way oforganizing and making electronic reference materials accessible and helpful tostudents through means such as LibGuides and face-to-face instruction.

Dow, M.J. et al. (2012), “Infoliteracy@adistance: creating opportunities to reach(instruct) distance students”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 3/4, pp. 265-83Describes a study of graduate students enrolled in distance learning classes at EmporiaState University which used a survey and semi-structured interviews to gather data.Concludes that librarians should be familiar with the psychological andinformation-seeking behavior research in order to improve their IL instruction and

Libraryinstruction 2012

691

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

to work more effectively with faculty to design experiences and assignments that willhelp students search more actively.

Duerr, L. and Eastberg, J. (2012), “Beyond the annotated bibliography”, College& Research Libraries News, Vol. 73 No. 8, pp. 478-80Describes a project at a small college where, in addition to a traditional annotatedbibliography, students in a Gender in the Early Modern World history course alsoevaluate books and electronic sources that the library does not currently have andmake recommendations for purchase based on their research. Benefits include a betterfamiliarity with the library’s print collection and insights for librarians into howstudents search.

Duke, L.M. and Asher, A.D. (2012), College Libraries and Student Culture: What WeNow Know, American Library Association, Chicago, ILReports on the research conducted in 2008 by five large Illinois university libraries as aresult of a Library Services and Technology Act Grant. The book includes informationabout the study and offers a discussion of the findings out of which come suggestionsfor changes in web site design, library instruction for faculty, and how libraries meetthe needs of particular user populations. One of the key findings of the study was thatstudents often have an incomplete or inaccurate understanding of librarians, libraries,and their services that hinder them when conducting academic research.

Edwards, M.E. and Black, E.W. (2012), “Contemporary instructor-librariancollaboration: a case study of an online embedded librarian implementation”, Journal ofLibrary & Information Services in Distance Learning, Vol. 6 No. 3/4, pp. 284-311Offers a case study evaluation of an embedded librarian project in an online, graduateeducation technology course where the students were full-time academic health careprofessionals. Study found that the embedded librarian was valuable to the onlinestudents. Also offers insights from the course instructor’s experience with the design,development, and implementation of the embedded librarian aspect of the course.

Eleven, E. et al. (2012), “Modern education technology and independent learning”,Metalurgia International, Vol. 17 No. 5, pp. 108-12Notes the necessity of teaching students how to find quality information on the internetand reviews the skills that are encompassed by the idea of IL. Points to the importanceof independent learning skills as a part of IL. Also discusses how distance learning ande-learning are a part of life-long learning and relevant to IL and argues that these arenecessary skills for people who want or need to make use of online courses.

Eleven, E. et al. (2012), “Development of distance learning, independent learning andmodern education technology”, Technics Technologies EducationManagement-TTEM, Vol. 7 No. 1, pp. 111-21Offers a brief discussion of the importance of IL, followed by a more in-depth look atcomputer-aided learning. Reviews terms and definitions related to online and distancelearning (such as hybrid and blended courses) and reviews some of the course

RSR41,4

692

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

management system products that can aid instructors in designing these types ofcourses.

Eppes, T.A., Milanovic, I. and Sweitzer, F. (2012), “Towards liberal educationassessment in engineering and technology programs”, Journal of College Teaching& Learning, Vol. 9 No. 3, pp. 171-8Describes the assessment of critical and creative thinking, inquiry/analysis,problem-solving, and IL using Valid Assessment of Learning in UndergraduateEducation (VALUE) rubrics in an engineering and technology program. Describes theresults of a pilot assessment effort which used Q&A interview-style meetings betweeninstructor and students to evaluate skill levels in the targeted outcome areas.

Eppes, T.A., Milanovic, I. and Sweitzer, H.F. (2012), “Strengthening capstone skills instem programs”, Innovative Higher Education, Vol. 37 No. 1, pp. 3-10Describes a curricular revision in the Mechanical Engineering Technology Programwhere a multi-course sequence was designed around open-ended assignments in threemodules. This progression provides scaffolded learning opportunities that betterprepare students for the higher level skills needed including IL; authors point toassessment data that shows student improvement.

Ergood, A., Padron, K. and Rebar, L. (2012), “Making library screencast tutorials:factors and processes”, Internet Reference Services Quarterly, Vol. 17 No. 2, pp. 95-107The authors, who had no previous screencasting experience, elaborate on the planning,documentation, and production of tutorials using screencasting software. Authors notethat roles emerged from the process and they also discuss the review procedure thatthey used to get feedback from supervisors and co-workers. Marketing of the tutorial,faculty buy-in, and assessment are also considered.

Eva, N.C. (2012), “Improving library services to satellite campuses: the case of theUniversity of Lethbridge”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 2, pp. 53-66Results of a survey of faculty at two of the university’s satellite campuses showed thatawareness of the library’s resources and communication issues were two barriersbetween the distance learning faculty and the library. Explores implications for theirlibrary, including IL services.

Evering, L.C. and Moorman, G. (2012), “Rethinking plagiarism in the digital age”,Journal of Adolescent & Adult Literacy, Vol. 56 No. 1, pp. 35-44Asks readers to reconsider the reasons students might plagiarize. Provides proactivesteps to prevent plagiarism such as creating a culture of academic integrity, clearexpectations, and specifically instructing about plagiarism. Authors provide examplesof a specific note-taking assignment they use in their teacher education class.

Libraryinstruction 2012

693

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Eyre, J. (2012), “Context and learning: the value and limits of library-based informationliteracy teaching”, Health Information & Libraries Journal, Vol. 29 No. 4, pp. 344-8Contrasts the emphasis in IL instruction on peer-reviewed, “legitimate,” writtensources of information with the relatively “messy” “real-world” information sourcesthat social work students encounter in their placement experiences. Found thatstudents in their placements tended to utilize colleagues, supervisors, and agencydocuments as their primary sources for information, and author argues that ILlibrarians need to acknowledge the transferability of academic IL skills and considerteaching additional sources of information in their formal IL sessions as well.

Fabbi, J.L. (2012), Fortifying the Pipeline: An Exploratory Study of High SchoolFactors Impacting the Information Literacy of First-Year College Students, PhDThesis, University of Nevada, Las Vegas, NVUsing data from student grades, demographics, iSkills scores, etc. (n ¼ 93), studentwritten reflection and focus groups, found that iSkills scores correlated with thepredictor variables (GPA, number of Honors courses, etc.) and were negativelycorrelated with students’ having native languages other than English. Author noteddifferences between the honors and non-honors students as they described their highschool research experiences in terms of types of assignments, sources of guidance,pedagogy, and college preparation.

Farkas, M. (2012), “Participatory technologies, pedagogy 2.0 and information literacy”,Library Hi Tech, Vol. 30 No. 1, pp. 82-94As a result of a literature review of the growth of the use of Web 2.0 and social mediatechnologies in education, author proposes a pedagogy 2.0 model which would takeadvantage of the participatory and collaborative nature of the technology by creating alearning community in each class and giving students control over their own learning.Article describes what this approach could look like in terms of IL, specifically notingrevisions to the ACRL IL Standards that this type of pedagogy would encourage.

Fasae, J.K. (2012), “Citation analysis of dissertations and theses submitted to thedepartment of agricultural economics and extension, federal university of technologyAkure, Nigeria,” Library Philosophy & Practice, available at: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article ¼ 1815&context ¼ libphilpracExamination of masters and doctoral theses (n ¼ 68) submitted between 2004 and 2009found that journals were the most often cited type of material, followed by books, thatmost of the cited journals were foreign, and that most of the citations were dated.Recommendations include training workshops on conducting a literature review andan emphasis by faculty supervisors and librarians to stress more recent material.

Fawley, N. and Krysak, N. (2012), “Information literacy opportunities within thediscovery tool environment”, College & Undergraduate Libraries, Vol. 19 No. 2-4,pp. 207-14Considers why undergraduate students have an affinity for discovery tools primarilydue to their “Google-like” experience. This article provides some best practices forlibrarians as they develop IL sessions which instruct students in the use of discovery

RSR41,4

694

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

tools such as focusing on keyword development, facets and limiters, critical thinking,and as a stepping stone for subject-specific databases.

Ferer, E. (2012), “Working together: library and writing center collaboration”,Reference Services Review, Vol. 40 No. 4, pp. 543-57Based on a literature review of writing center/library collaboration, the author providesan overview organized around the specific themes found. Cross-training writing centertutors in library services and IL was one of the most popular examples, but co-teachingclasses and workshops was also often noted. Cross-promotion and referring students toeach other’s services, collaborative course design, and networking/knowledge of eachother’s services were also common themes that emerged.

Ferrer-Vinent, I.J. (2012), “Teaching SciFinder basics to organic chemistry students”,Science & Technology Libraries, Vol. 31 No. 2, pp. 164-79Describes the professor-initiated SciFinder training that the University of Colorado hasprovided for chemistry students since 2006. Reports on the results of pre- and post-testassessments (n ¼ 476) and professor feedback which indicate that a large percentageof the students improved their scores. Students also expressed high levels ofsatisfaction both with the training and the accompanying LibGuide.

Feuer, G. (2012), Net Generation Students and Their Use of Social Software: AssessingImpacts on Information Literacy Skills and Learning at a Laptop University, PhDThesis, University of Toronto (Canada), TorontoUsing a quantitative, questionnaire-based methodology, study (n ¼ 80) found thatstudents had almost universally adopted social networking software but were onlymoderately interested in using it in academic contexts and the use of social softwaredid not seem to have an effect on IL scores. Students seemed to regard socialnetworking as belonging in the private sphere of their lives and the LearningManagement System was rated more highly for its ability to support their learning.

Finley, W. and Waymire, T. (2012), “Information literacy in the accounting classroom:a collaborative effort”, Journal of Business & Finance Librarianship, Vol. 17 No. 1,pp. 34-50The authors, an accounting professor and a business librarian, collaborated on anassignment which required the students to “identify a critical issue in the field,research the background of the issue, form an opinion, and [. . .] select informationsources that support their findings and arguments.” The project included a peer-reviewprocess, and evidence from the students’ bibliographies demonstrated a statisticallysignificant improvement between initial and final drafts.

Fosmire, M. (2012), “Information literacy and engineering design: developing anintegrated conceptual model”, IFLA Journal, Vol. 38 No. 1, pp. 47-52Notes that engineering design projects with no one right answer provides librarians anopportunity to showcase how IL skills are inherently present at many stages of thedesign process. Argues that the stages of Kuhlthau’s Information Search Process (ISP)correspond to the iterative steps involved in the engineering design process. Analyzes

Libraryinstruction 2012

695

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

how the ACRL Standards are inherent in the Informed Design Process, a commonlyused engineering design process taught at the college level.

Francis, M. (2012), “Using fun to teach rigorous content”, Communications inInformation Literacy, Vol. 6 No. 2, pp. 151-9Argues that creating an atmosphere of fun in the classroom can actually increasestudent engagement and motivation and is not antithetical to rigorous instruction.Author examines the literature showing how humor, group work, and games can all beused to create the kind of enjoyable classroom experience that could potentiallyimprove student learning and retention of difficult material.

Francis, M. (2012), “Making embedded librarians a part of an online community oflearners”, Journal of Library & Information Services in Distance Learning, Vol. 6 No. 1,pp. 19-27Using evidence from adult learning theory, argues for the use of embedded librariansin distance learning courses to improve students’ experience. Author examines currentpractices in the provision of distance learning library services in the areas ofprofessional staff, access to resources, reference assistance and IL instruction andsuggests ways embedded librarians could make a difference in students’ learning.

Gauder, H. and Jenkins, F. (2012), “Engaging undergraduates in discipline-basedresearch”, Reference Services Review, Vol. 40 pp. 277-94Reports on the history, design, and teaching of a for-credit course INS250 (InternationalStudies) which was taught by librarians on library time after it was requested by thedepartment. Course content is described and authors note evidence of student learninggains but also the difficulty with scalability and the labor-intensive nature of for-creditteaching.

Gecer, A.K. (2012), “An examination of studying approaches and information literacyself-efficacy perceptions of prospective teachers”, Egitim Arastirmalari-Eurasian Journalof Educational Research, Vol. 12 No. 49, pp. 151-72Study of prospective elementary school teachers (n ¼ 703) at a university in Turkeyexamined deep versus surface learning approaches and IL self-efficacy. Resultsshowed a small positive correlation between the deep studying approach andperceptions of IL self-efficacy. Author suggests that teaching effective study habitsshould be integrated into teacher preparation curriculums.

Germain, C.A. (2012), “‘Reel’ marketing for your movie collections and film resources”,Public Services Quarterly, Vol. 8 No. 2, pp. 171-7Along with suggestions for marketing the library’s film collections using a variety ofmeans such as online, in-house promotion and a mash-up contest, article promotesusing films in IL courses, and course-related promotion of films.

RSR41,4

696

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Germek, G. (2012), “The lack of assessment in the academic library plagiarismprevention tutorial”, College & Undergraduate Libraries, Vol. 19 No. 1, pp. 1-17Examines a variety of plagiarism prevention methods and notes the dearth of usefulassessment data, especially in academic libraries. Argues that the web-based tutorial isbest poised to provide this data and illustrates his point with data from a survey ofparticipants and a survey of 25 popular tutorials many of which lack the ability togather the needed data to determine if learning outcomes are being met.

Germek, G. (2012), “Empowered library eLearning capturing assessment and reportingwith ease, efficiency, and effectiveness”, Reference Services Review, Vol. 40 pp. 90-102Reports on the use of Adobe Connect to capture data from a ten-question assessment ofa plagiarism tutorial, created using the Adobe Captivate software. Article providesspecific instructions and screen shots demonstrating how this was accomplished.Article shows the reports that could be generated based on the student data that wasreceived. Advantages to this method include librarians’ ability to make changeswithout involving the university’s LMS administrator.

Gewirtz, S. (2012), “Make your library instruction interactive with poll everywhere”,College & Research Libraries News, Vol. 73 No. 7, pp. 400-3Describes the advantages of using Poll Everywhere software in IL instruction toincrease student engagement as an alternative to clickers. The web-based software isfree for up to 40 users, librarians can create an unlimited number of polls, and studentscan answer questions with text. Article covers some of the challenges of using thesoftware and the author’s solutions.

Ghaphery, J. and White, E. (2012), “Library use of web-based research guides”,Information Technology & Libraries, Vol. 31 No. 1, pp. 21-31Authors collected data from 99 ARL web sites about web-based research guides, howmany guides they had, if course guides were present, how many authors were listed,and how many were using LibGuides software. Authors also surveyed librarians(n ¼ 198) about systems office involvement in the implementation or maintenance ofthe guides, the integration into a course management system, and management policiesand procedures for the guides.

Giannakopoulos, G., Kyriaki-Manessi, D. and Zervos, S. (2012), “Teaching informationas an integrated field: assessing the curriculum of the LIS department of the TEI ofAthens”, Education for Information, Vol. 29 No. 2, pp. 163-83Reports on a study evaluating a new approach to LIS education where the curriculumwas revised to focus on LIS as “an integrated interdisciplinary field.” The findings,which were derived from surveys of both students and organizations participating in a“work experience program,” suggest that the institute’s integrated approach has beensuccessful, regardless of the type of collection (library, archive, or museum) with whichstudents work.

Libraryinstruction 2012

697

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Gilbert, J.K., Knutson, K. and Gilbert, C.P. (2012), “Adding an integrated librarycomponent to an undergraduate research methods course”, PS-Political Science& Politics, Vol. 45 No. 1, pp. 112-8Authors compared data from three iterations of a political science methods class –where the students had no library instruction, where they had a four-session sequence,and a library lab where fully 1/4 of the course sessions were taught by the librarian.Results showed that students in the multiple session lab sections were more confidentin their research skills and used a greater variety and higher quality of sources in theirfinal papers.

Goldman, S.R. et al. (2012), “Comprehending and learning from internet sources:processing patterns of better and poorer learners”, Reading Research Quarterly, Vol. 47No. 4, pp. 356-81Study of 34 undergraduates using a think-aloud protocol demonstrated that studentsdesignated as “better learners” spent more time on reliable web sites and returned moreoften to those sites and that they also differentiated between reliable and unreliable siteto a greater degree. In addition, the better learners “engaged in more sense-making,self-explanation, and comprehension-monitoring processes on reliable sites” and also“engaged in more goal-directed navigation.”

Gordon, L. and Bartoli, E. (2012), “Using discipline-based professional associationstandards for information literacy integration: a review and case study”, Behavioral& Social Sciences Librarian, Vol. 21 No. 1, pp. 23-38Rather than using the ACRL IL Standards, the authors (a librarian and a facultymember) used discipline-based standards from the Association of Counselor Educationand Supervision (ACES) as the basis for their shared IL instructional goals. Authorsreport that this provided for a “richer, more authentic collaboration” and they arguethat using these professionally-based standards is more relevant, especially forgraduate students already working in the field.

Greer, K. et al. (2012), “Beyond the web tutorial: development and implementation of anonline, self-directed academic integrity course at Oakland University”, Journal ofAcademic Librarianship, Vol. 38 No. 5, pp. 251-8Discusses the collaborative creation and implementation of a new Oakland Universityplagiarism tutorial, “Using and Citing Sources.” Influenced by the ACRL InformationLiteracy Competency Standards and research conducted by The Citation Project, thetutorial stresses “education and prevention” in contrast to “policing,” and has been wellreceived by faculty.

Grey, A. and Hurko, C.R. (2012), “So you think you’re an expert: keyword searching vscontrolled subject headings”, Codex, Vol. 1 No. 4, pp. 15-26Overviews the advantages and disadvantages of subject and keyword searching, butultimately concludes that subject searching is still important, relevant, and atime-saving device for student researchers and that social tagging and folksonomiesare not consistent enough to provide much assistance. Recommends teaching students

RSR41,4

698

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

to use the OPAC to find relevant subject headings and then look for the linked andrelated subject headings that might lead them to more material.

Griffin, T. and Cohen, D. (2012), “Critical reading of the web”, CommunicationTeacher, Vol. 26 No. 1, pp. 5-9Provides a step-by-step outline of an assignment that replicates how a typical studentwould use Google to search for information on Martin Luther King. The assignmentattempts to show students how problematic trusting a search engine can be since thefirst page of Google results for this topic include the well-known white supremacist siteon King.

Gross, M. and Latham, D. (2012), “What’s skill got to do with it? Information literacyskills and self-views of ability among first-year college students”, Journal of the AmericanSociety for Information Science & Technology, Vol. 63 No. 3, pp. 574-83Study of over 500 students at two community colleges demonstrated that all studentsoverestimated their IL skills in comparison with their scores on an objective IL skillstest. Even after taking the test, most of them still overestimated their scores incomparison to others but below proficient students’ estimates were the mostmiscalibrated. Authors note the relatively low levels of high school IL instruction andidentify implications of the study for higher education IL instruction.

Gross, M., Latham, D. and Armstrong, B. (2012), “Improving below-proficientinformation literacy skills: designing an evidence-based educational intervention”,College Teaching, Vol. 60 No. 3, pp. 104-11Describes the Attaining Information Literacy (AIL) intervention that the authors’created from previous research on undergraduates’ IL self-assessment and based onChristine Bruce’s informed learning approach. The intervention is designed to changestudents’ conception of the skills and personal ability needed to find, evaluate, and useinformation, and teach one skill that students can use on both a self-directed orimposed research question.

Grotti, M.G. and Sobel, K. (2012), “WorldCat Local and information literacyinstruction: an exploration of emerging teaching practice”, Public Services Quarterly,Vol. 8 No. 1, pp. 12-25Reports on authors’ survey of US instruction librarians which indicated that mostrespondents are using WorldCat Local (WCL) as their primary catalog and that theyteach students to use keyword searching, parts of a catalog record, and ILL/consortialborrowing. Authors note that respondents often did not teach the more innovativefeatures of the tool nor did it appear that any institution had incorporated WCLprogram-wide.

Gunn, M. and Miree, C.E. (2012), “Business information literacy teaching at differentacademic levels: an exploration of skills and implications for instructional design”,Journal of Information Literacy, Vol. 6 No. 1, pp. 17-34First-year (n ¼ 130) and final-year (n ¼ 114) students were required to complete anonline IL tutorial designed to measure their disciplinary IL skills. Results indicate that

Libraryinstruction 2012

699

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

the two groups of students were not significantly different in their IL skills and thatboth groups’ scores were improved as a result of the tutorial. Results also showed thatthe tutorial was more effective in conveying some concepts than others, with the skillsrequired to critically examine the research process or a specific source beingparticularly difficult to convey in this medium.

Gunselman, C. and Blakesley, E. (2012), “Enduring visions of instruction in academiclibraries: a review of a spirited early twentieth-century discussion”, portal: Libraries& the Academy, Vol. 12 No. 3, pp. 259-81Highlights a series of articles in the early twentieth century between the head of a NewEngland public library, and a Vassar history professor, debating the role of the collegelibrarian in instructing students to use the library and the place of college librarians inthe academy in general. Authors point to these debates to remind librarians to “keepasking the big, fundamental questions with respect to current practices . . . [and to] lookmore at what we do, and be receptive and flexible when assessment data, shifting,priorities, and new circumstances suggest changes.”

Gustavson, A. (2012), “Using iliac to systematically plan and implement a libraryinformation literacy assessment program for freshman classes”, Public ServicesQuarterly, Vol. 8 No. 2, pp. 97-113Describes how the author’s library used Megan Oakleaf’s Information LiteracyInstruction Assessment Cycle (ILIAC) to make systematic improvements to their ILprogram. Author details how they created an IL assessment program for first-yearstudents over a three year period from 2008-2011 and reviews quiz and formativeassessment data from 1,956 first-year students collected between 2010-2011 to examinestudent learning outcomes.

Guthrie, A. and McCoy, R. (2012), “A glimpse at discovery tools within the HBCUlibrary landscape”, College & Undergraduate Libraries, Vol. 19 No. 2-4, pp. 297-311Examines discovery tool acquisition, IL instruction with the tools, challenges andlibrarian attitudes related to the use of the tools at Historically Black Colleges orUniversities (HBCU). Authors’ review the debates about these tools in the libraryliterature and attempt to fill a gap in the literature from the particular HBCUperspective.

Habib, L. et al. (2012), “Dyslexic students in higher education and virtual learningenvironments: an exploratory study”, Journal of Computer Assisted Learning, Vol. 28No. 6, pp. 574-84Presents a Norwegian study examining how students with dyslexia perceive and usecourse management systems. Based on interviews conducted before and afterparticipants carried out prescribed tasks with a particular system, the researchersidentify several concerns, including a “cumbersome and time-consuming” process ofinformation retrieval that might be addressed through system enhancements and newteaching strategies.

RSR41,4

700

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Hahn, E. (2012), “Video lectures help enhance online information literacy course”,Reference Services Review, Vol. 40 pp. 49-60Explains how Camtasia Studio videos were incorporated into an online credit course ininformation literacy for business students, with particular emphasis on how the videosfunctioned in relation to other course content. Although finding that the videos had amostly positive impact, the authors also note that slightly more than 40 percent of thestudents opted not to use the videos for a variety of reasons.

Hahn, J. and Bussell, H. (2012), “Curricular use of the iPad 2 by a first-yearundergraduate learning community”, Library Technology Reports, Vol. 48 No. 8,pp. 42-7Presents a study that employed a survey and series of focus groups to examine how agroup of first-year students at the University of Illinois made use of iPads checked outfrom the library for a one-week period. The authors identify the benefits andshortcomings of the iPads in an educational context and offer suggestions forenhancing the value of the technology through app design and other strategies.

Hall, S.A. (2012), “Embedded literacy programs within a first-year service learningcourse: opportunities for library outreach and instruction”, Codex, Vol. 1 No. 4,pp. 27-36Discusses the integration of library-related community service and informationliteracy instruction into Mississippi State University’s Day One Leadership Programfor new students. The author explains how students developed skills in librarysearching, budgeting, and other areas through service projects involving eventplanning and collection development for a public library.

Hampton, D., Peach, A. and Rawlins, B. (2012), “Extending library services with QRcodes”, Reference Librarian, Vol. 53 No. 4, pp. 403-14Provides an overview of quick response (QR) code technology and its value in theacademic library environment, focusing especially on the use of QR codes to enhanceand promote services at Kentucky State University. The authors contemplateadditional applications of the technology, including embedding database tutorials onlibrary web sites and incorporating in-class assessment exercises into libraryinstruction.

Han, N. and Hall, S.L. (2012), “Think globally! Enhancing the international studentexperience with LibGuides”, Journal of Electronic Resources Librarianship, Vol. 24No. 4, pp. 288-97Explains how LibGuides software can be used to engage international students andprovide them with important information about library services. The authors highlightthe Web 2.0 capabilities of LibGuides and offer suggestions about developing virtualtours, tutorials, and other content.

Libraryinstruction 2012

701

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Harris-Pierce, R.L. and Liu, Y.Q. (2012), “Is data curation education at library andinformation science schools in North America adequate?”, New Library World, Vol. 113No. 11/12, pp. 598-613Examines the incorporation of data curation education into library and informationscience programs, drawing on curricular data collected from program web sites.Finding that 16 of 52 programs include a data curation course, the authors note thegrowing significance of data curation skills in the LIS field and argue for greateremphasis on these skills in the curriculum.

Head, A.J. (2012), Learning Curve: How College Graduates Solve InformationProblems Once They Join the Workplace. Project Information Literacy ResearchReport, Project Information Literacy, available at: http://projectinfolit.org/pdfs/PIL_fall2012_workplaceStudy_FullReport.pdfReports on a study examining workplace information-seeking strategies among newcollege graduates. Based on data from interviews with employers and focus groupswith new graduates, the study indicates that, despite bringing significant onlinesearching skills to their jobs, new graduates lack competence in “fundamental,low-tech research methods” involving print sources and personal interaction.

Hemmig, W., Johnstone, B.T. and Montet, M. (2012), “Create a sense of place for themobile learner”, Journal of Library & Information Services in Distance Learning, Vol. 6No. 3/4, pp. 312-22Argues that distance learning library services should be combined into “a singlevirtual learning commons,” which functions as a welcoming educational environmentfor online students. The authors highlight electronic reference and other services thatdemonstrate the value of this approach at Bucks County Community College inPennsylvania.

Henderson, M. and Varner, L. (2012), “Back to school with information literacy: onelibrary’s plan”, Mississippi Libraries, Vol. 75 No. 1, pp. 2-6Discusses the implementation of a new information literacy program at MississippiValley State University, emphasizing the program’s potential contribution to largerinstitutional goals regarding students’ critical thinking, communication, andtechnology skills. The authors include a list of course-integrated learning outcomesfor information literacy as well as several assessment rubrics.

Henry, J. (2012), “Academic library liaison programs: four case studies”, LibraryReview, Vol. 61 No. 7, pp. 485-96Profiles four liaison programs in libraries of various sizes, examining the roles andresponsibilities of librarians in relation to collection development, information literacyinstruction, and other areas. In addition to noting key trends in liaison services, theauthor argues for greater emphasis on training and evaluation in liaison programs.

RSR41,4

702

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Hesseldenz, P. (2012), “Information literacy and the evolving MBA degree”, Journal ofBusiness & Finance Librarianship, Vol. 17 No. 4, pp. 287-99Argues that information literacy may now play a more significant role in MBAprograms due to curricular changes precipitated by recent national economicproblems. The author explains the relevance of information literacy skills to MBAtraining and discusses possibilities for the integration of such skills into MBAprograms.

Hofer, A.R., Townsend, L. and Brunetti, K. (2012), “Troublesome concepts andinformation literacy: investigating threshold concepts for IL instruction”, portal:Libraries & the Academy, Vol. 12 No. 4, pp. 387-405Reports on a study that attempts to identify the aspects of information literacy thatstudents find most challenging, based on a qualitative survey of instruction librarians.The authors use the wide variety of themes that surfaced in their data to define seven“threshold concepts” for information literacy, those larger ideas that reflect the “tacitdisciplinary knowledge” librarians should emphasize in their instruction.

Hoffmann, D. and Adams, V. (2012), “Faculty/librarian collaboration: a facultyperspective on information literacy instruction”, Codex, Vol. 2 No. 1, pp. 25-35Discusses the integration and impact of information literacy sessions over severalyears in an upper-division psychology class. While the authors did not find that ILinstruction improved students’ grades on a particular research assignment, they stressthe value of instruction, especially a scaffolded approach, in helping studentsunderstand an assignment and develop confidence in their abilities.

Hoffmann, D. and Labonte, K. (2012), “Meeting information literacy outcomes:partnering with faculty to create effective information literacy assessment”, Journal ofInformation Literacy, Vol. 6 No. 2, pp. 70-85Describes a grant-funded assessment project carried out by librarians and writingprogram faculty at California State University Channel Islands over a three-yearperiod. The authors emphasize the value of rubrics and reflective assignments inassessing information literacy skills and explain how their data demonstrates thepositive impact of IL instruction.

Hogan, N. and Varnhagen, C. (2012), “Critical appraisal of information on the web inpractice: undergraduate students’ knowledge, reported use, and behaviour”, CanadianJournal of Learning and Technology, Vol. 38 No. 1, available at: http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/611/330Presents a study examining how students in an undergraduate psychology courseevaluate the credibility of online information. Findings suggest that students, despitetheir knowledge of evaluation criteria, do not apply such criteria in practice and that, asa result, students need more opportunities to learn and practice critical evaluationskills.

Libraryinstruction 2012

703

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Holden, I.I. (2012), “Predictors of students’ attitudes toward science literacy”,Communications in Information Literacy, Vol. 6 No. 1, pp. 107-23Uses survey data collected from a science information literacy course at the Universityof Albany to investigate student perceptions of both science literacy and lifelonglearning. Findings show that most students across disciplines view science literacy asvital to active civic and political participation, although students majoring in thesciences rate their skills at a higher level.

Hook, S. (2012), “Impact? What three years of research tell us about library instruction”,College & Research Libraries, Vol. 73 No. 1, pp. 7-10Identifies key themes in the 18 articles on library instruction published in College andResearch Libraries between 2009 and 2011. Although noting that this body of researchshows that library instruction can improve student learning, the author also calls onscholars to write more theoretically engaged articles that encourage deeper reflectionon instructional practices.

Hoppenfeld, J. (2012), “Keeping students engaged with web-based polling in the libraryinstruction session”, Library Hi Tech, Vol. 30 No. 2, pp. 235-52Presents a case study on the integration of the web application Poll Everywhere intolibrary instruction for undergraduate and graduate business students. Based onfeedback collected from students, as well as the author’s classroom experiences, thestudy suggests that polling software not only fosters student engagement but alsoallows librarians to obtain useful information about students’ knowledge in real time.

Hosier, A. (2012), “When teachers are taught to learn: using team-based learning as afirst-time information literacy instructor”, College & Research Libraries News, Vol. 73No. 9, pp. 524-7Discusses the incorporation of team-based learning into a one-credit informationliteracy course at the University of Albany, focusing on the value of this approach inplanning and teaching such a course for the first time. The author also explains howteam-based learning promotes student engagement and interaction.

Howard, H. (2012), “Looking to the future: developing an academic skills strategy toensure information literacy thrives in a changing higher education world”, Journal ofInformation Literacy, Vol. 6 No. 1, pp. 71-81Presents a case study explaining how Leeds University integrated information literacyacross the curriculum, with an emphasis on how faculty and staff worked together toplan and carry out the project. The university’s approach defines information literacyas part of a broader set of “academic skills,” such as writing and critical thinking, thatapply to all disciplines.

Hughes, H. (2012), “An expanded critical incident approach for exploring informationuse and learning”, Library & Information Research, Vol. 36 No. 112, pp. 72-95Reports on an Australian interview-based study exploring international students’interactions with online resources and provides an overview of the “expanded criticalincident approach” used in the study. The author delineates the difficulties experienced

RSR41,4

704

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

by the 25 participants but also notes the problems with making generalizations aboutinternational students, many of who “share common ground with students in the widerstudent population.”

Husaini, H. et al. (2012), “Behaviour towards ICT and library anxiety”, Procedia Socialand Behavioral Sciences, Vol. 67 pp. 182-8Presents a study focusing on library anxiety and computer use among students atUniversiti Teknologi MARA (Malaysia). Based on data collected via questionnaires,the authors offer suggestions for improving library instruction and marketing efforts.

Hussong-Christian, U. (2012), “Adapting and using instruction proficiencies toencourage reflection, goal setting and professional development”, Communications inInformation Literacy, Vol. 6 No. 2, pp. 160-72Discusses the development of the “Oregon State University Libraries Framework forTeaching Excellence,” a guide for the professional development of instructionlibrarians at that institution. The authors stress the value of the document in fosteringa more reflective teaching culture.

Ingleby, E. (2012), “‘How can you survive in the world if you can’t use a computer?’Exploring the vocational education and training needs of early years practitioners inEngland”, Journal of Vocational Education and Training, Vol. 64 No. 4, pp. 475-90Presents a study on the professional development of educators who work with youngchildren, focusing on how these educators view information technology and theresulting implications for pedagogical training. The findings indicate that theparticipants would benefit from professional development that emphasizes the role oftechnology in teaching and learning.

Jeffryes, J. and Lafferty, M. (2012), “Gauging workplace readiness: assessing theinformation needs of engineering co-op students”, Issues in Science and TechnologyLibrarianship, No. 69, available at: http://dx.doi.org/10.5062/F4X34VDR.

Explores the information seeking practices of undergraduate engineering students in aworkplace setting, based on survey data collected from students in a University ofMinnesota work experience program. Finding that the students have informationneeds on the job but may not always have the necessary information literacy skills,especially in relation to engineering standards, the authors argue for greaterincorporation of these skills into the curriculum.

Jensen, J. and Tunon, J. (2012), “Free and easy to use web based presentation andclassroom tools”, Journal of Library & Information Services in Distance Learning,Vol. 6 No. 3/4, pp. 323-34Discusses a variety of web-based applications such as Jing, Prezi, and Wordle, focusingon their potential value in distance learning library environments. The author notesthat these applications are especially appealing because they are free and simple tolearn.

Libraryinstruction 2012

705

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Jesse, M. (2012), “Subject specific information literacy curriculum and assessment”,Christian Librarian, Vol. 55 No. 1, pp. 02-16Based on a needs assessment of IL skills using the B-TILED instrument at a seminary,a one-unit IL class was developed and taught by the author. All incoming 1st yearsstudents were required to take the class and the article describes how the course’seffectiveness was assessed using the B-TILED instrument as a pre- and post-test asdocumentation for the school’s accrediting body, administration and faculty.

Jinghe, H. (2012), “Information literacy challenges for Chinese PhD students inAustralia: a biographical study”, Journal of Information Literacy, Vol. 6 No. 1, pp. 3-17Reports the results of a study of three Chinese graduate students at the University ofWestern Sydney, drawing on the students’ reflective journal entries regarding theirresearch experiences during a 15-month period. The author points to a number ofchallenges faced by international students in this environment (including cultural andlinguistic differences) and argues that librarians and faculty mentors can respond tothese concerns through various instructional interventions.

Johnson, A.M. (2012), “Information literacy instruction for an honors programfirst-year orientation”, Communications in Information Literacy, Vol. 6 No. 2,pp. 141-50“This article [. . .] reports on the evolution of an ongoing 15 year partnership betweenthe University of Louisville Honors Program and the Ekstrom Library. It thendiscusses the development of this partnership and the changes in the informationliteracy program engendered by this partnership. It ends by defining some of theelements that made the partnership sustainable, ones that could potentially betransferred to other such partnerships.”

Johnston, B., Anderson, T. and McDonald, A. (2012), “Improving pre-entry access touniversity: towards a model of transformational alignment”, Adult Learner: The IrishJournal of Adult and Community Education, pp. 82-95Discusses the implications of an interview-based study with participants in a coursefor returning adult students. Based on an analysis of the participants’ views onlearning and information literacy, as well as their class experience, the authors arguethat the course needs to be revised according to a model of “transformative alignment,”which will help adult students reconsider their perceptions of the learning process.

Jones, S. and Allen, J. (2012), “Evaluating psychology students’ library skills andexperiences”, Psychology Teaching Review, Vol. 18 No. 2, pp. 94-115Presents data from focus groups conducted with 38 undergraduate psychologystudents at two academic institutions in the UK, looking at how the students evaluateinformation, search for scholarly articles, and engage in other information literacyactivities. Based on the findings, the authors argue that IL instruction needs to beincorporated into the curriculum to a greater extent in order to help students movebeyond the “prescriptive learning” and “narrow range of sources” associated withpre-college study.

RSR41,4

706

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Kaplowitz, J.R. (2012), Transforming Information Literacy Instruction UsingLearner-Centered Teaching, Neal-Schuman Publishers, Inc., New York, NYArgues for the incorporation of learner-centered teaching methods into informationliteracy instruction, providing both theoretical and practical guidance in the creation ofengaging pedagogical approaches for physical and online settings. The book containsten chapters covering various aspects of learner-centered teaching, including specificinstructional strategies and assessment.

Kaur, A. and Rani, S. (2012), “Information literacy among the students in the electronicenvironment: a case study of Guru Nanak Dev University, Amritsar”, SRELS Journal ofInformation Management, Vol. 49 No. 1, pp. 21-38Employs questionnaires and interviews to examine the information literacy skills andpractices of students at Guru Nanak Dev University in India. Results show thatstudents use search engines and wikis more than databases and subject guides,indicating a need for enhanced information literacy instruction.

Keane, E.P. (2012), “Librarian viewpoints on teaching open access publishing principlesto college students”, Serials Librarian, Vol. 63 No. 3/4, pp. 333-49Presents a survey-based study investigating whether librarians consider open accessto be a relevant and significant issue in IL instruction, as well as librarians’ opinions onopen access issues. Results show that some librarians are using workshops and othermethods to teach students about open access; however, time limitations, a lack ofinterest among students, and other concerns can restrict librarians’ level ofengagement with the topic.

Kelley, J. (2012), “Off the shelf and out of the box: saving time, meeting outcomes andreaching students with information literacy modules”, Journal of Library & InformationServices in Distance Learning, Vol. 6 No. 3/4, pp. 335-49Describes how librarians at the College of DuPage modified content from theUniversity of Washington’s “Research 101” online tutorial to meet the needs of thegeneral education curriculum at their institution. The author discusses the positivereception of the tutorials among students and faculty, as well as ongoing efforts topromote the tutorials to specific classes.

Kelt, M. (2012), “Developing SMILE using OERs and existing resources at GlasgowCaledonian university”, Journal of Information Literacy, Vol. 6 No. 2, pp. 135-7Discusses Glasgow Caledonian University’s modification and curricular integration ofthe SMILE (“Study Methods and Information Literacy Exemplars”) online learningmodules, originally developed by other institutions. The author explains the specificchanges to the modules and touches on several strategies used to make the contentavailable to students and faculty.

King, R. (2012), “Essentials of basic writing pedagogy for librarians”, Community& Junior College Libraries, Vol. 18 No. 2, pp. 55-66Explains key aspects of basic writing pedagogy, focusing on applications to thecommunity college library environment. The author emphasizes the relationship

Libraryinstruction 2012

707

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

between writing and research, as well as the need for librarians to help foster theseskills among community college students.

Kinikin, J. and Hench, K. (2012), “Poster presentations as an assessment tool in athird/college level information literacy course: an effective method of measuring studentunderstanding of library research skills”, Journal of Information Literacy, Vol. 6 No. 2,pp. 86-96Describes an assignment for an IL credit course at Weber State University wherestudents create posters demonstrating their knowledge of course content. Modeled onposter sessions at professional conferences, the assignment facilitates assessment andenables students to communicate their work to others.

Kinnie, J. (2012), “Teacher as student: lessons learned in an online teaching fellowsprogram”, Journal of Library & Information Services in Distance Learning, Vol. 6No. 3/4, pp. 350-61Discusses the author’s participation in a University of Rhode Island professionaldevelopment program for online instructors, noting the program’s influence on anumber of improvements in his asynchronous online information literacy course,particularly in regard to student-teacher communication. The author also explains howthe program helped him understand his course from the student point-of-view.

Kirkwood, H. and Evans, K. (2012), “Embedded librarianship and virtual environmentsin entrepreneurship information literacy: a case study”, Journal of Business & FinanceLibrarianship, Vol. 17 pp. 106-16Recounts a collaboration between librarians at Purdue University’s Management andEconomics Library and a professor who linked his marketing and entrepreneurshipclasses with a research assignment. Librarians served as research consultants to thestudent teams, held multiple instruction sessions, including one semester in SecondLife. Student feedback was very positive.

Kirsch, B.A. and Bradley, L. (2012), “Distance education and plagiarism prevention atthe University of South Carolina upstate”, Journal of Library & Information Services InDistance Learning, Vol. 6 No. 2, pp. 79-99Explains how University of South Carolina Upstate librarians developed web-basedworkshops focusing on plagiarism prevention and academic integrity. The authorsdiscuss the use of Blackboard course management software in designing theworkshops and identify several challenging areas for students, based on assessmentdata.

Knight, V.R. and Loftis, C. (2012), “Moving from introverted to extraverted embeddedlibrarian services: An example of a proactive model”, Journal of Library & InformationServices In Distance Learning, Vol. 6 No. 3-4, pp. 362-75Describes Wayne State College’s approach to embedded librarianship, which focuseson sending students library material at the most relevant points during the semester.The authors explain how a course syllabus can be used to create suitable material andoffer additional suggestions for implementing this type of approach.

RSR41,4

708

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Kokkinos, D., Papadatou, E. and Sisamaki, N. (2012), “The use of marketing researchmethods for the evaluation of information literacy services”, in Katsirikou, A. andSkiadas, C. (Eds.) New trends in qualitative and quantitative methods in libraries.pp. 147-51Argues for the value of both quantitative and qualitative data in the assessment oflibrary services, using research conducted on IL services at the National TechnicalUniversity of Athens, Greece as an example case. While they discuss improvements inuser education and search technology that have resulted from the collection ofquantitative data, the authors also address the university’s plan to hold focus groups,to provide additional information about “unexplored user needs.”

Kop, R. (2012), “The unexpected connection: serendipity and human mediation innetworked learning”, Educational Technology & Society, Vol. 15 No. 2, pp. 2-11Explores the potential of “open online networks,” especially RSS feeds and microblogs,to promote “serendipitous learning,” that is, learning resulting from chance exposure toinformation. The author argues that instructors can serve as mediators in an opennetwork environment, helping students adopt a more critical and focused perspectiveas they manage and learn from information.

Krueger, J.M. and Ha, Y. (2012), Gauging Information and Computer Skills forCurriculum Planning, Online Submission, available at: www.eric.ed.gov/PDFS/ED532147.pdfPresents research from Clarion University of Pennsylvania exploring the utility andvalue of the Educational Testing Service iSkills and iCritical Thinking exams asassessment measures for LIS students, based on data from student test scores andinterviews. The authors discuss various aspects of the tests, as well as the testingprocedure, and they argue that these types of exams may not be appropriate for thegraduate level.

Kumar, M.M. and Karapudi, B. (2012), “Students’ insight on internet usage: a study”,SRELS Journal of Information Management, Vol. 49 No. 3, pp. 331-9Reports on a study looking at how students at the International Business SchoolBangalore (India) access and use the internet. While questionnaire responses show thatstudents use the internet a great deal, the authors also note that students experiencedifficulties with developing search strategies and evaluating information.

Kumar, S. and Ochoa, M. (2012), “Program-integrated information literacy instructionfor online graduate students”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 2, pp. 67-78Discusses the curricular integration of graduate-level information literacy material inan online context, advocating “sustained involvement” in a program, as opposed tomore limited one-shot or embedded approaches. The authors present evaluative datafrom their institution and suggest potential methods of maintaining significantprogrammatic involvement over the long term.

Libraryinstruction 2012

709

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Kumar, S., Ochoa, M. and Edwards, M. (2012), “Considering information literacy skillsand needs: designing library instruction for the online learner”, Communications inInformation Literacy, Vol. 6 No. 1, pp. 91-106Explains how survey data collected from online doctoral students in education at theUniversity of Florida facilitated the development of IL instruction more directly suitedto the needs of particular student groups. The authors argue that students, despitebeing at the same academic level, may have different needs and will therefore benefitthe most from instruction that takes into account these unique needs.

Kutner, L. and Armstrong, A. (2012), “Rethinking information literacy in a globalizedworld”, Communications in Information Literacy, Vol. 6 No. 1, pp. 24-33Calls on librarians to develop new pedagogies and professional practices that reflect“the local and global information landscape” and promote “deep information literacy,”that is, a more reflective and contextualized view of information literacy. Arguingagainst the “skill-centric approach” embodied in the current ACRL IL Standards, theauthors highlight the need for teaching that focuses on critical thinking and problemsolving in a global context.

Ladell-Thomas, J. (2012), “Do-it-yourself information literacy: self-directed learning at adistance”, Journal of Library & Information Services in Distance Learning, Vol. 6No. 3/4, pp. 376-86Describes the creation of an online “self-directed learning module” for distancegraduate students at Central Michigan University. The author explains how to adaptthis approach to different learning contexts.

Lahlafi, A.E., Rushton, D. and Stretton, E. (2012), “Active and reflective learninginitiatives to improve web searching skills of business students”, Journal of InformationLiteracy, Vol. 6 No. 1, pp. 34-49Describes an approach to information literacy instruction established at SheffieldBusiness School (UK), focusing in part on the incorporation of active and reflectivecomponents into the learning process. The instructional approach has been wellreceived by many students, who often demonstrate an understanding of the value ofinformation literacy skills in the workplace environment.

Leatherman, C.C. and Eckel, E.J. (2012), “The use of online current awareness servicesby natural sciences and engineering faculty at Western Michigan University”, Issues inScience and Technology Librarianship, No. 69, available at: www.istl.org/12-spring/refereed1.html.Discusses a Western Michigan University survey investigating the views of naturalsciences and engineering faculty on database alerts and similar services, with resultsindicating that faculty utilize e-mail alerts much more than RSS feeds. The authors alsodetermined that faculty have an interest in learning more about these kinds of servicesthrough library instruction.

RSR41,4

710

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Leeder, C., Markey, K. and Yakel, E. (2012), “A faceted taxonomy for rating studentbibliographies in an online information literacy game”, College & Research Libraries,Vol. 73 No. 2, pp. 115-33Discusses the collaborative development of a “fine-grained rating system” forassessing student bibliographies. The authors explain how this scoring system wasused successfully to evaluate the impact of an online information literacy game calledBiblioBouts, the student players of which created stronger and more scholarlybibliographies than those who did not play.

Leonard, E. and Morasch, M.J. (2012), “If you can make it there, you can make itanywhere: providing reference and instructional library services in the virtualenvironment”, Journal of Electronic Resources Librarianship, Vol. 24 No. 4, pp. 257-67Discusses the evolving roles of reference and instruction librarians in response to thewidespread adoption of online learning models. The authors define the skills thatlibrarians will need to remain relevant, arguing for a greater emphasis on teaching,assessment, and numerous other skills in LIS curricula.

Li, J. (2012), “Serving as an educator: a southern case in embedded librarianship”,Journal of Business & Finance Librarianship, Vol. 17 pp. 133-52Discusses a librarian’s experience serving as an instructor for a credit course infinancial literacy and information literacy at Mississippi State University. The authorfocuses on the integration of information literacy and library content into the class, aswell as assessment data collected from students.

Li, Y. (2012), “Undergraduate students searching and reading web sources forwriting”, Educational Media International, Vol. 49 No. 3, pp. 201-15Examines various information practices and behaviors among undergraduate studentsin Hong Kong, utilizing evidence from interviews, research logs, and reading notes.Results indicate, among other things, that students working through researchassignments often “skim-read and read around search terms to select sources andsource content.”

Little, G. (2012), “Teaching with technology: library instruction in a digital context”,Journal of Academic Librarianship, Vol. 38 No. 4, pp. 242-3Discusses the influence of technology on library and information literacy instruction,focusing on trends such as embedded librarianship and blended learning. The authorargues that librarians should adopt a balanced perspective in relation to technology,focusing on its pedagogical value while also acknowledging the benefits of moretraditional forms of communication.

Littlejohn, A., Beetham, H. and McGill, L. (2012), “Learning at the digital frontier: areview of digital literacies in theory and practice”, Journal of Computer AssistedLearning, Vol. 28 No. 6, pp. 547-56Presents the findings from a literature review on digital literacies and an analysis ofhow academic institutions in the UK are incorporating digital literacies into their workwith students. Offers specific suggestions for improving pedagogy, asserting that

Libraryinstruction 2012

711

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

education professionals need to revise their teaching methods to emphasize “criticalliteracies for the digital age” and remain relevant in the current environment.

Locknar, A., Mitchell, R., Rankin, J., and Sadoway, D.R. (2012), “Integration ofinformation literacy components into a large first-year lecture-based chemistry course”,Journal of Chemical Education, Vol. 89 No. 4, pp. 487-91Explains how instruction in literature searching has been incorporated into a first-yearchemistry class through tutorials, homework assignments, and other methods. Theauthors discuss survey data that demonstrates the positive impact of the program onstudents’ knowledge of resources, as well as their research abilities.

Long, J., Burke, J.J. and Tumbleson, B. (2012), “Research to go: taking an informationliteracy credit course online”, Journal of Library & Information Services in DistanceLearning, Vol. 6 No. 3/4, pp. 387-97Offers advice about changing the format of an information literacy course fromtraditional face-to-face instruction to the online environment. The authors useexamples from a process undertaken at Miami University in Ohio.

Lowry, L. (2012), “Accounting students, library use, and information competence:evidence from course syllabi and professional accounting association competency maps”,Journal of Business & Finance Librarianship, Vol. 17 No. 2, pp. 117-32Highlights the information literacy “expectations gap” between faculty requirementsand professional standards for accountants in Canada, based on a study of syllabi forundergraduate courses in accounting. The author also examines the relationshipbetween the standards for accountants and the ACRL Information LiteracyCompetency Standards.

Lubbe, S. and Klopper, R. (2012), “Information searching for teaching purposes”, inLam, P. (Ed.) Proceedings of the 7th International Conference on Elearning, AcademicPublishing International, United Kingdom, pp. 276-83Considers the potential disconnection between what teachers expect from students’information searches and how students interpret or understand those expectations.The authors suggest that teachers need to develop a greater awareness of informationorganization in the digital realm.

Lund, H. and Pors, N.O. (2012), “Web-tutorials in context: affordances and usabilityperspectives”, Performance Measurement & Metrics, Vol. 13 No. 3, pp. 197-211Examines the use of a series of web-based information literacy tutorials at sixNorwegian academic institutions, drawing on data from interviews, focus groups, andusability tests. The authors discuss a number of findings in relation to theorganizational integration of the tutorials and how they are used by librarians andstudents, highlighting the role of academic discipline and other factors in determiningperception and usage of the tutorials.

RSR41,4

712

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Machin-Mastromatteo, J.D. (2012), “Participatory action research in the age of socialmedia: literacies, affinity spaces and learning”, New Library World, Vol. 113 No. 11/12,pp. 571-85Discusses the development and implementation of DORIS (“Doing Online Relearningthrough Information Skills”), a methodological approach for conducting participatoryaction research on social media and other technologies. Using examples from anongoing project, the author explains how DORIS functions as a collaborative “affinityspace” that has implications for both research and teaching endeavors.

Mack, D.C. and Gibson, C. (2012), Interdisciplinarity and Academic Libraries,American Library Association, Chicago, ILAddresses the academic library’s potentially central position in the context of largerinstitutional initiatives related to interdisciplinarity. The book covers many differentlibrary services, with one chapter focusing on interdisciplinary information literacyinstruction and several other chapters focusing on issues relevant to instruction,including subject specialization and information management.

Macke, B. and Bach, P. (2012), “The dilemma of the ‘disappearing’ FYE librarian: or. . . the little PowerPoint that could”, College & Research Libraries News, Vol. 73 No. 7,pp. 408-11Describes an instructional project at the University of Cincinnati in which librarianscreated a PowerPoint-based video tutorial for first-year students in Allied Health. Theauthors use data from pre- and post-tests to demonstrate the positive impact of thetutorial, which was integrated into courses after the loss of a first-year experiencelibrarian made it difficult to conduct face-to-face sessions.

MacMillan, D. (2012), “Mendeley: Teaching scholarly communication and collaborationthrough social networking”, Library Management, Vol. 33 No. 8/9, pp. 561-9Provides an overview of Mendeley citation software and its potential applications forinformation literacy instruction. The author explains how Mendeley fosters thedevelopment of sophisticated research skills among undergraduate and graduatestudents, primarily because the software allows students to move beyond “theminutiae of citation” and engage in collaborative information seeking.

MacMillan, M. and MacKenzie, A. (2012), “Strategies for integrating informationliteracy and academic literacy: helping undergraduate students make the most ofscholarly articles”, Library Management, Vol. 33 No. 8/9, pp. 525-35Discusses the integration of a class session on reading and analyzing scholarly journalarticles into an upper-division undergraduate course in public relations at Mount RoyalUniversity (Canada). The authors include the results of a student survey, whichrevealed, among other things, the positive impact of instruction focused on readingskills.

Madden, A.D. et al. (2012), “Metacognition and web credibility”, Electronic Library,Vol. 30 No. 5, pp. 671-89Explores the role of metacognition in evaluating web sites, based on a qualitative studyof University of Sheffield (Great Britain) graduate students’ information seeking

Libraryinstruction 2012

713

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

behavior. In light of results that demonstrate a lack of critical reflection among somestudents, the authors argue for “more nuanced” approaches to evaluation that movebeyond “simplistic evaluation criteria.”

Magnuson, M. L. (2012), Construction and Reflection: Using Web 2.0 to FosterEngagement with Technology for Information Literacy Instruction, PhD Thesis, TheUniversity of Wisconsin – Milwaukee, Milwaukee, WIStudy of LIS graduate students in an online course about IL used class artifacts andsurveys to investigate how Web 2.0 tools contributed to or became barriers to ILknowledge and whether the tools fostered aspects of constructivist learning. Authorfound that the tools helped by fostering engagement, but they also could distract fromthe course learning objectives. The Web 2.0 tools contributed to active learning,reflection, and social interaction while also potentially causing data overload andextraneous learning.

Mahdian, M.J. and Shahbazi, S. (2012), “Barriers and challenges, taking advantage ofnew technologies in the field of information literacy from the perspective of facultymembers”. In Bekirogullari, Z. (Ed.) International Conference on Education& Educational Psychology, pp. 2092-5Presents data from a questionnaire conducted at Boroujerd Azad University (Iran),focusing on faculty perceptions of their own information literacy and technology skills.The results indicate that faculty would benefit from training in online searching andinstruction in English, as these were two of the key concerns identified in the study.

Mahffy, M. (2012), “Student use of library guides following library instruction”,Communications in Information Literacy, Vol. 6 No. 2, pp. 202-13Investigates student use of print or online library guides after receiving libraryinstruction in their survey art history course through statistics and focus groups.Students appreciated the multiplicity of instruction options: print, online, andface-to-face and were reluctant to choose one over the other as their preference.Students also failed to notice some of the tabs on the guide and they were uneasy aboutrequesting direct help from library staff but appreciated the librarian’s efforts to reachout to them.

Mahmood, K. (2012), “LIS curriculum review using focus group interviews ofemployers,” Library Philosophy & Practice, available at: http://digitalcommons.unl.edu/libphilprac/756/Reports the findings from two library employer focus groups, conducted as part of acurricular revision process in the LIS program at the University of the Punjab, Lahore(Pakistan). The study indicates that LIS graduates need more education and training,especially in regard to technology, communication, and management skills.

RSR41,4

714

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Mahoney, J. and Leach-Murray, S. (2012), “Implementation of a discovery layer: TheFranklin College experience”, College & Undergraduate Libraries, Vol. 19 No. 2-4,pp. 327-43Discusses the integration of the Ex Libris Primo discovery tool into library services atFranklin College. The article addresses usability tests, instructional initiatives, andother aspects of the Primo implementation.

Mahraj, K. (2012), “Using information expertise to enhance massive open onlinecourses”, Public Services Quarterly, Vol. 8 No. 4, pp. 359-68Explores the potential impact of massive open online courses (MOOCs) on the teachingof information literacy and other professional activities, arguing that such coursesenable librarians to build new relationships with students and instructors. The authorasserts that the accessibility of MOOCs will lead to major change and innovation ineducational practice.

Mahraj, K. (2012), “Reference Services Review: content analysis, 2006-2011”,Reference Services Review, Vol. 40 No. 2, pp. 182-98Presents data from a comprehensive analysis of publications in Reference ServicesReview over a recent six-year period, with an emphasis on the professional trendsrepresented by these publications. The data shows that information literacy has beenthe most prevalent topic during the period, even more so than references service, afinding the author views as “a potential signal of librarians’ shifting roles and prioritieswithin academic institutions.”

Majekodunmi, N. and Murnaghan, K. (2012), “‘In our own words’: Creating videos asteaching and learning tools”, Partnership: The Canadian Journal of Library& Information Practice & Research, Vol. 7 No. 2, pp. 1-12Discusses the development of a video series and its subsequent integration intoface-to-face library instruction at York University (Canada). The videos includeunscripted interviews with students and facilitate active and reflective learning in theclassroom.

Majid, S. et al. (2012), “Information needs and seeking behaviour of business students”,Singapore Journal of Library & Information Management, Vol. 41 pp. 14-35Presents research on how MBA students at two institutions in Singapore use librariesand other information resources, with findings revealing that students understand thevalue of library databases but do not use them often in comparison to online searchengines. The authors recommend that librarians work with MBA programs to improvestudents’ information literacy skills.

Marino, W. (2012), “Fore-cite: tactics for evaluating citation management tools”,Reference Services Review, Vol. 40 No. 2, pp. 295-310Provides specific criteria to help librarians evaluate citation management programssuch as EndNote and RefWorks. The author discusses a variety of issues, includingcost, accessibility, and vendor support.

Libraryinstruction 2012

715

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Markey, K., Leeder, C. and Rieh, S.Y. (2012), “Through a game darkly: studentexperiences with the technology of the library research process”, Library Hi Tech, Vol. 30No. 1, pp. 12-34Discusses the ongoing development of the information literacy game BiblioBouts,presenting empirical data collected about the game via questionnaires, interviews,game logs, and other sources. Noting the complex technological demands of research,the authors explain how BiblioBouts helps undergraduate students learn how to uselibrary and library-related technology in an interactive manner.

Marsden, S. (2012), “Assessing impact: information skills for foundation degreeentrants”, CILIP Update, Vol. 11 No. 3, pp. 38-41Describes an information literacy initiative at Sunderland College (UK), focusing onfirst-year students in Leadership and Management. Student questionnaire datasuggests that the initiative has been successful in helping students developinformation literacy in this context.

Martin, E. (2012), “Making library induction valued and valuable”, ALISS Quarterly,Vol. 7 No. 2, pp. 7-9Describes a revised approach to library orientation for engineering students at DeMontfort University (Great Britain). Grounded in more practical and narrowly focusedlearning outcomes, the new orientation includes a tour and emphasizes the value oflibrary space as well as librarians.

Martin, J.A., Reaume, K.M., Reeves, E.M. and Wright, R.D. (2012), “Relationshipbuilding with students and instructors of ESL: bridging the gap for library instructionand services”, Reference Services Review, Vol. 40 No. 3, pp. 352-67Promotes the importance of collaboration between librarians and writing instructors inmeeting the unique cultural needs of ESL students, focusing primarily on two casestudies from the University of Toledo. The authors provide specific outreach strategiesthat librarians might employ in their work with ESL students and teachers, such asoffering workshops, attending events, and developing embedded librarian projects.

Massis, B.E. (2012), “Librarians and faculty collaboration – partners in studentsuccess”, New Library World, Vol. 113 No. 1/2, pp. 90-3Argues that librarians and teaching faculty need to work together so that librarycollections, information literacy efforts, and reference services function in tandem toachieve institutional teaching and learning goals. The author highlights the role ofinformation literacy instruction in facilitating productive reference interviews.

Masuchika, G.N. and Boldt, G. (2012), “One-shot library instruction and Cambourne’stheory of learning”, Public Services Quarterly, Vol. 8 No. 4, pp. 277-96Employs Brian Cambourne’s conception of “Conditions of Learning” to evaluate whatthe authors call the “critical mass” and “use-oriented” pedagogies of one-shotinstruction. Although the authors see the more interactive “use-oriented” model asmore aligned with Cambourne’s theory, they point out that both models presentchallenges that librarians need to consider.

RSR41,4

716

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Matthews, J.R. (2012), “Assessing library contributions to university outcomes: the needfor individual student level data”, Library Management, Vol. 33 No. 6/7, pp. 389-402Calls for a new approach to academic library assessment that incorporates universitymetrics on student learning into the evaluative process, thereby fostering “greatercredibility and impact within the university.” The author points to the problematiclimitations of many approaches to information literacy assessment and offers specificsuggestions for making assessment more meaningful and relevant in the largerinstitutional context.

McAdoo, M.L. (2012), Fundamentals of Library Instruction, American LibraryAssociation, Chicago, ILProvides a basic introduction to all aspects of library instruction, covering topics suchas pedagogy, time management, and assessment. The author also discusses themarketing of instructional efforts.

McBride, M.F. (2012), “Reconsidering information literacy in the twenty-first century:the redesign of an information literacy class”, Journal of Educational TechnologySystems, Vol. 40 No. 3, pp. 287-300Investigates the incorporation of transliteracy and metaliteracy into informationliteracy classes at the college level, focusing in particular on a credit-courseemphasizing these new literacy concepts. The author discusses the importance ofconstructivist and connectivist learning theories in information literacy instruction andreevaluates the ACRL Information Literacy Competency Standards within this context.

McKinney, P.A. and Sen, B.A. (2012), “Reflection for learning: understanding the valueof reflective writing for information literacy development”, Journal of InformationLiteracy, Vol. 6 No. 2, pp. 110-29Examines the use of reflective writing in information literacy instruction, drawing on acase study of undergraduate students in the University of Sheffield (UK) InformationSchool’s “business intelligence module.” Based on an analysis of student reflectionsthat employs the SCONUL Seven Pillars of Information Literacy framework, theauthors argue that such reflections work particularly well with inquiry-based andconstructivist approaches to teaching.

Meer, P.F.V., Perez-Stable, M.A. and Sachs, D.E. (2012), “Framing a strategy exploringfaculty attitudes toward library instruction and technology preferences to enhanceinformation literacy”, Reference & User Services Quarterly, Vol. 52 No. 2, pp. 109-22Survey of faculty at Western Michigan University revealed that faculty valuedimproving student research skills but 41 percent of them did not use library instructionservices with the reasons most often being they were not aware of them or could not fitthem into class time. Faculty were most interested in library instruction that did notintrude into their class time such as web subject guides, online instruction or tutorials.Course management software was the technology most heavily used by faculty in theirclasses followed by personal or university webpages and embedded videos andeducation faculty were the heaviest users.

Libraryinstruction 2012

717

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Menchaca, F. (2012), “The future is in doubt: librarians, publishers, and networkedlearning in the twenty-first century”, Journal of Library Administration, Vol. 52 No. 5,pp. 396-410Engages with various issues related to the impact of social media on students’“learning workflows,” drawing primarily on evidence from a 2011 Project InformationLiteracy study. The author ultimately argues that librarians should act as “doubtengines,” encouraging students to approach information from a critical, inquiry-drivenperspective and thereby working against current technologies that attempt toanticipate user needs and offer predetermined sources in response.

Mery, Y., Newby, J. & Peng, K. (2012), “Why one-shot information literacy sessions arenot the future of instruction: a case for online credit courses”, College & ResearchLibraries, Vol. 73 No. 4, pp. 366-77Employs a pre-test/post-test methodology to evaluate the impact of differentapproaches to information literacy instruction for undergraduate composition studentsat the University of Arizona. The authors assert the value of a fully online credit coursein information literacy, based on test scores demonstrating that this method improvesstudent learning to a larger degree than more traditional, less time-intensive methods.

Mery, Y., Newby, J. and Peng, K. (2012), “Performance-based assessment in an onlinecourse: comparing different types of information literacy instruction”, portal: Libraries& the Academy, Vol. 12 No. 3, pp. 283-98Presents a comparative analysis of student bibliographies from undergraduate writingclasses at the University of Arizona, focusing on the potential relationship between thequality of the bibliographies and three different approaches to information literacyinstruction. Findings show that the university’s “Online Research Lab,” a ten-weekcredit course in information literacy, had a positive impact on student bibliographies incomparison to instruction carried out by both librarians and composition teachers inface-to-face contexts.

Messman-Mandicott, E.M. (2012), The Use of Concept Mapping/Pattern Matching toDetermine the Content Domain for Information Literacy in Baccalaureate Education,EdD Thesis, West Virginia University, Morgantown, WVAuthor compared the ACRL IL Standards to 80 student learning outcomes for IL thatwere generated using Trochim’s Concept Mapping/Pattern Matching method by agroup of stakeholders at a mid-sized, regional university in Maryland. Author drawsfour conclusions, especially with regards to including all stakeholders whendeveloping learning outcomes and the “ambiguity [that] still exists amongstakeholders in regard to the effectiveness of teaching information literacy.”

Mestre, L. (2012), Designing Effective Library Tutorials: A Guide for AccommodatingMultiple Learning Styles, Chandos Publishing, Oxford, UKProvides strategies for customizing online library tutorials to meet the needs ofdifferent types of learners, addressing issues related to usability as well as pedagogyand assessment. The book also explains how to conduct usability tests and offers ideasfor marketing tutorials.

RSR41,4

718

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Mestre, L.S. (2012), “Student preference for tutorial design: a usability study”,Reference Services Review, Vol. 40 No. 2, pp. 258-76Presents a study comparing a screencast tutorial created with Camtasia software to atutorial employing only screenshots. Findings from a “think aloud” usability test withundergraduate and graduate students show that the screenshot tutorial was moreeffective in regard to multiple learning styles.

Miller, R.K. (2012), “Social media, authentic learning and embedded librarianship: acase study of dietetics students”, Journal of Information Literacy, Vol. 6 No. 2,pp. 97-109Discusses the integration of information literacy content on “social information” and anextra-credit blog assignment into a dietetics course at Virginia Tech. The authorhighlights the value of the assignment as an “authentic learning experience” andexplains how faculty-librarian partnerships can be facilitated by connectinginformation literacy standards to disciplinary standards.

Miller, R.K. and Paulo, J.R. (2012), “Learning the language of information literacy:takeaways from ACRL’s immersion program”, Virginia Libraries, Vol. 58 No. 2,pp. 33-6Describes the experiences of two participants in the 2011 ACRL Immersion Programfor instruction librarians. The authors explain how the program positively influencedtheir approaches to assessment, instructional design, and other areas of teaching.

Miller, W. (2012), “iTeaching and learning”, Library Technology Reports, Vol. 48pp. 54-9Reports on the author’s experience as part of an iPad interdisciplinary faculty learningcommunity at Indiana University – Purdue University Indianapolis (IUPUI). Authordescribes how each faculty member used the device(s) with his/her students, includinghis own experience with popplet (www.popplet.com) a “collaborativeconcept-mapping” application. Students in IL sessions would search for informationand post it to the collaborative “board” where they then discussed the credibility ofeach person’s contribution.

Ming-Der, W. & Ssu-Tsen, Y. (2012), “Effects of undergraduate student computercompetence on usage of library electronic collections”, Journal of Library & InformationStudies, Vol. 10 No. 1, pp. 1-17Examines student views and abilities in regard to electronic library resources via asurvey of undergraduates in several disciplines at National Taiwan University. Theauthors discuss variances in the findings based on gender, subject, and internet use,ultimately noting that the students lack awareness of these resources as well asknowledge about how to use them.

Libraryinstruction 2012

719

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Mitrano, T. and Peterson, K. (2012), “Information literacy for the academic librarian inthe digital information age: Supporting users to make effective use of the collection”, inFieldhouse, M.M.A. (Ed.) Collection Development in the Digital Age, Facet Publishing,London, pp. 181-96Overviews some of the challenges to scholars in the new digital information landscapeand discusses areas where collections and IL overlap such as “bringing users from theopen web to library collections”, and presenting library materials in instruction.Particularly for use in instruction sessions, the authors elaborate on tips such ashighlight information business models, show how to tag resources, and teach how tomore critically evaluate materials.

Moghaddaszadeh, H.M.G.C. and Khaiser, N. (2012), “Attitudes of faculty members andresearch scholars towards information literacy: a study of Bangalore University,Bangalore, India”, International Journal of Information Dissemination & Technology,Vol. 2 No. 1, pp. 12-7Reports on a survey of faculty and scholars working primarily in the sciences atBangalore University (India), focusing on the participants’ views on informationliteracy. The authors highlight results in relation to information access, evaluation, anduse, among other areas.

Mohamadzadeh, M., Farzaneh, J., Mousavi, M. and Maghabl, R. (2012), “Challengesand strategies for e-learning development in the Payame Noor University of Iran”,Turkish Online Journal of Distance Education, Vol. 13 No. 1, pp. 148-59Presents a study examining faculty views on e-learning at Payame Noor University ofArdabil (Iran). Based on questionnaire data, the authors define several concerns inrelation to e-learning, including barriers of access, language, and institutional culture.

Mokia, R. and Rolen, R. (2012), “LibGuides: improving student and faculty access toinformation literacy”, Codex, Vol. 1 No. 4, pp. 37-45Discusses instructional applications of LibGuides software, drawing on examples fromspecific academic libraries. The author stresses the value of the software in hostingtutorials and other information literacy content, as well as its ability to facilitatecollaboration with faculty.

Monroe-Gulick, A. and Petr, J. (2012), “Incoming graduate students in the socialsciences: how much do they really know about library research?”, portal: Libraries & theAcademy, Vol. 12 No. 3, pp. 315-35Reports on a series of interviews with new social sciences graduate students at theUniversity of Kansas, focusing on their experiences with information literacy andresearch. Part of a larger project focusing on information literacy at the graduate level,the study suggests, among other things, that librarians may be underestimating theskills of these students because of an undue professional emphasis on the ACRLInformation Literacy Competency Standards.

RSR41,4

720

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Mullins, J.L. (2012), “Are MLS graduates being prepared for the changing andemerging roles that librarians must now assume within research libraries?”, Journal ofLibrary Administration, Vol. 52 No. 1, pp. 124-32Presents data from interviews with the heads of nine institutions in the Association ofResearch Libraries, looking at recent hiring practices in light of trends in the field,including the growing emphasis on information literacy instruction and campuscollaboration. Responses suggest that new job seekers may not have received adequatetraining in their LIS programs and may also lack strong interpersonal communicationskills.

Naimpally, A.V., Ramachandran, H. and Smith, C. (2012), Lifelong Learning forEngineers and Scientists in the Information Age, Elsevier, LondonOffers guidance on the teaching of information literacy, critical thinking, and relatedskills in the engineering context, with chapters covering assignment design,assessment, and other areas. The book stresses the integration of informationliteracy into internship programs and professional development activities.

Nazari, M. and Webber, S. (2012), “Loss of faith in the origins of information literacy ine-environments: proposal of a holistic approach”, Journal of Librarianship& Information Science, Vol. 44 No. 2, pp. 97-107Advocates a more nuanced and open-ended “contextual approach” to informationliteracy that accounts for different learning styles as well as ongoing technologicalchange. The authors ground their theoretical assertions on previous research carriedout by Maryam Nazari.

Newell, Z. (2012), “Ethics of information: a foundation shift at the library’s core”,College & Research Libraries News, Vol. 73 No. 7, pp. 412-3, 45Describes the author’s efforts to integrate information literacy more fully into thecurriculum at Salem State University, with an emphasis on a series of information ethicsclasses for students in public speaking. The author highlights the importance of a“conceptual approach” to information literacy in contrast to traditional one-shot methods.

Newton, D. and Ellis, A. (2012), “Understanding Australian first year universitystudents’ experiences of teaching and learning technologies”, International Journal onE-Learning, Vol. 11 No. 3, pp. 267-79Presents a survey-based study investigating how first-year students perceive and useeducational technologies, with results showing “that the youngest students had thelowest desire to use the technologies in their studies.” The authors contextualize theirresearch within ongoing efforts to understand student engagement with technology.

Nicholas, P. and White, T. (2012), “E-learning, e-books and virtual reference service: thenexus between the library and education”, Journal of Library & Information Services InDistance Learning, Vol. 6 No. 1, pp. 3-18Paper examines the how use of electronic books and a digital reference service at theMona Library of the University of the West Indies have improved student services.They believe that their new electronic services enhance librarians’ role as instructorsand reaches more students at the point of need.

Libraryinstruction 2012

721

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Nutefall, J.E. (2012), “Structuring a successful instruction internship”, College& Undergraduate Libraries, Vol. 19 No. 1, pp. 80-94Discusses the role of internships in helping LIS students develop as informationliteracy instructors. The author includes the results from a survey distributed toinstruction interns at George Washington University and offers suggestions forcreating and implementing these kinds of initiatives.

Nuttall, H.D. (2012), “Da Vinci’s Vitruvian Man and the academic instruction librarian:striving for balance”, Mississippi Libraries, Vol. 75 No. 1, pp. 9-12Uses Leonardo da Vinci’s famous “Vitruvian Man” as a metaphor for “being pulled intoo many directions at once” by the complex and contradictory expectations associatedwith one-shot library instruction. The author discusses the integration of a specifichandout into library sessions at Jacksonville State University and the ways in whichthe handout addresses many of the concerns with one-shots.

Oakleaf, M. et al. (2012), “Notes from the field: ten short lessons on one-shotinstruction”, Communications in Information Literacy, Vol. 6 No. 1, pp. 5-23Article offers varying perspectives of successful approaches to one-shot librarysessions. Advice includes assessing your instruction, creating a teaching plan,showing enthusiasm, relying on evidence, and sustaining good relationships withfaculty. They argue the ultimate goal of library instruction is to position yourself as anintegral part of university-wide learning outcomes and assessment.

O’Clair, K. (2012), “Sell what they’re buying”, College & Research Libraries News,Vol. 73 No. 4, pp. 200-1O’Clair discusses using a business model to convince faculty to buy-in to libraryinstruction. She suggests that librarians not wait for faculty to approach them, butrather proactively determine faculty research needs and then present them with a planof services. Marketing, she asserts, is key to keeping libraries relevant in today’sacademic environment.

O’Clair, K. and Jeanne, D. (2012), The Busy Librarian’s Guide to Information Literacyin Science and Engineering, American Library Association, Chicago, ILThis book provides tips on effectively providing library instruction in the science,engineering and/or technology fields. Chapters cover engineering, life and healthsciences, chemistry, nutrition, patents, interdisciplinary science, remote sensing, andcommunity colleges. Includes a bibliography.

Pagowsky, N. and Hammond, J. (2012), “A programmatic approach: systematicallytying the library to student retention efforts on campus”, College & Research LibrariesNews, Vol. 73 No. 10, pp. 582-94Mandatory IL sessions at the Naugatuck Valley Community College in Connecticut willemploy an iClicker assessment at the end of each library session. Librarians plan to usethis data to chart student successes and tie information literacy outcomes into studentretention. This new program uniquely allows the library to follow student successesand create several years of data to inform future decision-making.

RSR41,4

722

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Pariera, K.L. (2012), “Information literacy on the web: how college students use visualand textual clues to assess credibility on health web sites”, Communications inInformation Literacy, Vol. 6 No. 1, pp. 34-48A study tested 70 college students’ ability to assess web site credibility from sites withboth high and low design quality. Results suggest that high design quality improve theperception of credibility, but design quality alone cannot overcome poor credibility.Credibility also influences the students’ memory of visual and textual aspects of theweb site.

Pellegrino, C. (2012), “Does telling them to ask for help work?”, Reference & UserServices Quarterly, Vol. 51 No. 3, pp. 272-7Study at St Mary’s College (Indiana) employed a questionnaire to ascertain whatprompted students to ask librarians for assistance. Results found that students aremore likely to approach a librarian for help when prompted by a professor rather thanencouraged by a librarian. In light of the findings, ideas are suggested for betterencouraging students to seek librarian assistance.

Pesce, S.V. (2012), The Designer-by-Assignment in Practice: Instructional DesignThinking of Subject Matter Experts, PhD Thesis, Capella University, Minneapolis, MNDoctoral thesis examines how “community college instruction librarians designone-shot library workshop sessions” and how they “make decisions during the designprocess.”. Results indicated librarians followed four “process events” (Inquiry,Planning, Implementation, and Evaluation) and that “contextual factors” (Expertise,Theory, Culture, Institution) heavily influenced the instructional design process.Argues that librarians’ instructional design could be improved though consultationwith instructional designers and use of “assistive design tools.”

Peterson, K. and Jeffryes, J. (2012), “Toward engineering integration: building a quickand effective faculty seminar”, Communications in Information Literacy, Vol. 6 No. 1,pp. 124-37Reports on a 2010 seminar at the University of Minnesota-Twin Cities for faculty of theCollege of Science and Engineering to update them on library services and currentinformation literacy practices while further honing information seeking skills. Theseminar reacquainted faculty with the library, strengthened the liaison program, andreinforced information literacy within the classroom.

Pinto, M. (2012), “Information literacy perceptions and behaviour among historystudents”, ASLIB Proceedings, Vol. 64 No. 3, pp. 304-27Pinto used her IL-HUMASS survey instrument to gauge Spanish history students’views of their IL skills and to identify areas for enhancement. The instrument revealedstudents held a high belief in the importance of their information literacy assessmentskills, but possessed low confidence in their technological abilities. Pinto makessuggestions on how to apply these results to improve IL instruction.

Libraryinstruction 2012

723

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Polger, M.A. and Okamoto, K. (2012), “Selective (and subtle) marketing of libraryinstruction”, in Smallwood, C., Gubnitskaia, V. and Harrod, K. (Eds.) Marketing yourLibrary: Tips and Tools that Work, McFarland & Company, Inc., Publishers, Jefferson,NC, pp. 183-90Polger and Okamoto’s chapter discusses effective marketing of information literacyclass sessions. They stress the key to successful instruction is identifying the needs ofthe class and tailoring the session to address those needs. Additional suggestionsinclude working beforehand with teaching faculty, clear signage, online guides, andpromotion of the library during tours.

Porter, T.D. (2012), “Games and activities: an alternative foundation for libraryinstructional learning”, Codex, Vol. 2 No. 2, pp. 61-77Porter discusses her experience with incorporating gaming into her library instructionsessions at the University of Louisville (KY). She argues that games teach necessaryinformation literacy skills such as problem-solving, communication, anddiscovery-based learning while encouraging students to actively participate in theirinstruction.

Primary Research Group (2012), Information Literacy Efforts Benchmarks, PrimaryResearch Group, New York, NYWith data from 60 North American colleges and universities, this study covers manyaspects of IL programs including staffing, numbers of classes, and perception ofstudent IL abilities. The survey also addressed questions about instructional labs,tutorials and videos, relations with English departments, librarians’ power andinfluence over curriculum, and the presence of for-credit IL courses.

Ragains, P. (2012), “Reshaping the role of information literacy instructional services”,Communications in Information Literacy, Vol. 6 No. 2, pp. 138-40Overview of trends in instructional services in academic libraries including embeddinginstructional services and library guides into online courses, working with faculty toredesign courses, and embedded instruction.

Ravas, T. and Stark, M. (2012), “Pulitzer-Prize-winning photographs and visual literacyat the University of Montana: a case study”, Art Documentation: Bulletin of the ArtLibraries Society of North America, Vol. 31 pp. 34-44Describes an undergraduate visual literacy exercise using a photography exhibit at theUniversity of Montana. The assignment incorporated elements of ACRL’s informationliteracy standards to critically assess images and better evaluate sources used in thestudents’ research.

Reynolds, M.C. (2012), “Lay of the land: the state of bibliographic instruction efforts inARL special collections libraries”, RBM: A Journal of Rare Books, Manuscripts,& Cultural Heritage, Vol. 13 No. 1, pp. 13-26Reports results from a Fall 2009 survey exploring the state of information literacy inARL Special Collections. Results indicate that bibliographic instruction andcollaboration with faculty is healthy and continues to expand. The biggest concernswere staffing levels and maintaining the interest of faculty in the collections.

RSR41,4

724

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Riehle, C.F. (2012), “Inciting curiosity and creating meaning: teaching informationevaluation through the lens of “bad science””, Public Services Quarterly, Vol. 8 No. 3,pp. 227-34Riehle discusses developing a new approach to evaluating sources by employingconstructivist learning theory to better engage students in the process. Students wereasked to blog about Ben Goldacre’s “Bad Science” column in The Guardian. Her newapproach better engaged students in the evaluation process and enabled them toeffectively apply evaluation criteria to other sources.

Rodriguez, D. (2012), “Answering questions about library impact on student learning”,In the Library with the Lead Pipe, available at: www.inthelibrarywiththeleadpipe.org/2012/answering-questions-about-library-impact-on-student-learning/Essay explores using the Understanding Library Impacts (ULI) protocol instruments toassess library impact on campus wide learning outcomes. Rodriguez uses findingsfrom his dissertation study to highlight the protocol’s value and discuss its variousapplications to library instruction assessment.

Sajdak, B.T. (2012), “Let the faculty do it”, College & Research Libraries News, Vol. 73No. 4, pp. 196-9Smith College enhanced their information literacy program by incorporating teachingfaculty into the process. Faculty themselves created and implemented a “research skillsstatement” and embedded it into their curriculum. Although they experienced positiveresults, attention still needs to be focused on maintaining the partnerships andtailoring the program to each individual department.

Salisbury, F.A. et al. (2012), “Transforming information literacy conversations toenhance student learning: new curriculum dialogues”, Journal of University Teachingand Learning Practice, Vol. 9 No. 3, available at: http://ro.uow.edu.au/jutlp/vol9/iss3/4/Librarians at LaTrobe University (Australia) discuss their involvement in the creationof a graduate information literacy “capability” as part of the Design for Learninginstitutional strategy. They developed an information literacy model that embeddedresources within classes based on Biggs and Tang’s (2007) “constructive alignment”model that utilizes librarian collaboration with the university. Their experienceunderscores the importance of librarians in developing institution-wide learningoutcomes.

Salisbury, L., Laincz, J. and Smith, J.J. (2012), “Students’ preferences in selectinginformation resources used to find scholarly information: a comparative study betweenundergraduate and graduate students”, Journal of Agricultural & Food Information,Vol. 13 No. 3, pp. 250-66A study examined students’ use of information resources. Undergrads prefer GoogleScholar as their first source, while graduate students use the library’s databases. Thestudy found a correlation between use of the library’s resources and receiving libraryinstruction.

Libraryinstruction 2012

725

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Santamaria, M. and Petrik, D. (2012), “Cornering the information market”, College& Research Libraries News, Vol. 73 No. 5, pp. 265-72Librarians observed at the freshmen orientation fair at Washington College (MD) thatstudents rarely had questions about the library, because they did not know what to askand failed to understand the limitations of their own knowledge. The authors arguethat students lack “metacognitive awareness” to assess what they know and what theydo not. Libraries, they contend, are the perfect place to begin building this skill and citetheir own game “Miller-opoly” that addressed this issue.

Saunders, L. (2012), “Faculty perspectives on information literacy as a student learningoutcome”, Journal of Academic Librarianship, Vol. 38 No. 4, pp. 226-36Study surveys teaching faculty in six fields to assess their perceptions of theimportance of information literacy competencies. Saunders found that faculty who arefamiliar with information literacy standards are more likely to address them in theirclasses. Librarians need to continually discuss information literacy with teachingfaculty to ensure students gain the competencies they need to succeed.

Schilling, K. and Applegate, R. (2012), “Best methods for evaluating educational impact:a comparison of the efficacy of commonly used measures of library instruction”, Journalof the Medical Library Association, Vol. 100 No. 4, pp. 258-69Study compares and contrasts IL library assessment methods such as surveys,exercises, and self-assessments. They found that students often are too overconfidentof their IL skills and there is a distinct gulf between theory and practice. Conclusionsimply that long-term formative assessment is needed in libraries and commonassessment techniques do not adequately address all aspects of IL.

Seadle, M. (2012), “Library hi tech and information science”, Library Hi Tech, Vol. 30No. 2, pp. 205-9In this opinion piece, Seadle contends that non-text data are now a standard part ofacademic library information. Librarians not only need to incorporate “data literacy”into their IL program, but they need to become statistically literate themselves.

Seeker, J. and Coonan, E. (2012), “Developing a new curriculum for informationliteracy: reflections on our arcadia fellowship research”, ALISS Quarterly, Vol. 7 No. 2,pp. 20-2Article describes Cambridge University’s Arcadia Programme which focuses oncreating a novel and progressive curriculum for higher education IL instruction. Theycreated an information literacy “vision” that incorporated a wide variety of abilities,including acquiring key skills and advanced concepts, obtaining academic literaciesand subject specific competencies, and the approach of “learning to learn”.

Serenko, A., Detlor, B., Julien, H. and Booker, L.D. (2012), “A model of student learningoutcomes of information literacy instruction in a business school”, Journal of theAmerican Society for Information Science and Technology, Vol. 63 No. 4, pp. 671-86Reports on the results of information literacy instruction given to 372 Canadianundergraduate business students. The instruction was based on a research model thatincorporated expectation disconfirmation theory and known student learning

RSR41,4

726

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

outcomes. The survey found that disconfirmation directly effects students’ perceptionsof and satisfaction with the instruction received.

Shannon, S. and Winterman, B. (2012), “Student comprehension of primary literatureis aided by companion assignments emphasizing pattern recognition and informationliteracy”, Issues in Science & Technology Librarianship, No. 68, available at: www.istl.org/12-winter/refereed3.htmlTwo librarians modified an introductory science curriculum to introduce informationliteracy and primary source material. Comparing the results to a class not using thiscurriculum, the librarians found that students with the modified curriculum almostalways cited and correctly paraphrased primary source material in their lab reports.However, there seemed to be little difference between the classes’ ability to incorporateprimary sources into their report.

Sheridan, V. and Dunne, S. (2012), “The bigger picture: undergraduate voices reflectingon academic transition in an Irish university”, Innovations in Education and TeachingInternational, Vol. 49 No. 3, pp. 237-47Qualitative study explores Irish students’ transition to higher education through theuse of reflective journals. Students were asked to write about their feelings andreactions to various learning experiences. By using theory analysis, the authorsdiscovered that these transitions are a continuous process that becomes part ofstudents’ lifelong learning experiences.

Sherman, M., Martin, J.A. and An, X. (2012), “The impact of library instruction on thequality of student project performance in an advanced financial management caseclass”, Journal of Business & Finance Librarianship, Vol. 17 No. 1, pp. 51-76Using data from 2006 to 2010, librarians at the University of Toledo analyzed sourcesthat students used for a financial capstone class’ company performance assignments.They found that student use of library resources was heavily dependent on the timingof the library presentation and availability of these information resources.

Simpson, S.R. (2012), “Google spreadsheets and real-time assessment”, College& Research Libraries News, Vol. 73 No. 9, pp. 528-49Simpson discusses using Google Docs to both enhance and assess her libraryinstruction sessions. By using Google Docs, she was able to follow the students’progression throughout the session, give them immediate feedback, and alter herinstruction. Using Google Docs forces the students to pay attention to fill in thespreadsheet, offers direct correlations to both the learning outcomes and the actualassignment, and enables students to return to the information after class.

Singh, N. and Klingenberg, A. (2012), “Information literacy in India and Germany:university libraries as activators of life-long learning”, DESIDOC Journal of Library& Information Technology, Vol. 32 No. 3, pp. 265-76Singh and Klingenberg compare the role of information literacy and academic librariesin German and Indian universities. India’s agricultural schools have successfullyembedded IL as part of the core curriculum. Meanwhile, German universities havedeveloped competency programs and teaching models for IL instruction. However,

Libraryinstruction 2012

727

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

both countries still struggle to fully integrate information literacy into the regularstudent curriculum.

Smale, M.A. (2012), “Get in the game: developing an information literacy classroomgame”, Journal of Library Innovation, Vol. 3 No. 1, pp. 126-47Article describes the development of the Quality Counts game at the New York CityCollege of Technology (City Tech) of the City University of New York (CUNY). Smaleinvented Quality Counts to engage undergraduates while helping them evaluate onlineresources. The game allows students to assess their own competency throughqualitative measures, such as questioning and observation, while enhancing theirevaluation skills.

Smith, C., Doversberger, L., Jones, S., Ladwig, P., Parker, J. and Pietraszewski, B.(2012), “Using course syllabi to uncover opportunities for curriculum-integratedinstruction”, Reference & User Services Quarterly, Vol. 51 No. 3, pp. 263-71Librarians at Notre Dame examined course syllabi as a way to identify classes thatcould potentially benefit from library instruction. They found that 57 percent of theclasses surveyed used the library’s resources, but only a small number actuallyscheduled IL sessions. Some outreach efforts will be focused on classes identifiedthrough this project.

Smith, S., Leader, S. and Edwards, A. (2012), “Embedding information literacy skills asemployability attributes”, ALISS Quarterly, Vol. 7 No. 4, pp. 22-7Paper reports on Middlesex University’s (UK) creation of a framework to develop ILcompetency in the workplace after graduation. Librarians aided in this process byembedding IL instruction and information evaluation techniques into the revisedcurriculum. Results indicate this new approach is improving students’ IL skills andcreating a more active learning environment.

Snavely, L. (2012), Student Engagement and the Academic Library, LibrariesUnlimited, Santa Barbara, CABook gathers case studies of innovative programs developed to increase studentengagement in academic libraries. Examples include use of games, oral histories, rarebooks and manuscripts, and emerging technology. Programs featured reach out to awide variety of student populations including upper level undergraduates,international students, distance learning students, and art students.

Sobel, K. (2012), Information Basics for College Students, Libraries Unlimited, SantaBarbara, CABook serves as an introduction to library instruction for new librarians and MLSstudents by explaining information literacy instruction in a library setting. Topicscovered include preparation, evaluating technologies, teaching techniques, assessment,and collaboration.

RSR41,4

728

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Sobel, K. and Sugimoto, C.R. (2012), “Assessment of learning during libraryinstruction: practices, prevalence, and preparation”, Journal of AcademicLibrarianship, Vol. 38 No. 4, pp. 191-204A nationwide study surveyed academic instruction librarians from different librariesabout the prevalence of information literacy instruction, their preparation techniques,and their assessment activities. Results suggest more research is needed to ascertainwhat types of instruction training are most effective and which assessment tools workbest.

Sokoloff, J. (2012), “Information literacy in the workplace: employer expectations”,Journal of Business & Finance Librarianship, Vol. 17 No. 1, pp. 1-17James Madison University questioned corporate managers about how informationliteracy in the workplace and how well new graduates apply information literacy skills.They found library-gained skills often do not apply to work situations. Based on theresults, Sokoloff offers suggestions to direct future information literacy initiatives toimprove workplace literacy.

Solomon, A., Wilson, G. and Taylor, T. (2012), 100 percent Information LiteracySuccess, Wadsworth, Cengage Learning, Boston, MAUpdated edition of the 2007 title. The book focuses on developing information literacyskills for college and the work environment. Chapters include “Determining theInformation You Need,” “How Do You Find and Access Information,” “EvaluatingInformation,” “Organizing Information,” and “Legal, Ethical, and CommunicationIssues Related to Information.”

Somdahl-Sands, K. and Belbas, B. (2012), “Media representation of the Middle East:constructive student engagement in an online environment”, Learning, Media andTechnology, Vol. 37 No. 3, pp. 289-302Discusses a project in which students investigated online media reporting by bloggingabout current violence in Gaza. By investigating these online reports, the studentsgained “techno-literacy” skills through use of new sources, such as blogs andYouTube. Additionally, the students learned to recognize bias in all online sources.

Spencer, D., Riddle, M. and Knewstubb, B. (2012), “Curriculum mapping to embedgraduate capabilities”, Higher Education Research and Development, Vol. 31 No. 2,pp. 217-31Describes the C-Ren project, a system developed at Australia’s LaTrobe Universitythat gathers and analyzes data from graduate level teaching and assessment as part ofthe University’s Design for Learning initiative. The gathering of both quantitative andqualitative data allowed faculty to assess curriculum design and create“evidence-based maps” to track direction and progress.

Libraryinstruction 2012

729

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Spiranec, S. and Zorica, M.B. (2012), “Information literacy meets ‘research 2.0’:exploring developments in Croatian academic libraries”, in Kurbanoglu, S., Al, U.,Erdogan, P.L., Tonta, Y. and Ucak, N. (Eds.), E-science and Information Management,Springer, Berlin, pp. 87-101Book chapter discusses the “conceptual adaptations” of information literacy ofacademic libraries in Croatia. At this time, Croatian libraries mainly focus on databasesearching and locating library resources. The authors maintain that Croatia needs toupdate their instruction by incorporating emerging technology such as Web 2.0 tools.

Stagg, A. and Kimmins, L. (2012), “Research skills development through collaborativevirtual learning environments”, Reference Services Review, Vol. 40 pp. 61-74Reports on a collaborative project of the Library, Learning and Teaching Support andthe Faculty of Business and Law at the University of Southern Queensland (Australia).They created a virtual learning environment (VLE) which contained screencasts toserve as “self-directed, “just-in-time” learning resources.” Evaluation found thatstudents received specific instruction at the time of need and they responded well tovisual instruction. Overall employing this model ensured students better grasped theresearch process.

Stanger, K. (2012), “Whose hands ply the strands? Survey of Eastern MichiganUniversity psychology faculty regarding faculty and librarian roles in nurturingpsychology information literacy”, Behavioral & Social Sciences Librarian, Vol. 31 No. 2,pp. 112-27Survey examined how tenure-track faculty members and full-time lecturers in thePsychology Department at Eastern Michigan University viewed the ACRLInformation Literacy Standards for Higher Education, how they viewed librarians,and how they incorporated the standards into their teaching. Results showed facultyunderstand the importance of information literacy. They also perceive themselves astaking the lead role in teaching information literacy while librarians serve as additionalsupport.

Strittmatter, C. (2012), “Developing and assessing a library instruction module for acore business class”, Journal of Business & Finance Librarianship, Vol. 17 No. 1,pp. 95-105Case study describes a faculty-librarian collaboration for a core undergraduatebusiness course. The collaboration produced a library module that included instructionsessions, a research memo requirement, and online assignments. Post moduleassessment showed a “significant statistical difference” in assignment grades betweenthose who attended the instruction sessions and those who did not.

Sutton, P. (2012), “Conceptualizing feedback literacy: knowing, being, and acting”,Innovations in Education and Teaching International, Vol. 49 No. 1, pp. 31-40Sutton discusses “feedback literacy,” “the ability to read, interpret, and use writtenfeedback.” Feedback literacy is discussed from ontological, practical, andepistemological viewpoints. He maintains the “social relationship” in academiabetween student and instructor heavily influences students’ ability to absorb feedback.

RSR41,4

730

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Sweeney, M. (2012), “The Wikipedia project: Changing students from consumers toproducers”, Teaching English in the Two-Year College, Vol. 39 No. 3, pp. 256-67Sweeney reports on a project in which she allowed English 102 students to useWikipedia, but in turn they were required to submit their research to Wikipedia. Byrequiring students to contribute to Wikipedia, Sweeney enhanced their digitalproficiencies and ensured students more closely scrutinized and evaluated theinformation they found.

Taylor, A. (2012), “A study of the information search behaviour of the MillennialGeneration”, Information Research: An International Electronic Journal, Vol. 17 No. 1,available at: http://informationr.net/ir/17-1/paper508.htmlLongitudinal study assesses Millennials information seeking behavior in relation tostandard information seeking models. Although current models correctly addressMillennials searching behavior, the models’ analysis of the present search environmentremains inadequate. Taylor concludes rather than lacking searching skills, Millennialslack the ability to appropriately filter.

Tennant, M.R., Edwards, M. and Miyamoto, M.M. (2012), “Use of instructional designtheory and an individualized hybrid strategy for assessment in library-basedinstruction *”, Journal of the Medical Library Association, Vol. 100 No. 4, pp. 319-22Discusses a collaborative project between librarians and faculty to transition anundergraduate genetics course term paper project into a “paper-online hybridassessment module” at the University of Florida. The hybrid model allowed a varietyof assessments to occur, including student comprehension, knowledge transfer, andknowledge application. This approach saved both the instructors and the librarianconsiderable time while ensuring students met the same learning outcomes.

Therdsak, M., Kulthida, T. and Yupin, T. (2012), “The roles of university libraries insupporting the integration of information literacy in the course instruction”, MalaysianJournal of Library & Information Science, Vol. 17 No. 2, pp. 51-64Study examines the roles of librarians in integrating information literacy instructioninto the undergraduate curriculum. The authors identified the four main wayslibrarians are involved in the classroom: creation of learning resources, teachingsupport, organization of learning activities, and teaching information literacy toinstructors. As a result, librarians need adequate instruction training themselves toprovide these services.

Thomsett-Scott, B. & Reese, P. E. (2012), “Academic libraries and discovery tools: asurvey of the literature”, College & Undergraduate Libraries, Vol. 19 No. 2-4,pp. 123-43A literature review of discovery tools assesses the body of research concerning theiruse, assessment, upkeep, and overall effect. Article also looks at the most popular tools,evaluation techniques, data collection, and the incorporation of tools into informationliteracy instruction.

Libraryinstruction 2012

731

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Thornes, S.L. (2012), “Creating an online tutorial to support information literacy andacademic skills development”, Journal of Information Literacy, Vol. 6 No. 1, pp. 81-95Paper describes the planning and design of an online tutorial created by librarians atthe University of Leeds (England) for the School of Geography. The tutorial wascreated in consultation with a learning technologist and distributed through a virtuallearning environment (VLE). Through the tutorial, postgraduate distance educationstudents were able to enhance their information literacy skills and improve theirsearching and critical thinking skills.

Toivonen, L. (2012), “Information literacy training as a part of university degreeprograms: the case of the University of Tampere”, Signum, No. 3, pp. 24-6Article discusses the revamping of the information literacy training program at theUniversity of Tampere (Finland). To meet the university’s new goals, the libraryformed the Library Working Group of IL Education. This new group will developstrategies to improve students’ problem-based learning abilities, search skills,assessment of information, and learning inquiry in support of the university’s degreeprograms.

Tomberlin, J. and Turi, M. (2012), “Supporting student work: some thoughts aboutspecial collections instruction”, Journal of Library Administration, Vol. 52 No. 3/4,pp. 304-12Two librarians at the Louis Round Wilson Special Collections Library at TheUniversity of North Carolina-Chapel Hill discuss ways special collections provideinstruction that supports the University’s educational mission, meets professors’ goals,and improves students’ research skills. In addition, they discuss tips for successfullyinteracting with faculty, students, and library staff.

Tooman, C. and Sibthorpe, J. (2012), “A sustainable approach to teaching informationliteracy: reaching the masses online”, Journal of Business & Finance Librarianship,Vol. 17 No. 1, pp. 77-94Describes a collaboration between the business librarians and the University’s Centerfor Academic Development at the University of Auckland (New Zealand) to develop anonline business tutorial. The tutorial contained modules covering searchingtechniques, correct citation formats, evaluating information, and understandingresearch. Assessment of the tutorial showed most of the students found the tutorialuseful and they would continue to use it for other classes.

Torrence, M., Powers, A. & Owczarek, L. (2012), “Research rescue: the USF-TampaLibrary enhances library instruction”, Florida Libraries, Vol. 55 No. 2, pp. 31-7Details Research Rescue, the University of South Florida-Tampa’s library’s new onlineinformation literacy program. Research Rescue offers on-demand virtual libraryinstruction for a variety of library resources in different subjects. Based on assessmentand the popularity of this program, the authors believe this on-demand instructionmodel can be applied to other library settings.

RSR41,4

732

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Ullman, E. (2012), “The social media network”, Community College Journal, Vol. 82No. 3, pp. 24-8Ullman discusses the pervasiveness of social media in today’s workforce. Employersnow expect new hires to be able to successfully navigate social media and use web 2.0technologies. As a result, community colleges need to develop new programs that teachthese skills as well as integrating social media into existing workforce trainingprograms. Incorporating these tools into the curriculum will effectively prepare today’scommunity college graduates for the job market.

Van Helvoort, A.A.J. (2012), “A questionnaire for the institutional assessment ofpersonal information management”, in Kurbanoglu, S., Al, U., Erdogan, P.L., Tonta,Y. and Ucak, N. (Eds.) E-Science and Information Management, Springer, Berlin,pp. 138-49Conference Proceeding discusses the creation of a questionnaire that measuresPersonal Information Management (PIM) of student groups. Although outcomes havenot yet been thoroughly evaluated, van Helvoort found that most people develop“personal information collections” and rely on a variety of sources in addition to theinternet. However, few respondents indicated they shared their personal informationcollection with others.

Van Helvoort, A.A.J. (2012), “How adult students in information studies use a scoringrubric for the development of their information literacy skills”, Journal of AcademicLibrarianship, Vol. 38 No. 3, pp. 165-71Van Helvoort follows up on a previous paper appearing in JAL in which he describedthe Scoring Rubric for Information Literacy for performance assessment of informationliteracy. In this paper he analyzed how students used the Scoring Rubric for dailyactivities via a focus group and survey. Results found students used the rubric forself-assessment and self-evaluation. The students thought the rubric performed wellfor these tasks. However, they complained the rubric did not actually help themimprove their information literacy skills.

Vance, J.M., Kirk, R. and Gardner, J.G. (2012), “Measuring the impact of libraryinstruction on freshman success and persistence”, Communications in InformationLiteracy, Vol. 6 No. 1, pp. 49-58Study explored the impact of one-shot instruction sessions on freshmen retention atMiddle Tennessee State University. After assessing two years of freshmen data, theauthors did not find a direct correlation between library instruction and studentretention, but discovered library instruction did have an impact on students’performance.

Veach, G. (2012), Tracing Boundaries, Effacing Boundaries: Information Literacy asan Academic Discipline, PhD Thesis, University of South Florida, Tampa, FLUsing a case study at her own institution and surveys of library and writing web sitesand librarians and composition instructors (n ¼ 297), the author found that mostwriting web sites did not have a thorough coverage of the ACRL IL Standards, bothfaculty and librarians felt it was their job to teach the Standards, and 72 percent offaculty have asked a librarian to come in and teach. Author argues that teaching the

Libraryinstruction 2012

733

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Standards in a one-shot is impossible to do adequately and promotes the idea ofincreased collaboration between Writing Studies and librarians and that IL shouldbecome its own discipline.

Vecchione, A. and Mellinger, M. (2012), “Using geolocation apps for academic libraryoutreach and instruction”, Reference Librarian, Vol. 53 No. 4, pp. 415-23Two librarians discuss using SCVNGR, a game based geolocation app, for libraryinstruction and orientation. Students earned points by completing tasks and locatingitems in the library. Although there were some problems with using SCVNGR, theybelieve that geolocation apps have a variety of uses for library instruction.

Wakeham, M., Roberts, A., Shelley, J. and Wells, P. (2012), “Library subject guides: acase study of evidence-informed library development”, Journal of Librarianship andInformation Science, Vol. 44 No. 3, pp. 199-207Describes a project where librarians at the Anglia Ruskin University (UK) performed alarge scale assessment of their library subject guides. Initially, they performed aliterature review to identify ways in which to assess and improve the guides andsought feedback from users. Afterwards, a library team developed criteria forevaluation and made recommendations for improvement. Ultimately, they decided tocontinue with online pdf subject guides, but plan on experimenting more withdelivering guides via web 2.0 technologies.

Walker, S. and Sims, I.L. (2012), “Implementing a discovery tool at two HBCUs”,College & Undergraduate Libraries, Vol. 19 No. 2-4, pp. 312-26Librarians at two Historically Black Colleges and Universities (HBCUs), Fort ValleyState University (GA) and North Carolina Agricultural and Technical State University,discuss their strategy for evaluating, selecting, and implementing a discovery tool. Inaddition to technical and work flow considerations, the implementation precipitated arethinking and revision of library instruction to incorporate the tool into students’searching techniques.

Wang, H. (2012), Interactivity in e-Learning: Case Studies and Frameworks,Information Science Reference, Hershey, PAThrough various viewpoints, the book discusses the development of interactivity, thecommunication between the user and the medium, in educational applications. Samplechapters include “Embedded librarians: delivering synchronous library instruction andresearch assistance to meet needs of distance students and faculty,” “Virtualperformance assessment in immersive virtual environments,” and “A noble eightfoldpath: novice to expert in e-learning and the efficacy of instructional design.”

Wang, Y. and Mi, J. (2012), “Searchability and discoverability of library resources:federated search and beyond”, College & Undergraduate Libraries, Vol. 19 No. 2-4,pp. 229-45Article compares and contrasts a variety of popular discovery tools and federatedsearch products. These tools are necessary in today’s academic library environmentand have a variety of information literacy applications, especially with

RSR41,4

734

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

undergraduates. However, in spite of their novelty, some of their features alreadyappear dated.

Wang, Y.P. (2012), Some Ideas for Enhancing the Teaching and Learning Skills in theInformation Retrieval Courses, St Plum Blossom Press, AustraliaProceeding discusses the importance of information literacy in teaching informationretrieval. Wang discusses formally incorporating information literacy instruction intoinformation retrieval courses by raising students’ awareness, upgrading thecurriculum, developing classroom management plans, and rethinking examinations.

Waters, J.K. (2012), “John Q. Netizen”, Campus Technology, Vol. 25 No. 7, pp. 18-22Waters discusses various views of the definition of “digital citizenship,” particularlythe ability to navigate the online environment. Just because students are able to usedigital tools does not translate into their grasping the implications of using these tools.Because of this, the ability to employ critical thinking in an online environment is asvital as online navigation skills. To be productive digital citizens, students mustpossess the skills and abilities needed need to filter and disseminate the vast amountsof online information they receive daily.

Waters, N., Kasuto, E. and McNaughton, F. (2012), “Partnership between engineeringlibraries: identifying information literacy skills for a successful transition from student toprofessional”, Science & Technology Libraries, Vol. 31 No. 1, pp. 124-32Describes a collaboration between librarians at McGill University (Canada) and theSNC-Lavalin corporate library (Canada) to discover more about engineering graduates’information seeking skills as they transition to the corporate world. They concludedthat graduates need more information literacy training, particularly in locating grayliterature and evaluating sources.

Watson, A.P. (2012), “Still a mixed bag: a study of first-year composition students’internet citations at the University of Mississippi”, Reference Services Review, Vol. 40No. 1, pp. 125-37By examining citations from freshman at the University of Mississippi, Watsondiscovered heavy use of online reference and “how-to” sites. Through his analysisWatson determined that although students can easily spot poor online sources, theyhave much more difficulty in identifying mediocre sources. From these results, heconcludes information literacy instruction needs to focus more on open web sources.

Weiner, S.A. (2012), “ Information literacy beyond the library: organizations to watch”,College & Undergraduate Libraries, Vol. 19 No. 1, pp. 114-9Describes four organizations’ information literacy roles, such as the National ResourceCenter for The First-Year Experience and Students in Transition. Librarians shouldmonitor these organizations’ web sites to keep abreast of current information literacyissues and incorporate new ideas into their instruction.

Weiner, S.A. (2012), “Institutionalizing information literacy”, Journal of AcademicLibrarianship, Vol. 38 No. 5, pp. 287-93Weiner discusses the need for a higher education to adopt an institutional informationliteracy model. Implementing a model requires knowledge of the educational processes

Libraryinstruction 2012

735

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

and norms of an organization. To this end, she applies Birnbaum’s four models ofhigher education strategy and organization to create an information literacy model thatfits within the institutional dynamic.

Wells, V.A. (2012), “Hunting for QR codes: Linking students to the music collection”,Music Reference Services Quarterly, Vol. 15 No. 3, pp. 137-48Describes the creation, development, execution, and assessment of an informationliteracy activity at the University of the Pacific (CA). The librarians employed QuickResponse (QR) codes to create a library scavenger hunt for freshmen music majors.Although students found it engaging, it required intense preparation and ran the riskof malfunctioning. The article also gives suggestions for implementing a QR codegame at other libraries.

Welty, E., Hofstetter, S. and Schulte, S.J. (2012), “Time to re-evaluate how we teachinformation literacy”, College & Research Libraries News, Vol. 73 No. 8, pp. 476-7The 2010 Project Information Literacy (PIL) study discovered that students do notcorrectly comprehend how to begin and end database searches, research papers, or evenresearch questions. They authors believe that applying the medical concept of PICO(patient or problem (P), intervention (I), comparison intervention (C), and outcome (O)) toundergraduate research can aid students in mastering research tasks. This simple andeasy to understand approach can easily be remembered and used by undergraduates.

Wickramanayake, L. (2012), “Instruction and help services in the academic library websites and web pages in Sri Lanka: a content analysis”, Electronic Library, Vol. 30 No. 3,pp. 377-89Wickramanayake examines Sri Lankan academic web sites to ascertain what kinds ofinformation literacy aids and instruction materials libraries have made available tousers. A review showed that few online instruction aids were available and most SriLankan universities have yet to embrace this technology. He strongly advocates thatthese libraries work to develop and enhance their online presence.

Wilkinson, C.W. and Bruch, C. (2012), Transforming Information Literacy Programs:Intersecting Frontiers of Self, Library Culture, and Campus Community, AmericanLibrary Association, Chicago, ILBook gathers viewpoints from 12 authors on a variety of concepts, themes, and issuesrelated to academic library instruction. Sample essays include “Critical InformationLiteracy: Definitions and Challenges” by James Elmborg, “Information Literacy RealityCheck” by Nancy H. Seamans, “Crossing the Instructional Divide: Supporting K-20Information Literacy Initiatives” by Jo Ann Carr, and “Settling Uncharted Territory:Documenting and Rewarding Librarians’ Teaching Role in the Academy” by AprilD. Cunningham and Carrie Donovan.

Williams, C.R. (2012), A Case study of the Influence of Bibliographic Instruction on theInformation Seeking Skills of Undergraduates Attending a For-Profit University, EdDThesis, Argosy University, Atlanta, GAUsing pre- and post-focus groups and the James Madison Information Literacy Test(ILT), the author examined the information seeking skills of eight students after an IL

RSR41,4

736

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

instruction session. Results indicated that the students were confident in their ownresearch abilities and preferred to explore resources on their own but were unfamiliarwith some more advanced search features of databases, had difficulty criticallyevaluating what they found, and did not consult librarians. After the instructionsession, the students were more aware of additional search strategies and libraryresources that could be useful to them.

Witek, D. (2012), “Information literacy gets social”, Pennsylvania Library AssociationBulletin, Vol. 67 No. 4, pp. 24-6Describes the Spring 2011 Rhetoric and Social Media course at the University ofScranton (PA) created by a librarian and a rhetoric teacher. The class used Facebook toassess how social media influences students’ information literacy and communicationskills.

Wrenn, C. and Kohl, K. (2012), “Ensuring academic integrity through community andcampus outreach”, Codex, Vol. 2 No. 1, pp. 58-70Describes efforts by librarians at Centenary College (LA) to combat plagiarism bycreating a forum to improve information literacy instruction and create “classroominterventions” that will tackle the growing problem. The librarians are also hostingseminars for faculty and high school librarians to help them identify academicdishonesty, develop assignments, and address specific cases of plagiarism.

Zanin-Yost, A. (2012), “Designing information literacy: teaching, collaborating andgrowing”, New Library World, Vol. 113 No. 9/10, pp. 448-61Case study describes an information literacy project developed for undergraduateinterior design students at Western Carolina University (NC) over a two-year period.The librarian, in conjunction with faculty, created a multi-step assignment that used avariety of databases and covered a wide range of disciplines. Assessment of the projectshowed that students were better able to locate and integrate scholarly sources in theirassignments.

Zanin-Yost, A. and Crow, R. (2012), “From traditional to non-traditional: an adaptiveprocedure for assessing the instruction librarian”, Reference Librarian, Vol. 53pp. 206-18A case study at Western Carolina University (NC) looked at how the teachinglibrarians used small group analysis (SGA) to assess and improve their instruction. Asa result of this approach, the librarians now have a better relationship with theteaching faculty, do more “point of need” instruction, and have a closer relationshipwith the students.

Zhong, Y. (2012), “Universal design for learning (UDL) in library instruction”, College& Undergraduate Libraries, Vol. 19 No. 1, pp. 33-45Zhong discusses using Universal Design for Learning (UDL) for instruction design.Article also includes sample lesson plans, data, and surveys that assess the impact ofUDL on instruction.

Libraryinstruction 2012

737

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

LegalChoolhun, N. (2012), “The only way is information literacy”, Legal InformationManagement, Vol. 12 No. 1, pp. 44-50Author describes her progress submitting a proposal to create a Legal InformationLiteracy Toolkit to the British and Irish Association of Law Librarians (BIALL)Council as a result of a discussion at the 2011 BIALL conference.

Choolhun, N. and Bird, R. (2012), “British and Irish association of law librarians(BIALL) legal information literacy statement”, Journal of Information Literacy, Vol. 6No. 2, pp. 132-4As a result of concerns expressed at a conference of law librarians about the legalresearch skills of recent law school graduates, the British and Irish Association of LawLibrarians (BIALL) formed a work group to examine the issue. After a survey of lawfirm librarians, the working group proposed an IL statement based on the AmericanLaw Student Information Literacy Standards and other relevant documents. Thestatement was created in 2012 and is available on the BIALL web site.

Cukadar, S. and Kahvecioglu, K. (2012), “Information literacy in legal education: thecase of Istanbul Bilgi University”, in Kurbanoglu, S., Al, U., Erdogan, P.L., Tonta, Y.and Ucak, N. (Eds.) E-science and Information Management. Springer, pp. 102-18Examines legal IL standards and principles including those in use by the AmericanAssociation of Law Libraries (AALL) as well as those advocated by other authors andprovides an overview of legal IL implementations worldwide with a specific focus onTurkey and their university in particular. Authors provide a description of Law 105:Research Methods and Accessing Legal Information Resources, a required first-yearcourse along with the results of student pre- and post-tests which show learning gainsin a number of IL areas.

Hammer, S.J., Chardon, T., Collins, P. and Hart, C. (2012), “Legal educators’perceptions of lifelong learning: conceptualisation and practice”, International Journal ofLifelong Education, Vol. 31 No. 2, pp. 187-201Presents a study examining how teachers at a new Australian law school view theconcept of lifelong learning, particularly in relation to assessment. Based on the datacollected for the study, the authors assert that successful assessment will requireteachers to develop a more specific understanding of lifelong learning, perhaps drawnfrom work in related areas such as IL and critical thinking.

Khan, G. and Bhatti, R. (2012), “Information needs and seeking behavior of lawstudents: the survey of law college university of Peshawar”, Pakistan Library& Information Science Journal, Vol. 43 No. 3, pp. 34-8Reports on a survey-based study exploring how law students at the University ofPeshawar (Pakistan) use library services and search for information online. Althoughmany students use the library and express positive attitudes about library staff, theauthors argue for an increase in information literacy instruction in response tostudents’ lack of knowledge about services, one of the key problems identified by thestudy.

RSR41,4

738

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Roberts, D. L. (2012), The Representation of Law Student Information LiteracyDefinitions in Legal Research Textbooks: A Comparative Content Analysis, MLISThesis, University of California, Los Angeles, CAThis study used content analysis to “compare the content of law student legal researchtextbooks to the AALL LSIL Standards.” Despite being unable to draw statisticallysignificant conclusions due to intercoder reliability issues, author notes that reliabilitywas high enough in the “analysis” category to suggest “that the traditional distinctionbetween process-oriented and bibliographic textbooks may be valid.”

MedicalArguelles, C. (2012), “Program-integrated information literacy (PIIL) in a hospital’snursing department: a practical model”, Journal of Hospital Librarianship, Vol. 12No. 2, pp. 97-111Reviews the literature on nursing informatics and librarian/nursing collaboration,noting that the standards vary widely and IL is not included in all of them. Alsooutlines a collaborative, practical model for the “integration of IL into nursingprograms that support professional development.” The model includes a preparatoryor needs assessment phase, as well as planning, implementation, and evaluationphases.

Aspinall, E.E., Beschnett, A. and Ellwood, A.F. (2012), “Health literacy for older adults:using evidence to build a model educational program”, Medical Reference ServicesQuarterly, Vol. 31 No. 3, pp. 302-14Several partners including University of Minnesota Health Sciences Libraries, theMinnesota Health Literacy Partnership, and a senior living community created two90-minute workshops. The workshop topics included clear communication with healthcare providers and seeking reliable health information on the internet. The results froma pre-/post-workshop survey showed gains in all of the measures.

Beck, S., Blake-Campbell, B. and McKay, D. (2012), “Partnership for the advancementof information literacy in a nursing program”, Community & Junior College Libraries,Vol. 18 No. 1, pp. 3-11Librarians pre- and post-tested nursing students on three information scenarios, givingthem both a breadth and depth score on their answers. Results of the post-test showedthat “library resources” were much more likely to be included in the studentsresponses, 61 percent compared to 39 percent in the pre-test. This differed from aCalifornia State University study which the authors were using as a reference, showingmost students going first to the internet.

Boruff, J.T. and Bilodeau, E. (2012), “Creating a mobile subject guide to improve accessto point-of-care resources for medical students: a case study”, Journal of the MedicalLibrary Association, Vol. 100 No. 1, pp. 55-60Describes a project. to increase use of point-of-care tools by creating a subject guideoptimized for mobile phones that provided instructions for students on using thesetools. Authors were able to determine from a small survey response and from thenumber of hits to the guide that it was getting more use than the previous iteration.

Libraryinstruction 2012

739

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Internet access in the hospital proved more problematic for students than the authorsthought and they also note that the guide needs to continue to be updated promoted.

Carlyle, R. and Grant, M.J. (2012), “The power of information: health information andUK agendas”, Health Information & Libraries Journal, Vol. 29 No. 4, pp. 257-9Brief article which reflects on the document The Power of Information: Putting All ofUs in Control of the Health and Care Information We Need published by England’sDepartment of Health in 2012. Author notes the absence of any mention of libraries orinformation services but highlights a number of places in the document where“support” for patient’s health information needs is discussed and compares this effortto other UK countries.

Chatfield, A.J., Romero, R.M. and Haworth, I.S. (2012), “Information intervention inthe pharmaceutical sciences”, Medical Reference Services Quarterly, Vol. 31 No. 2,pp. 188-201Describes the collaboration between a newly hired pharmacy liaison librarian andfaculty in the pharmacy education program that resulted in an IL session for allincoming pharmacy students. The article describes the elements covered in the class indetail and the changes made after one semester to improve the instruction. Facultywere pleased with the session and the resulting decline in students’ questions abouttheir research assignment showed that students found the session helpful.

Chiu, T.H. and Chou, T.L. (2012), “An exploration on applying digital learningmaterials to information literacy class: a hybrid approach at Taipei Medical University”,Procedia Social and Behavioral Sciences, Vol. 46 pp. 605-11Reports how the author integrated material from IL modules designed by the TaiwanMinistry of Education into her “Introduction to Information Behavior” course. Articleprovides an overview of the module content and describes the students’ reactions andfeedback as well as how much time they spent viewing the content, and the fact thatthey scored about 80 percent correct on the module’s quizzes.

Christie, J., Hamill, C. and Power, J. (2012), “How can we maximize nursing students’learning about research evidence and utilization in undergraduate, preregistrationprogrammes? A discussion paper”, Journal of Advanced Nursing, Vol. 68 No. 12,pp. 2789-801Authors’ discuss the findings of their scan of the nursing literature about evidence- andresearch-based practice from 1980-2011. They found that nurse educators should helpstudents gain an appreciation of the value of using research in their practice and teachthem how to access, understand and appraise the literature. Calls for research to befully integrated into the nursing curricula in both academic and clinical settings ratherthan just a part of a research class.

Ciambor, B., Younglove, A. and Miller, K.M. (2012), “CLIC-on-Health update: servingthe information needs of unaffiliated health professionals”, Journal of Consumer Healthon the Internet, Vol. 16 No. 1, pp. 37-52Article updates a previous 2006 article detailing the collaboration of hospitals andmedical providers in the greater Rochester, NY region which created the

RSR41,4

740

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

CLIC-on-Health web site, launched in 2003, and which is designed to provide reliable,authoritative health information. This article discusses changes and upgrades made tothe site such as outreach to mobile users and an expansion in scope to healthprofessionals who lack access to licensed library databases. Also discusses how thesite has been evaluated.

Cyrus, J., Duggar, D.C., Esparza, J., Adams, M., Dobbins, M. Pullen, K. (2012),“Connecting with hospital nurses through MINE”, Journal of Hospital Librarianship,Vol. 12 No. 2, pp. 142-53Study evaluated the effectiveness of in-person, on-floor nurse training (MINE) sessionsthat highlighted specific library information tools that could be useful to nursesinvolved in clinical practice through the hospital’s electronic record software. Resultsshowed no increase in the Ask-a-Librarian service, a decrease in the use of one tool, andan increase in the use of another. Results of a survey show that many nurses were noton duty during the initial round of instruction, but that most of them welcomed thelibrarians using this form of instruction, and that lack of need was one of the mostcommon explanations for why they hadn’t used the resources they’d been shown.

Detlefsen, E.G. (2012), “Teaching about teaching and instruction on instruction: Achallenge for health sciences library education”, Journal of the Medical LibraryAssociation, Vol. 100 No. 4, pp. 244-50Survey of North American ALA-accredited library and information science programsfound that all schools had an elective course covering IL or bibliographic instruction.Author looked for any courses specific to instruction in a health sciences library settingand found no evidence that such courses exist. Calls for continuing professionaldevelopment to meet the needs of librarians who are interested in IL instruction in thehealth sciences context.

Duncan, V. and Holtslander, L. (2012), “Utilizing grounded theory to explore theinformation-seeking behavior of senior nursing students”, Journal of the MedicalLibrary Association, Vol. 100 No. 1, pp. 20-7Reports on a study of third year nursing students (n ¼ 11) at a Canadian universityusing research journals and interviews. Results showed that while studentsencountered a number of barriers, the one that most frustrated them was theprocess of choosing keywords or phrases with which to search the database. Authordiscusses this finding in terms of students “discovering the vocabulary” of theirprofession and elaborates on four sub-processes involved in this. Author notes thatlibrarians should spend more time in their IL sessions helping students createstrategies for choosing keywords.

Elder, C., Barber, M., Staples, M., Osborne, R.H., Clerehan, R. and Buchbinder, R.(2012), “Assessing health literacy: a new domain for collaboration between languagetesters and health professionals”, Language Assessment Quarterly, Vol. 9 No. 3,pp. 205-24Study to measure the validity of the Rapid Estimate of Adult Literacy in Medicine(REALM), the intent of which is to measure one’s ability to “pronounce commonmedical and lay terms.” The respondents (n ¼ 310) included both native and

Libraryinstruction 2012

741

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

non-native speakers of English and their results were compared to other measures ofhealth literacy. The results indicated that the REALM may underrepresent the levels ofhealth literacy and may be biased against non-native speakers. Authors call for acollaboration between language testers and medical experts to more closely examinehealth literacy tools such as this one.

Eldredge, J.D., Morley, S.K., Hendrix, I.C., Carr, R.D. and Bengtson, J. (2012), “Libraryand informatics skills competencies statements from major health professionalassociations”, Medical Reference Services Quarterly, Vol. 31 No. 1, pp. 34-44Documents the impetus for and history of an effort by the University of New Mexico’sHealth Science Library and Informatics Center curriculum committee to create acompendium of competency statements containing expectations for health professionsstudents in library/informatics skills. The Compendium can be accessed here:https://repository.unm.edu ¼ handle ¼ 1928 ¼ 15363. Authors’ note that thecompetencies have expanded and become more specific in the last ten years (2008 ascompared with 1998) and that most of the library and informatics content is discussedin the context of evidence-based practice.

Eriksson-Backa, K., Ek, S., Niemela, R. and Huotari, M-L. (2012), “Health informationliteracy in everyday life: a study of Finns aged 65-79 years”, Health Informatics Journal,Vol. 18 No. 2, pp. 83-94Survey of elderly Finns (n ¼ 281) found that those with lower levels of education, thosewith poor health, and those not interested in seeking information had lower levels ofhealth information literacy. No relationship between health information literacy andage was detected, but women were slightly more confident in their ability to use theinformation they found to improve their health. Authors urge health informationproviders to consider these vulnerable populations and ensure that health-relatedinformation is easily understandable and easily accessed.

Ford, J. and Korjonen, H. (2012), “Information needs of public health practitioners: areview of the literature”, Health Information & Libraries Journal, Vol. 29 No. 4,pp. 260-73Reports on the results of two structured literature searches: information needs andinformation dissemination solutions. Several key findings emerged: barriers toinformation access, the diversity of information needs due to the diversity of subsets ofthis population, a better taxonomy for public health related terms, the large amount ofun-indexed grey literature produced in the field and the subsequent need for betteraccess points, and the complete lack of evaluation of any of the tools presented forinformation dissemination solutions. Calls for information specialists in this field toensure that practitioners not only have access to the information they need but also theIL training and skills to use it effectively.

Ford, P.J. and Hibberd, K. (2012), “Creating effective and engaging information literacyprogrammes for the dental curriculum”, European Journal of Dental Education, Vol. 16No. 1, pp. E41-E6Elaborates on an embedded IL module in a required course for 1st and 2nd yearstudents in a Bachelor of Oral Health which consisted of a voluntarily attended

RSR41,4

742

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

hands-on workshop, IL quiz, self-assessment, and a review of the literature on aspecific topic which functioned as a summative assessment. The workshop for the 2ndyear students built on the learning attained in the first workshop and students seemedto have positive reactions to the modules. Authors note that 2nd year IL scores did notimprove as much as they did after the first workshop, but students seemed to gainconfidence in their abilities.

Frisch, A.L. et al. (2012), “Defining and measuring health literacy: how can we profitfrom other literacy domains?”, Health Promotion International, Vol. 27 No. 1,pp. 117-26Using a review of the literature of other literacy domains (such as cultural, media,scientific, and information), authors’ identify seven dimensions that many of theseliteracies have in common: functional literacy, factual knowledge, awareness, proceduralknowledge, critical dimension, affective dimension, and attitudes. Argues that thoseworking in this area need to consider which dimensions are important as they define theparameters of health literacy in order to create a scale or measuring instrument.

Gathoni, N. (2012), “Enhancing access to health information in Africa: a librarian’sperspective”, Journal of Health Communication, Vol. 17 pp. 18-22Author highlights important issues in the quest for better health literacy in this part ofthe world by examining ongoing problems such as equitable access to high-qualityinformation, language barriers, lack of computer skills, and low levels of informationliteracy. Argues that professional librarians have a key role to play in overcomingsome of these problems and notes that professional organizations such as theAssociation for Health and Libraries in Africa are taking a leadership role inpartnering with other health-related organizations to provide training in healthinformation literacy to health practitioners.

Genuis, S.K. (2012), “Constructing ‘sense’ from evolving health information: aqualitative investigation of information seeking and sense making across sources”,Journal of the American Society for Information Science & Technology, Vol. 63 No. 8,pp. 1553-66Interviews with 28 women and 12 health professionals examined patients’ informationseeking and sense making behavior in an area of emerging medical knowledge(management of menopause transition). Findings revealed four distinct strategies thatparticipants used. The author points to the importance for librarians and other healthinformation professionals to understanding that patients valued both formal andinformal channels of information and patients found both to be important in theirunderstanding of their own experience.

Gerberi, D., Hawthorne, D.M. and Larsen, K.E. (2012), “Rethinking responsibleliterature searching using LibGuides”, Medical Reference Services Quarterly, Vol. 31No. 4, pp. 355-71Describes how librarians at the Mayo Clinic created an Effective Database SearchingLibGuide based on work done by the Univ. of Pittsburgh’s Health Sciences LibrarySystem. The guide contains a visual site map and a database comparison chart, along

Libraryinstruction 2012

743

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

with information about responsible literature searching, evidence-based practice articles,searching best practices, and how to know when one should contact a librarian.

Gilmour, J.A., Huntington, A., Broadbent, R., Strong, A. and Hawkins, M. (2012),“Nurses’ use of online health information in medical wards”, Journal of AdvancedNursing, Vol. 68 No. 6, pp. 1349-58Survey of practicing nurses (n ¼ 293) in New Zealand showed that most nurses hadaccess to online health information and their information access skills were self-taughtor taught by colleagues. Most reported finding relevant information for clinical practiceand patient education using a variety of open web and professional databases. Half ofthe nurses reported patients having misunderstandings about their health conditionsbut very few reported patients requesting to discuss online information. There was asignificant relationship between nurses who assessed their patients’ use of onlineinformation and helping their patients evaluate that information.

Gomes, A. and Abate, L. (2012), “Rethinking our mobility: supporting our patronswhere they live”, Medical Reference Services Quarterly, Vol. 31 No. 2, pp. 140-9Due to the overwhelming majority of their users owning smartphones, laptops, andtablet computers, librarians at the Himmelfarb Library, George Washington Univ.began providing support for these “mobile” users. Article discusses the creation of aMobile LibGuide, how the librarians were trained to support users’ mobile devices, andthe creation of a mobile version of the Libraries’ web site.

Greenberg, C.J. and Wang, L. (2012), “Building health literacy among an urban teenagepopulation by creating online health videos for public and school health curriculum use”,Journal of Consumer Health on the Internet, Vol. 16 No. 2, pp. 135-46Describes the Healthflicks project where urban teens with interest in health careerscreated videos on health topics as a means of promoting health literacy among bothviewers and video creators. This included the Yale University Cushing/Whitney MedicalLibrary and students from Yale University who were hired as video consultants.Students were provided with instruction about researching health topics with credibleweb sites and resources, and the resulting videos were shown on a YouTube channel.

Hasman, L., Hoberecht, T. and Pullen, K. (2012), “MRSQ informatics educationcolumns: passing the baton”, Medical Reference Services Quarterly, Vol. 31 No. 4,pp. 439-43Provides a brief overview of trends previously discussed in the “InformaticsEducation” column in Medical Reference Services Quarterly, as well as a preview oftrends to be covered in upcoming columns. Most trends relate to information literacy inthe health sciences, with an emphasis on technology, pedagogy, and professional andcommunity collaboration.

Hodgens, C., Sendall, M.C. and Evans, L. (2012), “Post-graduate health promotionstudents assess their information literacy”, Reference Services Review, Vol. 40 No. 3,pp. 408-22Investigates the impact of an information literacy tutorial as perceived by graduatestudents in a health promotion course at Queensland University of Technology.

RSR41,4

744

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Drawing on data from questionnaires collected over a four-year period, the authors stressthe value of having students reflect on and enrich their information skills early in theirgraduate training, primarily in preparation for more advanced evidence-based practice.

Ivanitskaya, L.V., Hanisko, K.A., Garrison, J.A., Janson, S.J. and Vibbert, D. (2012),“Developing health information literacy: a needs analysis from the perspective ofpreprofessional health students”, Journal of the Medical Library Association, Vol. 100No. 4, pp. 277-83Reports on a study exploring the value of self-assessment in helping preprofessionalstudents in the health sciences discover the limitations of their IL skills. Drawing onsurvey data collected from students who completed the online Research ReadinessSelf-Assessment, the authors argue that students need “professionally designedself-study resources” to enhance their proficiency with evaluation, citation, and otherskills.

Janke, R., Pesut, B. and Erbacker, L. (2012), “Promoting information literacy throughcollaborative service learning in an undergraduate research course”, Nurse EducationToday, Vol. 32 No. 8, pp. 920-3Describes a service project in a nursing research class in which student groups developliterature reviews for working professionals in clinical settings. The project, whichstudents found beneficial despite certain challenges, underscores the significance ofinformation literacy in evidence-based practice and helps students learn valuableinformation seeking and citation management skills.

Keselman, A. and Smith, C.A. (2012), “A classification of errors in lay comprehensionof medical documents”, Journal of Biomedical Informatics, Vol. 45 No. 6, pp. 1151-63Delineates the potential “comprehension errors” made by patients when attempting tointerpret medical information, drawing on data from a study with 80 participants.While the authors emphasize the inevitable distinctions between lay and professionalinterpretations of medical information, they also argue for enhanced education as ameans of helping patients understand clinical research, medical terminology, and otheraspects of health literacy.

Knox Morley, S. and Claire Hendrix, I. (2012), “‘Information survival skills’: a medicalschool elective”, Journal of the Medical Library Association, Vol. 100 No. 4, pp. 297-302Describes the development and implementation of a librarian-taught informationliteracy and scholarly communication class for University of New Mexico medicalstudents. The authors explain their pedagogical approach, which incorporates activelearning and technology, and discuss positive student feedback on the course, as wellas potential areas for improvement.

Lapidus, M., McCord, S.K., McCloskey, W.W. and Kostka-Rokosz, M.D. (2012),“Combined use of online tutorials and hands-on group exercises in bibliographicinstruction for pharmacy students”, Medical Reference Services Quarterly, Vol. 31No. 4, pp. 383-99Discusses a modified approach to teaching information searching and evaluation skillsto pharmacy students at the Massachusetts College of Pharmacy and Health Sciences.

Libraryinstruction 2012

745

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

The approach, which combines online instructional content with face-to-face activelearning, has been just as successful in meeting learning outcomes as lecture-basedteaching, while providing additional benefits in regard to student satisfaction andother areas.

Maceachern, M., Townsend, W., Young, K. and Rana, G. (2012), “Librarianintegration in a four-year medical school curriculum: a timeline”, Medical ReferenceServices Quarterly, Vol. 31 No. 1, pp. 105-14Discusses the incorporation of information literacy content into the University ofMichigan Medical School curriculum, emphasizing the value of a targeted approachthat results in more relevant instruction throughout a student’s education. The authorsalso describe how librarians and teaching faculty work together to provide instructionin research, evidence-based practice, and other topics.

Majidi, M., Mahdavi, H. and Siamian, H. (2012), “Patients’ information needs inaffiliated hospitals of Tehran University of Medical Sciences”, Library Philosophy& Practice, available at: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article ¼ 1797&context ¼ libphilpracReports on an information needs survey conducted with patients at Tehran Universityof Medical Sciences (Iran) hospitals, with results indicating that patients can take “amore active role” in their health care when they have been given more specificinformation about their diagnoses. The authors suggest that additional surveys becarried out to pinpoint “access methods and barriers.”

Manafo, E. and Wong, S. (2012), “Assessing the ehealth literacy skills of older adults: apreliminary study”, Journal of Consumer Health on the Internet, Vol. 16 No. 4,pp. 369-81Presents a study examining the health literacy of adults aged 55-69 in an onlinecontext. With results indicating that many participants felt limited in their ability toevaluate and use online health information, the authors offer suggestions for helpingolder adults improve their skills in this regard.

Marshall, A., Henwood, F. and Guy, E.S. (2012), “Information and health literacy in thebalance: findings from a study exploring the use of ICTs in weight management”,Library Trends, Vol. 60 No. 3, pp. 479-96Presents the results of a study funded by the UK Department of Health, which involved“participatory learning workshops” on weight management issues. Based on thefindings, the authors argue for “a broader social model of information literacy in thecontext of health,” stressing the importance of combining personal interaction withonline support.

Me-Linh, L. (2012), “The use of anonymous pop-quizzes (APQs) as a tool to reinforcelearning”, Journal of the Medical Library Association, Vol. 100 No. 4, pp. 316-9Describes the use of pop quizzes as a form of in-class assessment for library instructionsessions in dentistry, nursing, and other health sciences subjects at the University ofSaskatchewan (Canada). The author points to a number of benefits of the quizzes,

RSR41,4

746

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

focusing especially on their value in regard to active learning and instructorpreparation.

Mokhtar, I.A., Majid, S., Foo, S., Zhang, X., Theng, Y-L., Chang, Y-K. and Luyt, B.(2012), “Evidence-based practice and related information literacy skills of nurses inSingapore: an exploratory case study”, Health Informatics Journal, Vol. 18 No. 1,pp. 12-25Presents a survey-based study exploring how nurses at Alexandra Hospital(Singapore) perceive and use information in their professional environment. Basedon responses from 342 participants, the authors note that the nurses lack skills andknowledge in relation to both information literacy and evidence-based practice, withthe majority having received no training in these areas.

Niemela, R., Ek, S., Eriksson-Backa, K. and Huotari, M-L. (2012), “A screening tool forassessing everyday health information literacy”, Libri: International Journal of Libraries& Information Services, Vol. 62 No. 2, pp. 125-34Discusses the testing procedure for a new instrument to evaluate individuals’“everyday health information literacy” (EHIL), drawing on data collected fromstudents at a Finnish secondary school. In addition to demonstrating the instrument’svalue in delineating skill levels among groups, the authors also highlight “Motivation,”“Confidence,” and “Evaluation” as the three key components of EHIL.

O’Malley, D. and Delwiche, F.A. (2012), “Aligning library instruction with the needs ofbasic sciences graduate students: a case study”, Journal of the Medical LibraryAssociation, Vol. 100 No. 4, pp. 284-90Reports on the efforts of the Dana Medical Library at the University of Vermont torevamp its library instruction program to reach students who may have missedtraditional library instruction. The new strategy included stronger focus on“pedagogy, technology, marketing, and assessment strategies.” As a result,attendance increased dramatically and instruction was better focused to user needs.

O’Neal, M.R., Geiger, B.F., Anarella Cellitti, M., Chandan, P. and Hogan Smith, K.(2012), “Web sense: assisting individuals with disabilities and caregivers to find onlinehealth information”, Journal of Consumer Health on the Internet, Vol. 16 No. 3,pp. 295-306Provides a plan to foster information literacy skills for people with disabilities andtheir caregivers when searching for health information online. Tips include employingthe mnemonic “A-B-C” (Authority, Bias, and Currency) when evaluating webinformation and locating information from trustworthy organizations.

Ovaska, T. (2012), “Making evidence-based decisions when organising informationretrieval training for nurses and head nurses”, Health Information & Libraries Journal,Vol. 29 No. 3, pp. 252-6Reports on the use of the PICO (Problem, Intervention, Comparison, Outcome)framework to improve information literacy training for nurses at the KuopioUniversity Hospital of the University of Eastern Finland. The new approachincorporated evidence-based practice into the continuing education program at the

Libraryinstruction 2012

747

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

hospital. Librarians are using the results from this experience to better plan andimplement training programs in the future.

Prusin, T. (2012), “Laboratory office hours as outreach in the health sciences: betterresearch skills for better careers”, Public Services Quarterly, Vol. 8 No. 1, pp. 1-11Prusin reports on an outreach project at Georgia State University’s library where hemaintained office hours in a computer lab. As a result, he made better contact withboth the faculty and students of the nursing and public health departments. Theseencounters have led to stronger ties with faculty, more IL instruction sessions, andextra opportunities to teach information literacy skills.

Santana Arroyo, S. and Del Carmen Gonzalez Rivero, M. (2012), “Information literacyfor users at the National Medical Library of Cuba: Cochrane Library course for thesearch of best evidence for clinical decisions”, Community & Junior College Libraries,Vol. 18 No. 2, pp. 89-98Describes the course “Cochrane Library: Evidence-Based Medicine” that offers detaileddatabase instruction based on evidence-based concepts. They employ the Big6 modelto help locate, organize, and display their information.

Shabi, I.N. (2012), “Information literacy: a catalyst for health information seeking andempowerment among women in rural communities in Nigeria”, PNLA Quarterly,Vol. 76 No. 2, pp. 66-74Shabi makes the argument that information literacy efforts can empower poor, ruralwomen in Nigeria to achieve parity with men in seeking health information. Sheproposed a framework based on the Big6 model that librarians can use to help ruralwomen gain the IL skills to make informed health decisions.

Simons, M.R., Kerin Morgan, M. and Stewart Davidson, A. (2012), “Time to rethinkthe role of the library in educating doctors: driving information literacy in the clinicalenvironment”, Journal of the Medical Library Association, Vol. 100 No. 4, pp. 291-6Embedded librarians aided a pilot program at Australia’s Macquarie University’sAustralian School of Advanced Medicine to incorporate “literature searching, learning,and assessment” into the curriculum and clinical practice. Assessment of the programshowed that the clinicians searching skills increased, although advanced searchingremained problematic. The librarians concluded that learning within “context usingmeasurable outcomes” became a permanent skill of the clinicians, thus ultimatelyimproving patient care.

Smith, C.E., Massey-Stokes, M. and Lieberth, A. (2012), “Health information needs ofdeaf adolescent females: a call to action”, American Annals of the Deaf, Vol. 157 No. 1,pp. 41-7Authors argue for health professionals to further research the health information needsof deaf adolescent girls. They hope to create an online health database based on thisresearch that can provide information to the deaf community in American SignLanguage.

RSR41,4

748

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Smith, C.M. (2012), “Harnessing mobile devices in the classroom”, Journal ofContinuing Education in Nursing, Vol. 43 No. 12, pp. 539-40Nurses need information literacy skills and mobile technology to get accurate, timelyinformation for their patients. Smith argues that hand-held devices such as iPads areideal for nurses in medical settings.

Socha, Y.M., Oelschlegel, S., Vaughn, C.J. and Earl, M. (2012), “Improving an outreachservice by analyzing the relationship of health information disparities to socioeconomicindicators using geographic information systems”, Journal of the Medical LibraryAssociation, Vol. 100 No. 3, pp. 222-5Librarians at the University of Tennessee employed Census and GIS data to enhancetheir health literacy program, the telephone-based Consumer and Patient HealthInformation Service (CAPHIS). This program provides accessible health information toindividuals without internet access or who required extra assistance. The GIS dataallowed the librarians to identify and focus outreach efforts on geographic areas thatunderutilized the CAPHIS program.

Starr, S. (2012), “Improving instruction in medical libraries: the research agenda”,Journal of the Medical Library Association, Vol. 100 pp. 236-8Editorial discusses the role medical librarians play in research and instruction. Starrcites research in the journal issue that focuses on improving library instruction in themedical field. Articles mentioned cover assessment, time management, fosteringcollaboration with faculty, and methods to develop effective instruction.

Stellefson, M., Hanik, B., Chaney, D. and Tennant, B. (2012), “Analysis of eHealthsearch perspectives among female college students in the health professions using Qmethodology”, Journal of Medical Internet Research, Vol. 14 No. 2, available at: www.jmir.org/2012/2/e60/Study examined personal eHealth search practices of 13 medical school students.Through interviews and Q-technique factor analysis, the authors determined studentspossess varying levels of eHealth literacy. Findings suggest medical students needadditional training and confidence to effectively locate evidence-based healthinformation using the internet.

Stevenson, P. (2012), “Learning and teaching in action: Evaluating educationalinterventions for information literacy”, Health Information & Libraries Journal, Vol. 29No. 1, pp. 81-6Stevenson discusses assessment tools and models designed to evaluate informationliteracy instruction. Instruments discussed include Kirkpatrick’s typology ofevaluation and current practice, Rogers’ diffusion of information model, and theBARRIERS tool. He argues employing the correct assessment tool enables instructorsto evaluate, identify, and correct problems with their information literacy instruction.

Strong, M.L., Guillot, L. and Badeau, J. (2012), “Senior CHAT: a model for healthliteracy instruction”, New Library World, Vol. 113 pp. 249-61Describes the Senior CHAT (Consumer Health Awareness Training) program createdby librarians from Southeastern Louisiana University to help the elderly seek medical

Libraryinstruction 2012

749

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

information. Clients received basic computer instruction and training to search theMedlinePlus and NIHSeniorHealth databases. This program enabled seniors to assumea more proactive role in their health care while improving their health literacy skills.

Sullo, E., Harrod, T., Buera, G. and Gomes, A. (2012), “Rethinking library service todistance education students: analyzing the embedded librarian model”, MedicalReference Services Quarterly, Vol. 31 No. 1, pp. 25-33Librarians at George Washington University analyzed questions they received fromtheir embedded online classes within the School of Nursing and School of Medicine andHealth Sciences to develop a “standard protocol” for providing assistance viaBlackboard. Quantifying and qualifying these questions enabled librarians toeffectively address reoccurring questions through the use of a synchronous database,extended online availability, and additional information literacy instruction.

Thorsteinsson, H.S. (2012), “Translation and validation of two evidence-based nursingpractice instruments”, International Nursing Review, Vol. 59 No. 2, pp. 259-65The author studied, translated, and validated three Evidence Based Practice (EBP)assessment instruments into Icelandic to measure that country’s nurses’ preparednessfor EBP. The three instruments reviewed were the Information Literacy for EvidenceBased Nursing Practiceq (ILNPq) questionnaire, the Evidence-based Practice BeliefsScaleq (EBP Beliefs Scaleq), and the EBP Beliefs Scale (I-EBP Beliefs Scale). Pilottesting showed that each of the translated instruments could be used in a variety ofways to assess EBP readiness.

Timm, D.F., Jones, D., Woodson, D. and Cyrus, J.W. (2012), “Combining history ofmedicine and library instruction: an innovative approach to teaching database searchingto medical students”, Medical Reference Services Quarterly, Vol. 31 No. 3, pp. 258-66Article describes a class at Louisiana State University’s Health Sciences Library thatcombines the National Library of Medicine’s Edwin Smith Surgical Papyrus withdatabase searching. Teams of students search the medical literature to treat diseasesfound in the Surgical Papyrus. This new approach combined the history of medicinewith modern searching techniques, thus improving students’ searching skills whilepromoting special collections.

Van Deursen, A. (2012), “Internet skill-related problems in accessing online healthinformation”, International Journal of Medical Informatics, Vol. 81 No. 1, pp. 61-72Study sought to categorize skill-set deficiencies of the general population when searchingthe internet for health information. The elderly and those with less education tended tohave more problems with search engines, bookmarking, and saving information. Thosewith higher education tended to encounter less problems. Calls for information policiesthat include provisions for those with poor internet searching skills.

Winsett, R.P. and Moutseous, M. (2012), “Collaborating with hospital librarians toengage nurses in evidence-based practice education”, Journal of Hospital Librarianship,Vol. 12 No. 4, pp. 309-16Article describes a collaboration between a nurse and the hospital library to create anevidence-based practice (EBP) course for the nursing staff. Nurses now possess a

RSR41,4

750

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

clearer picture of the librarian’s role in research and can more efficiently navigate thelibrary’s resources. The authors believe they have developed an applicable model tohelp practice nurses effectively locate clinical information.

Woods, H.B. (2012), “Know your RO from your AE? Learning styles in practice”,Health Information & Libraries Journal, Vol. 29 No. 2, pp. 172-6Woods applied Kolb’s Cycle of Learning, which takes individual learning styles intoaccount, to instructional design. She also uses learning theory to create lessons plansand engage in reflexive practice. This thoughtful creation and planning of instructionallows for “interesting and effective teaching sessions.”

Yates, C., Stoodley, I., Partridge, H., Bruce, C., Cooper, H., Day, G., Edwards, S.L.(2012), “Exploring health information use by older Australians within everyday life”,Library Trends, Vol. 60 No. 3, pp. 460-78Phenomenographic study examines the health information literacy of olderAustralians in everyday life. In part, they found that the elderly rely on brochures,multimedia, test results, other people, and their own body for health information. Basedon their study, the authors recommend creating a public health policy geared towardolder adults that will disseminate health information via mediums the elderly prefer.

Zach, L. et al. (2012), “Assessing internet access and use in a medically underservedpopulation: implications for providing enhanced health information services”, HealthInformation and Libraries Journal, Vol. 29 No. 1, pp. 61-71A total of 53 interviews were conducted with patients at an urban health center toascertain patients’ access to the internet and their health seeking behaviors. The studyfound that 72 percent of participants had access to the internet, but only 21 percentactually used the internet to seek health-related information. The authors concludedthe barrier to information is not internet access but rather the knowledge to locateinformation.

OtherAbram, S. (2012), “Workplace information literacy: it’s different”, InformationOutlook, Vol. 16 No. 4, pp. 32-3Briefly highlights aspects of author’s upcoming book chapter where he will discuss theidea of transliteracy or literacy across media and how this idea better captures thecomplex facets involved in workplace IL. Based on author’s personal observations overthe course of his career, the chapter will also discuss how the diversity of types ofworkers and the diversity of their information needs create challenges for librariansand other information professionals supporting this type of IL.

Aggarwal, S. (2012), Library Services: Challenges and Solutions in Digital Era, Ess EssPublications, New DelhiPapers presented at a conference on library services in India. One chapter examines theview of information literacy as a lifeline to lifelong learning.

Libraryinstruction 2012

751

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Alexander, P.A. (2012), “Reading into the future: competence for the twenty-firstcentury”, Educational Psychologist, Vol. 47 No. 4, pp. 259-80Argues that reading always has been and will continue to be “multi-dimensional,developmental, and goal-directed” and will need to acknowledge the “authoredcharacter of texts.” Asserts that no matter what changes occur in reading“technologies,” reading competence, which involves having an awareness of and theability to modify one’s own reading “knowledge, beliefs, abilities and processes,” willcontinue to be necessary. Authors note some of the challenges particular to thetwenty-first century environment, but propose four relational reasoning strategies thatreaders can use as they read and evaluate any kind of text.

Alman, S.W., Tomer, C. and Lincoln, M.L. (2012), Designing Online Learning: APrimer for Librarians, Libraries Unlimited, Santa Barbara, CAChapters are each written by a different author and cover the basics of instructionaldesign, faculty development, learning technologies, student assessment, best practices,online education in schools, and a literature review.

Andretta, S. (2012), Ways of Experiencing Information Literacy: Making the Case fora Relational Approach, Chandos Publishing, Witney, UKDescribes how author used a phenomenographic framework to examine how 42postgraduate students in two of her Applied Information Research courses experienceIL in four contexts: personal, academic, information provision, and informationeducation. From transcriptions of interviews with the students, the author found fiveresearch themes that correlated with the ACRL IL Standards: information need,information retrieval and evaluation, knowledge expansion, purpose, and ethicalissues. Four students are individually profiled as case studies in the last chapter.

Badke, W. (2012), “Personalization and information literacy”, Online, Vol. 36 No. 1,pp. 47-9Author asserts that search engine personalization algorithms are designed to supportthe needs of advertisers and actually work against the needs of researchers. Advocatesteaching students to turn off search engine personalization and for librarians to workto help students learn to be more effective searchers.

Birdsong, L. and Freitas, J. (2012), “Helping the non-scholar scholar: Informationliteracy for lifelong learners”, Library Trends, Vol. 60 No. 3, pp. 588-610Discussion of author’s IL initiative for non-traditional learners, includingsmall-business owners, those in need of reliable health information, adults over theage of 50, patrons without jobs, women without homes, etc. Author describes theinformation seeking model she uses and provides a lesson plan example. Theinstruction includes both face-to-face classes and a “Search in Charge” video series.Although assessment for non-credit instruction is difficult, post-instruction surveysindicate the initiative has been well-received, with author noting funding and logisticsbeing the biggest challenges.

RSR41,4

752

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Bruce, C., Hughes, H. and Somerville, M.M. (2012), “Supporting informed learners inthe twenty-first century”, Library Trends, Vol. 60 No. 3, pp. 522-45Discusses the concept of “informed learning” and its relationship to IL in education,workplace, and community environments. Focuses on the experiences of informedlearners in these settings from the perspective of each of the seven “faces” or domainsof IL. Provides examples to illustrate what informed learning might look like in thesedifferent contexts. Emphasizes that those who provide support for informed learnersneed to be aware of “what it means to be information literate in that society or culturalcontext” and that technology’s role in this support is often quite complex. Includes ninepolicy principles for guiding policy directions in these different settings.

Buchanan, K. and Elzen, A.M.V. (2012), “Beyond a fad: why video games should be partof twenty-first century libraries”, Education Libraries, Vol. 35 No. 1-2, pp. 15-33Authors argue for the place of video games in libraries by describing two provocativevideo games and why they could be used as a learning medium. The authors considerthe mission of libraries to provide access, motivation, and guidance and they examinethe nature of video games as visual, interactive, and often simulating real-life typesituations. Authors also note how the games’ nature involves both traditional and newliteracies, and they examine the motivation to play these games. Using the previouslydescribed mission as a framework, authors note how games can be integrated intolibrary collections and programing.

Bunce, S., Partridge, H. and Davis, K. (2012), “Exploring information experience usingsocial media during the 2011 Queensland floods: a pilot study”, Australian LibraryJournal, Vol. 61 No. 1, pp. 34-45Authors interviewed four people about their experiences in the 2011 Queensland(Australia) floods and, using the grounded theory method, established four categoriesof social media use: monitoring information, community and communication,affirmation, and awareness. Article elaborates on these categories and describes atwhat stage of the event they occurred. Authors offer some implications for theinformation practitioner in supporting the use of social media in crises.

Burgess, P., Coombs, T., Clarke, A., Dickson, R. and Pirkis, J. (2012), “Achievements inmental health outcome measurement in Australia: reflections on progress made by theAustralian mental health outcomes and classification network (AMHOCN),”International Journal of Mental Health Systems, Vol. 6 No. 4, pp. 1-11, available at:www.ijmhs.com/content/6/1/4Most of article is a discussion of Australia’s National Mental Health Strategy outcomesdata collection and how this effort has led to changes and developments in services andtraining. Article notes that this effort has pointed to a need for IL training for those inthe mental health services area to be able to articulate what information and outcomesdata they need and how it could be used, but that this effort is ongoing.

Catts, R. (2012), “Indicators of adult information literacy”, Journal of InformationLiteracy, Vol. 6 No. 2, pp. 4-18Authors report on the examination of a number of existing United Nations householdsurveys (such as demographic and health, adult literacy, and ICT skills) to see if any of

Libraryinstruction 2012

753

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

the elements could be analyzed to provide insight into participants’ levels of IL. Theydetermined that “an adequate set of IL indicators cannot be identified by secondaryanalysis” because IL has unique elements that the existing surveys cannot measure.

Chenault, J. (2012), “Investigating and improving medical education and libraryresources at the Tamale Teaching Hospital in northern Ghana: a case report”,Kentucky Libraries, Vol. 76 No. 2, pp. 16-23Part one of a two-part article series, this article describes the author’s 2011 servicelearning trip to the Tamale Teaching Hospital and the University of DevelopmentStudies in Northern Ghana where he provided a series of training workshops onresearch, database, and digital skills for clinicians, faculty and students. Most of thearticle is given to describing the country’s infrastructure as it relates to libraryservices, the context of health related IL issues, and the institutions that the authorvisited.

Clark, S. (2012), “HAIL: hoosiers and information literacy”, Indiana Libraries, Vol. 31No. 1, pp. 46-9Describes the development of the Hoosiers and Information Literacy (HAIL) projectwhose mission is to “incorporate the development of information literacy skills in allareas of Hoosier’s lives.” A daylong information literacy summit with key stakeholderswas held in the summer of 2011. As a result of the summit, the Academic Libraries ofIndiana IL Committee created a listserv and four working groups (PR/Marketing,Teacher Education, Outreach, and Professional Development) to move the IL initiativeforward in the state.

Colosimo, A. and Fitzgibbons, M. (2012), “Teaching, designing, and organizing:concept mapping for librarians”, Partnership: The Canadian Journal of Library& Information Practice & Research, Vol. 7 No. 1, pp. 1-15Authors review the literature related to concept mapping or graphical representationsof how concepts are related to each other, specific to libraries. They argue for the valueof concept mapping in instruction as a means of visualizing complex ideas andrelationships. They also provide concrete examples of how concept maps could be usedin IL instruction as well as how to design and organize maps. Authors also notesoftware tools they have used to create concept maps.

Crawford, J. and Irving, C. (2012), “Information literacy in employability training: theexperience of Inverclyde Libraries”, Journal of Librarianship & Information Science,Vol. 44 No. 2, pp. 79-89Evaluation of a series of courses designed for those seeking employment to improvebasic technology and IL skills offered by a public library in Scotland. The authorsinterviewed five of the course participants and the adult learning tutor using aLearning Life Histories methodology. Authors offer a series of sevenrecommendations, including the need for librarian-produced training materials forthis population, the need for partnership to make people aware of the course offerings,the need for flexible course scheduling, and the need for copyright, internet safety, andhealth information literacy in the training.

RSR41,4

754

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Culver, S.H. and Jacobson, T. (2012), “Media literacy and its use as a method toencourage civic engagement”, Comunicar, No. 39, pp. 73-80Authors report on three media and IL literacy projects. The programs span age rangesfrom primary grades to college, but all of them involve students communicating andexploring media literacy issues from cross-cultural perspectives. Authors interview theprogram directors and conclude that what these successful programs have in commonis that they integrate student interest into lesson plans, incorporate student interest inpopular culture, use technology as a means rather than an end, do not assume studentsare not interested in current events, and utilized a support team of educators andinstructors.

Erstad, O. (2012), “The learning lives of digital youth – beyond the formal andinformal”, Oxford Review of Education, Vol. 38 No. 1, pp. 25-43Argues for the need to study the “learning lives” of students because learning happensin many contexts, not just in school. Author offers the theoretical positions andempirical orientations of this approach and examines the concepts relevant to thisapproach such as learning identity, the importance and ambiguity of context, learningacross time and space, and the necessity of moving beyond transfer. Article ends withtwo examples from the author’s own work.

Fafeita, J. and Lloyd, A. (2012), “Plating up information literacy as a social practice: aslice of the literature”, Australian Academic & Research Libraries, Vol. 43 No. 2,pp. 92-101Situates authors’ research on the information and workplace learning practices of chefsin the literature of workplace IL and practice theory. The first author’s doctoralresearch examines “how apprentice chefs develop information literacy practices thatenable them to learn their trade and engage with the professional practice of chefs.”

Fang, W. and Yongbo, C. (2012), “From potential users to actual users: use ofe-government service by Chinese migrant farmer workers”, Government InformationQuarterly, Vol. 29 No. s1, pp. S98-S111Survey of migrant farm workers in several Chinese cities and provinces shows that thetypical farm worker faces significant barriers to accessing electronic governmentinformation, including lack of internet connectivity, low levels of education, and lack ofawareness of the usefulness of the information. Authors provide a number of policyrecommendations such as providing internet training, the addition of targetedelectronic services for this population, enhancing public library services, and a moregeneral focus on government services for this vulnerable population.

Fourie, I. (2012), “A call for libraries to go green: an information behaviour perspectiveto draw interest from twenty-first century librarians”, Library Hi Tech, Vol. 30 No. 3,pp. 428-35Author outlines how she used IL skills in her own search for information about theneed for libraries to “go green,” and she details the steps she took, the emotions sheexperienced, and the results of her search. Author also offers suggestions for thelibrary and information science profession about how to move forward in its efforts tohave more environmentally aware and sustainable practices.

Libraryinstruction 2012

755

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Fourie, I. (2012), “Understanding and exploiting idiosyncrasy in the use of ICT devicessuch as tablets: setting the background”, Library Hi Tech, Vol. 30 No. 2, pp. 359-66Argues that we perhaps miss out when we focus on the use of information andcommunication technology (ICT) by younger generations and that researching theways that people with more life experience are using new devices could enrich ourunderstanding and empower other people less experienced with ICT. Author providesexamples from her own use of a tablet computer and calls for more research into howadult learning theory could be applied to the use of ICT and how to encourage peoplewith more life experience to share their “idiosyncratic” use of these technologies.

Fox, R. (2012), “Digital viability”, OCLC Systems & Services, Vol. 28 No. 1, pp. 6-13Most of the article deals with the importance of libraries self-assessing their services,specifically advocating for the use of the “balanced scorecard” approach, but a smallsection notes the importance, especially in the academic arena, of librariesdemonstrating how they contribute to student learning outcomes through their ILinstruction.

Godwin, P. and Parker, J. (2012), Information Literacy beyond Library 2.0, Facet,LondonAn update to the authors’ 2008 anthology Information Literacy Meets Library 2.0, thisvolume includes theory, case studies, and the implications for librarians. The firstsection includes chapters about the history of Web 2.0 and libraries, search enginepersonalization, and informed online learning, while the second section presents casestudies from libraries in the UK, the US, and Australia, including a survey of students’mobile search habits and an ANCIL-based curriculum for undergraduate IL education.The final section contains an overview of current trends and future predictions aboutsocial media and web-based information tools in public and school libraries.

Gunton, L., Bruce, C. and Stoodley, I. (2012), “Experiencing religious informationliteracy: informed learning in church communities”, Australian Library Journal, Vol. 61No. 2, pp. 119-32Using a phenomenological research approach, authors explored how members of theUniting Church in Australia used information to learn. The authors identified fiveareas where participants particularly experienced using information to learn: “growingfaith, developing relationships, managing the church, serving church communities andreaching out beyond church communities.” This understanding of “religiousinformation literacy” could be used in a variety of ways by the members of thecommunity.

Gwyer, R., Stubbings, R. and Walton, G. (2012), The Road to Information Literacy:Librarians as Facilitators of Learning, De Gruyter Saur, Boston, MAContains 23 papers from the IFLA conference which are primarily case studiesfocusing on continuing professional development and IL instruction strategies for ILpractitioners. Topics covered include succession planning, using LibGuides to increaselibrarians’ disciplinary IL, using Wikipedia in IL instruction in a school setting,incorporating IL competencies into staff development, blended learning course designfor engineering students, and the use of discovery tools in IL instruction.

RSR41,4

756

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Hamilton, B. (2012), Embedded Librarianship: Tools and Practices, ALA TechSource,Chicago, ILExamines the role of the embedded librarian in the learning process via specific casestudies. Individual chapters demonstrate how web-based services such as Skype andGoogle Docs can be used to facilitate productive collaboration among librarians,teachers, and students.

Harlan, M.A., Bruce, C. and Lupton, M. (2012), “Teen content creators: experiences ofusing information to learn”, Library Trends, Vol. 60 No. 3, pp. 569-87Delineates the information practices of teenagers in “digital participatorycommunities,” based primarily on interviews conducted with several teenagers whocreate and share online content. The authors describe practices such as “serendipitousencountering,” “focused browsing,” and “musing,” which they associate with Bruce’sconceptualization of information literacy as “informed learning.”

Jackson, C. (2012), “The Welsh Information Literacy Project: Phase 2”, Journal ofInformation Literacy, Vol. 6 No. 1, pp. 98-102Discusses the ongoing development and implementation of the Welsh InformationLiteracy Project, which offers advocacy and support for information literacy initiativesacross Welsh society. The author focuses on the dissemination of an informationliteracy framework and promotional materials, as well as the creation of educationalmodules.

Jackson, C. & Hebron, P. (2012), “Information literacy in Wales: a national approach”,CILIP Update, Vol. 11 No. 6, pp. 38-40Traces the evolution of the large-scale Welsh Information Literacy Project since itsinitial founding in late 2009. The authors highlight accomplishments in policydevelopment and strategic planning, as well as new information literacy goals forpublic and school libraries.

Johnson, A.M., Sproles, C., Detmering, R. and English, J. (2012), “Library instructionand information literacy 2011”, Reference Services Review, Vol. 40 No. 4, pp. 601-703Presents bibliographic citations and brief annotations for more than 500 publications onlibrary instruction and information literacy from the year 2011. Includes an introductoryessay highlighting several themes and key publications in this body of literature.

Johnson, C.A. (2012), The Information Diet: A Case for Conscious Consumption,O’Reilly Media, Sebastopol, CAConceptualizes and provides strategies for addressing the problem of “informationoverconsumption.” The author employs the metaphor of an “information diet” as aresponse to this concern, arguing for the value of “data literacy,” “attention fitness,”and other information management skills.

Koltay, T. (2012), “Speculations on combating information overload in amateur andprofessional environments”, in Kurbanoglu, S., Al, U., Erdogan, P.L., Tonta, Y. andUcak, N. (Eds.) E-science and Information Management, Springer, Berlin, pp. 25-32Discusses the nature of information overload in new media contexts, with an emphasison the potential distinctions between how amateurs and professionals experience

Libraryinstruction 2012

757

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

information overload and the different literacy needs of these two groups. The authorspoint to the value of IL education for scholars and other professionals.

Lammers, J.C., Curwood, J.S. and Magnifico, A.M. (2012), “Toward an affinity spacemethodology: considerations for literacy research”, English Teaching: Practice andCritique, Vol. 11 No. 2, pp. 44-58Proposes a new approach to literacy research, “affinity space ethnography,” influencedby James Paul Gee’s “affinity space” concept and informed by the authors’ studies ofadolescents who participate in online communities for The Sims, The Hunger Games,and Neopets. The authors discuss the potential opportunities and challenges associatedwith the methodology, which emphasizes the “constantly evolving” and “dynamic”nature of social media environments.

Lanning, S. (2012), Concise Guide to Information Literacy, Libraries Unlimited, SantaBarbara, CAProvides an overview of all aspects of information literacy for both high school andcollege students. Most chapters focus on particular skills, such as “Utilizing LibraryDatabases” and “Evaluating Information,” and the author includes an assignment foreach skill covered in the text.

Leung, L. and Lee, P.S.N. (2012), “The influences of information literacy, internetaddiction and parenting styles on internet risks”, New Media & Society, Vol. 14 No. 1,pp. 117-36Presents an interview-based study examining information literacy, various aspects ofinternet behavior, level of exposure to online risks, and level of parental involvementamong young people (ages nine to 19) in Hong Kong. The researchers note, amongother findings, that adolescents who exhibit symptoms associated with internetaddiction are more likely to be exposed to online risks but that those adolescents whosee themselves as information literate are less likely to be exposed to such risks.

Lloyd, A. (2012), “Information literacy as a socially enacted practice: sensitising themesfor an emerging perspective of people-in-practice”, Journal of Documentation, Vol. 68No. 6, pp. 772-83Presents a new theoretical and conceptual understanding of information literacy as a“complex collective practice” carried out within specific contexts. Drawing in part onevidence from her previous studies, the author argues against more narrow approachesthat emphasize individual skill development without taking the social dynamics ofinformation literacy into account.

Lowe, M. (2012), “Information literacy 2011: a selection of 2011’s literature on IL”,Codex, Vol. 1 No. 4, pp. 46-74Presents an annotated bibliography of research on information literacy published in2011. The bibliography includes 16 articles, and they address all manner ofinformation literacy issues, such as embedded librarianship, faculty collaboration, andassessment.

RSR41,4

758

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Lu, H.-P. and Lee, M.-R. (2012), “Experience differences and continuance intention ofblog sharing”, Behaviour & Information Technology, Vol. 31 No. 11, pp. 1081-95Presents a survey-based study of blog writers, focusing especially on their motivationsfor sharing content via this online medium. In addition to other findings, the authorsnote that a person’s information literacy skills do not play a significant role in decidingto blog.

Martin, C. A. (2012), Information Literacy in Interest-Driven Learning Communities:Navigating The Sea of Information of an Online Affinity Space, PhD Thesis, TheUniversity of Wisconsin – Madison, Madison, WIUsing information horizon maps, structured interviews with players, chat logs, andforum posts, author studied the IL practices of players of the massively multiplayeronline game World of Warcraft. The community-generated information surroundingthis “affinity space” encouraged collaborative IL practices. Author notes that thecurrent IL models do not accurately reflect IL as practiced in this type of context and soproposes a new model which is flexible and non-linear. Author also notes that her data“demonstrate the social nature of knowledge acquisition.”

McHugh, S. and Yarmey, K. (2012), “Near field communication: introduction andimplications”, Journal of Web Librarianship, Vol. 6 No. 3, pp. 186-207Provides an overview of “near field communication” technology and speculates on thepossible roles this technology might play in library services. The authors explain how“near field communication” might foster greater integration of print and digitalmaterials, thereby altering the information practices and behaviors of library patrons.

O’Brien, T. and Russell, P. (2012), “The Irish ‘working group on information literacy’ –edging towards a national policy”, International Information & Library Review, Vol. 44No. 1, pp. 1-7The article covers framework development, group advocacy, marketing, and otherchallenges faced while creating a national information literacy policy for Ireland. Theconclusion summarizes the report and outlines key recommendations from theworking group.

O’Connor, L. and Rapchak, M. (2012), “Information use in online civic discourse: astudy of health care reform debate”, Library Trends, Vol. 60 No. 3, pp. 497-521The authors examined sources cited in online political forums concerning the “PatientProtection and Affordable Care Act,” or “Obamacare.” Results uncovered that themajority (97 percent) of online respondents cited no sources and many of the sourcescited in the arguments were clearly biased. O’Connor and Rapchak discuss theramifications for libraries in improving information seeking behavior outside thelibrary and the opportunity for librarians to inform political discourse.

Ragains, P. (2012), “The necessity and challenge of teaching information ethics”,Communications in Information Literacy, Vol. 6 No. 1, pp. 1-4Ragains discusses the current state of academic integrity and calls on instructors toaddress proper citation techniques to combat incorrect citations and quotations.

Libraryinstruction 2012

759

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Folding these issues into the instruction of an assignment and creating a system widepolicy of plagiarism avoidance can alleviate some of the more common problems.

Reia-Baptista, V. (2012), “Film literacy: media appropriations with examples from theEuropean film context”, Comunicar, No. 39, pp. 81-9Reia-Baptista suggests a framework for a universal film literacy standard based on theUNESCO Media and Information Literacy Curriculum for Teachers that incorporatesboth cultural and social contexts. The author further cites relevant European cinemacase studies to illustrate the importance of film literacy.

Saleh, I. (2012), “Media and information literacy in South Africa: Goals and tools”,Comunicar, No. 39, pp. 35-43A pilot study of students at the University of Cape Town offered insight into theiropinions on a variety of social information literacy topics. Saleh proposes using theseconcepts of information and media literacy to further educational attainment, shortenthe digital divide, and increase citizen participation in South Africa.

Secker, J. and Emma, C. (2012), The New Information Literacy: A PracticalFramework for Teaching, Facet, LondonThe authors present a new vision and curriculum for information literacy developed atthe Arcadia Programme of Cambridge University geared towards informationprofessionals. They contend that broad information literacy skills are essential tosurvive in the twenty-first-century environment. Includes opinions from leaders in theinformation literacy field such as Libby Tilley, Andy Priestner, and Sarah Pavey.

Seeker, J. and Madjarevic, N. (2012), “Sharing information literacy resources as openeducational resources: lessons from DELILA”, SCONUL Focus, No. 55, pp. 14-8Article explores the creation of the DELILA (Developing Educators Learning andInformation Literacies for Accreditation) project (http://delilaopen.wordpress.com),which shared information literacy open educational resources (OERs). The issues ofcopyright clearance and institutional permissions were problematic in the developmentof the project. However, the success of DELILA led to the development of the LSE(London School of Economics) Learning Resources Online (http://learningresources.lse.ac.uk) to distribute OERs developed in-house.

Shenton, A.K. and Hay-Gibson, N.V. (2012), “Information behaviour meta-models”,Library Review, Vol. 61 No. 2, pp. 92-109Paper attempts to identify “meta-models,” which are models based on characteristics ofother models, in the areas of information literacy and information seeking behaviors.This new field of meta-modeling can create a more holistic approach to informationliteracy. By identifying common themes of existing models, a meta-model can becreated and applied across various IL disciplines.

Shumaker, D. and Makins, A. (2012), “Lessons from successful embedded librarians”,Information Outlook, Vol. 16 No. 3, pp. 10-2Article looks at part of an SLA-funded research project that examines the role ofembedded librarians in the library environment. They found most embeddedlibrarians’ main function is information literacy instruction, but they are beginning to

RSR41,4

760

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

play a key role in curriculum development. These embedded librarians have also beenmaking substantial efforts to assess the instruction given to students to gauge thelibrary’s impact on learning.

Singer, G. et al. (2012), “The relationship between internet user type and userperformance when carrying out simple vs complex search tasks,” First Monday, Vol. 17No. 6, available at: http://firstmonday.org/article/view/3960/3245The authors categorized users by their preferred internet activities and then trackedtheir internet searching style through a series of basic and complicated searches. Byplacing the results within the Search-Logger study framework, they found “significantdifferences” between the groups. They conclude that customizing search engines todifferent user groups could greatly improve users’ internet searches.

Singh, S. (2012), “Right to information and information literacy: An Indianperspective”, SRELS Journal of Information Management, Vol. 49 No. 1, pp. 5-19Singh discusses India’s Right to Information Act and other information literacyinitiatives India has undertaken to enhance its growing technology sector. She alsostresses the important role public libraries could play in promoting a nationalinformation literacy policy that allows the populace to participate in decision making.

Smith, A.G. (2012), “Internet search tactics”, Online Information Review, Vol. 36 No. 1,pp. 7-20In 1979, Marcia Bates created a list of online search strategies. Three decades later,Smith applies these and other strategies to internet searching. Smith offers a newframework of internet search tactics that can be used for tracking and studyinginformation seeking behavior as well as improving IL instruction.

Sseguya, H., Mazur, R., Abbott, E. and Matsiko, F. (2012), “Information andcommunication for rural innovation and development: context, quality and priorities insoutheast Uganda”, Journal of Agricultural Education and Extension, Vol. 18 No. 1,pp. 55-70Study looked at methods residents in southeast Uganda use to obtain agriculturalinformation. Residents use a variety of means to locate information; however, not allinformation they gather is reliable. The authors recommend employing “feedbackloops” to enhance and improve information gathering and dissemination to sustainrural development.

Thomm, E. and Bromme, R. (2012), “‘It should at least seem scientific!’ Textualfeatures of ‘scientificness’ and their impact on lay assessments of online information”,Science Education, Vol. 96 No. 2, pp. 187-211Research paper delves into how much knowledge of “true” scientific discourse isnecessary for average citizens to select and evaluate scientific information. Resultsshowed “lay people” were able differentiate between their personal views and scientificdiscourse, showing that scientifically literate people do not necessarily change theirviews based on valid scientific discourse.

Libraryinstruction 2012

761

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Thornton, S. (2012), “Trying to learn (politics) in a data-drenched society: caninformation literacy save us?”, European Political Science, Vol. 11 No. 2, pp. 213-23Thornton explores literature that addresses application of information literacy outsideof librarianship. He maintains there is a distinct difference between informationliteracy and critical thinking that is often ignored. Further arguments state the conceptof information literacy is too “stretched,” making it difficult for those outside thelibrary world to fully grasp its meaning and employ its concepts.

Walker, C. (2012), “The information world of parents: a study of the use andunderstanding of information by parents of young children”, Library Trends, Vol. 60No. 3, pp. 546-68Walker develops an information literacy paradigm based on his study of theinformation seeking behavior of 33 parents in Leeds, England. He developed a fivecategory “substantive grounded theory” that outlined how parents seek, find, andevaluate information daily. His framework can be used to effectively create, organize,and disseminate useful information to parents.

Walsh, A. (2012), “Mobile information literacy: a preliminary outline of informationbehaviour in a mobile environment”, Journal of Information Literacy, Vol. 6 No. 2,pp. 56-69Based on semi-structured interviews with five participants, Walsh categorized areas inwhich mobile devices influenced information seeking behavior. He concluded thatsearching behavior using mobile devices is substantially different than informationseeking behavior in a fixed environment, such as a library. This finding, he contends,needs to be incorporated into current library instruction and IL practice.

Wei, Z., Lirong, S. and Chunming, L. (2012), “An analysis of the development of ChinaDigital Library for Visual Impairment web site”, Electronic Library, Vol. 30 No. 6,pp. 756-63Discusses the creation of the China Digital Library for Visual Impairment (CDLVI),whose goal is to aid the visually impaired by increasing their knowledge base,improving their information literacy skills, and increasing their social activity. Basedon the success of the CDLVI, the National Library of China plans to extend these typesof services to other groups of people with disabilities.

Whicker, J.R., Shields, K. and Chadwell, A. (2012), “Free tech tools that enhance libraryinstruction”, Virginia Libraries, Vol. 58 pp. 13-8The authors review a series of free online Web 2.0 technologies that can enhancelibrary instruction and offer tips on how these can be implemented in the classroom.Products reviewed include Prezi, Mindomo, Bubbl.us, Lino, Jing, Join.Me, PollEverywhere, Google Forms, and EverNote.

White, D. (2012), “Visitors and residents and learner-owned literacies”, MultimediaInformation & Technology, Vol. 38 No. 1, pp. 23-5Profiles David White and his involvement in TALL (Technology-Assisted LifelongLearning), an Oxford University e-learning research group and the Visitors andResidents project, which looks at “learner-owned literacies and web Culture.” White’s

RSR41,4

762

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

research revolves around users’ age, e-learning strategies, and the connection betweenacademia and social media.

Witek, D. and Grettano, T. (2012), “Information literacy on Facebook: an analysis”,Reference Services Review, Vol. 40 No. 2, pp. 242-57First part of a two-part paper which looks at the influence of Facebook on informationliteracy. In Part I, the authors matched Facebook behaviors with the ACRL ILStandards to create a framework in which to assess their research data. They foundthat the “Feeds, Share, and Comment” section of Facebook allows for the mostinformation literacy interactions. Findings also indicate that information literacy in anelectronic environment requires a “meta-literacy,” or a deep understanding of theinformation process.

Xue, Z., Shaheen, M. and Schubert, F. (2012), “Perceived environmental uncertainty,information literacy and environmental scanning: towards a refined framework”,Information Research: An International Electronic Journal, Vol. 17 No. 2, pp. 3-Study addresses the relationship between environmental scanning and environmentaluncertainty through a survey questionnaire of 42 Singaporean travel agents. Resultsshowed gathering and sorting information directly correlates with “perceived strategicuncertainty.” The analysis also revealed the importance of information literacy inperforming environmental scanning. Without strong information literacy skills tocollect, evaluate, and disseminate information, the end product suffers.

Yadagiri, S. and Sagar Thalluri, P.V. (2012), “Information technology on surge:information literacy on demand”, DESIDOC Journal of Library & InformationTechnology, Vol. 32 No. 1, pp. 64-9Article contends that information literacy skills are even more essential in an electronicenvironment. Considering this, the authors call on librarians and informationprofessionals to effectively organize and present digital information, citingRanganathan’s pillar of “providing right information to the right information seekerat the right time.”

Yang, F.Q. (2012), “Exploring the information literacy of professionals in safetymanagement”, Safety Science, Vol. 50 No. 2, pp. 294-9Information literacy skills are crucial to safety management (SM) professionalsbecause of their work to mitigate accident risk. Yang proposes an information literacyframework for SM professionals. Components of this framework include individualconsiderations, information policy, law, information technology, ethics, and the safetyculture.

PublicBlowers, H. (2012), “Benchmarking your technology edge”, Computers in Libraries,Vol. 32 No. 5, pp. 26-8Overview of a pilot effort by several public libraries to create a benchmarking frameworkencompassing three areas: community value, community engagement in decision making,and organizational management. There are 14 benchmarks with 29 indicators, and thefirst benchmark in the Community Value area “helps libraries measure their value relative

Libraryinstruction 2012

763

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

to technology assistance and training.” The other benchmarks in this area focus “onmeasuring the value of technology services for job seekers and entrepreneurs, studentsand educational support, patrons seeking health and wellness information, contentcreators, and those seeking legal and government services/assistance.”

Cirella, D. (2012), “Beyond traditional literacy instruction”, Computers in Libraries,Vol. 32 No. 10, pp. 5-8Proposes that account-based information literacy training is needed to help peopleunderstand their account protection, privacy and data management options in servicessuch as Facebook or Google. Article examines some considerations for IL in each ofthese areas.

Devetakova, L. (2012), “Bulgaria”, Performance Measurement & Metrics, Vol. 13 No. 1,pp. 19-23Reports on a survey of Bulgarian public libraries and a survey of Bulgarian citizens asan assessment of the impact of the Glob@l Libraries – Bulgaria project. Survey founda high level of computer and internet use among citizens but that many were notinformation literate and struggled to find high-quality information. Author urgespublic libraries in Bulgaria to create a role for themselves in training and consultation,especially since the survey showed that many people in Bulgaria did not connect theidea of library and internet training but rather saw the library as a repository of books.

Ferguson, S. (2012), “Are public libraries developers of social capital? A review of theircontribution and attempts to demonstrate it”, Australian Library Journal, Vol. 61 No. 1,pp. 22-33Explores the role of the public library as a developer of social capital, particularly byproviding community outreach, meeting places, and universal services. Highlightshow public libraries can support community learning by providing access toinformation and communication technologies and IL training. Examines research thatevaluates whether public libraries can generate social capital and proposes evidencethat still needs to be found in order to provide a convincing argument.

Gilton, D. L. (2012), Lifelong Learning in Public Libraries: Principles, Programs, andPeople, The Scarecrow Press, Inc., Lanham, MarylandArgues that public libraries have long been involved in instruction but that it has oftenbeen informal. Author wishes to broaden the definition of IL instruction and each of theeight chapters analyzes an aspect of IL in the public library setting. Topics coveredinclude an historical overview of IL in public libraries, using education theories toestablish sound IL practices, providing instruction to diverse groups, administrationand evaluation of IL programs, characteristics of formal and informal instruction, withexamples of informal instruction in similar institutions such as museums.

Kolesnik, S. and Sheketoff, K. (2012), “Satisfaction and relevance of libraries andtechnology in Ukraine and Romania”, in Katsirikou, A. and Skiadas, C. (Eds.), NewTrends in Qualitative and Quantitative Methods in Libraries, pp. 393-8Reports on two surveys focusing on library use and information literacy in Ukraine(2530 participants) and Romania (1200 participants) respectively. With the findings

RSR41,4

764

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

showing a low level of library use in each country, the authors point to a need for moreemphasis on community outreach and training.

Kunhambu, K. and Mudhol, M.V. (2012), “Role of rural libraries in rural areas”,SRELS Journal of Information Management, Vol. 49 No. 6, pp. 631-47Argues for the importance of information literacy in developing nations, focusing oneducational concerns in rural India. The authors recommend that library collections inrural regions emphasize agriculture, health issues, and other relevant topics.

Lai, H.J. and Wang, C.Y. (2012), “Examining public librarians’ information literacy,self-directed learning readiness, and e-learning attitudes: a study from Taiwan”,Malaysian Journal of Library & Information Science, Vol. 17 No. 2, pp. 101-15Presents a survey-based study investigating how public librarians in three Taiwanesecities view their information literacy skills, as well as related learning skills. The studyparticipants demonstrated mostly positive attitudes regarding information literacy,although those participants with library science degrees showed greater aptitude forcertain skills, including the organization and evaluation of information.

Leonard, A. (2012), “What would a teen think of George Carlin based on a Web 2.0search?”, Voice of Youth Advocates, Vol. 35 No. 1, pp. 32-4Discusses the limitations of Web 2.0 services such as YouTube and Facebook, using ateenager’s search for information about George Carlin as an example. While noting thevalue of online social networks in building communities, the author also explains howsuch sites can disseminate inaccurate or misleading information.

Mulvihill, A. (2012), “Njworks@ libraries: going the extra mile”, Information Today,Vol. 29 No. 3, pp. 1, 34-5Reports on the New Jersey State Library’s grant-funded initiative to providetechnology and basic job skills instruction to patrons. The author also addresses thepromotional aspects of this community engagement project.

Nelson, J. amd Braafladt, K. (2012), Technology and Literacy: Twenty-first CenturyLibrary Programming for Children and Teens, American Library Association, Chicago,ILThe book provides a programming language, Scratch, that public librarians can use todevelop “innovative technology programming” that enhances children’s literacy skillsthrough 3D visuals, games, and music. Includes tips on workshop planning, advocacytools, ideas for working with community partners, and evaluation checklists.

Norton, B. and Williams, C.-J. (2012), “Digital identities, student investments andeGranary as a placed resource”, Language and Education, Vol. 26 No. 4, pp. 315-29Discusses how eGranary, a digital portable library used in Uganda, developed andtransformed secondary students’ digital literacy. Through the use of eGranary, thestudents were able to revisualize themselves and their identities. The students werealso able to assist other community members in developing digital literacy skillsthrough the use of eGranary.

Libraryinstruction 2012

765

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Senft, A. (2012), “Louder! – this is a library! The case for video game programs inpublic libraries”, Journal of the Library Administration & Management Section, Vol. 9No. 8/9, pp. 9-13Senft argues that video games are an excellent way to attract teens to the publiclibrary. Video games teach IL skills such as focusing on tasks, problem solving, andfiltering inconsequential information. Research also shows that teens are more likely touse library services when they attend a special program.

Spiranec, S., Zorica, M.B. and Simoncic, G.S. (2012), “Libraries and financial literacy:perspectives from emerging markets”, Journal of Business & Finance Librarianship,Vol. 17 No. 3, pp. 262-78Authors maintain that financial literacy should be part of information literacyinstruction, particularly in public libraries around the globe. A case study of the effectof the global financial crisis of 2007 to 2009 on Croatia is used an example of the needand importance of financial literacy.

SchoolAlto, T. (2012), “Mary E. Hall: dawn of the professional school librarian”, SchoolLibrary Monthly, Vol. 29 No. 1, pp. 11-3Profile of one of the first school librarians. Article details Mary Hall’s achievements,including helping other early school library leaders convince educators that studentsshould be taught library skills such as reference and research. Hall also was a greatchampion of recreational reading. Author argues that educators and state legislatorsare not as committed as their predecessors to the importance of the school librarian’srole in creating citizens who are critical thinkers and lifelong learners.

Avila, J. and Moore, M. (2012), “Critical literacy, digital literacies, and Common CoreState Standards: a workable union?”, Theory Into Practice, Vol. 51 No. 1, pp. 27-33Discusses a letter to the editor assignment that can foster information and criticalliteracy as well as meet some of the Common Core State Standards for grades 11 and12. Uses an example of a student’s letter to show how the student incorporatedelements of critical literacy.

Badilla Quintana, M., Cortada Pujol, M. and Riera Romani, J. (2012), “Internetnavigation and information search strategies: how do children are influenced by theirparticipation in an intensive ICT project”, International Journal of Technology andDesign Education, Vol. 22 No. 4, pp. 513-29Study of 190 middle school students in Spain which collected data on ICT basic skillsand self-perception of skills, and compared the performance of students in a program toactively integrate ICT skills in the curriculum to students in schools which did notparticipate in the program. The students from the participating schools scored better intheir web searching skills. Older students had more refined searching skills, but all thestudents typically made use of only one search engine and one online encyclopedia.Authors recommend “explicit training in how to conduct internet searches . . . ” for allstudents.

RSR41,4

766

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Bailey, G.C. and Paul, M.A. (2012), “Report from the field: outcome evaluation of thelibrary media program on information literacy skills in Montgomery County PublicSchools, Maryland”, Teacher Librarian, Vol. 39 No. 5, pp. 46-9Describes a research project where 8,000 students in grades 5, 8, and 11 were testedusing the Tools for Real-Time Assessment of Information Literacy Skills (TRAILS)program. Article describes the project implementation, the barriers and how they wereovercome, the specific statistical methodology used, and the final report. The studydemonstrated that the students met all but one of the benchmarks for the IL skillssubsets and students with higher TRAILS scores also had higher academicachievement even after controlling for demographic differences.

Bartow, C. (2012), “The journey begins here”, Library Media Connection, Vol. 31 No. 2,pp. 10-3The author, who works in the Montana Office of Public Instruction as the state’slibrary-information literacy curriculum specialist, discusses how she worked withothers in her office to align the Common Core State Standards and Montana’sLibrary/Information Literacy Content Standards. She also created Grade-by-MonthInformation Literacy Curriculum guides with assessment and reporting suggestions.In addition, there are grade level performance rubrics, and sample curriculum unitswith assessment evidence rubrics and learning plans.

Batool, S.H. and Mahmood, K. (2012), “Teachers’ conceptions about informationliteracy skills of school children”, Pakistan Journal of Library & Information Science,No. 13, pp. 1-6Author notes that most of the literature on teachers’ perception of students’ IL skills isat the university level. This survey of 3rd grade teachers at private elementary schoolsin Lahore, Pakistan revealed that on average teachers felt their students’ IL skills wereadequate or good as measured against the California School Library Associationstandards for 2nd graders. Author feels that this information is encouraging, but thatfurther research on the public schools is also needed. Author also surmises that thisresult can show that the schools in this survey are adequately equipped to teach ILinstruction.

Beheshti, J. (2012), “Teens, virtual environments and information literacy”, Bulletin ofthe American Society for Information Science & Technology, Vol. 38 No. 3, pp. 54-7Describes a project to create a virtual learning environment (VLE) for teenage digitalnatives that would promote IL skills. The VLE was designed collaboratively around alibrary metaphor since it was felt most students are still familiar with the traditionallook and feel of a library. When the VLE was tested, users were enthusiastic about itspotential to help them navigate research in a digital environment and suggested alibrarian avatar who would offer help when needed.

Bell, P. et al. (2012), “Exploring the science framework”, Science Teacher, Vol. 79 No. 8,pp. 31-6Article focuses on the practice of obtaining, evaluating, and communicating scienceinformation which is one specific practice called for in A Framework for K-12 ScienceEducation: Practices, Crosscutting Concepts, and Core Ideas, published by the National

Libraryinstruction 2012

767

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Research Council in 2011. Article provides examples from four different grade-levels todemonstrate what instructional lessons incorporating this practice could look like.

Bilal, D. (2012), “Ranking, relevance judgment, and precision of information retrievalon children’s queries: evaluation of Google, Yahoo!, Bing, Yahoo! Kids, and Ask Kids”,Journal of the American Society for Information Science & Technology, Vol. 63 No. 9,pp. 1879-96Evaluation of relevance across several search engines, using queries that, based on theliterature, mimic children’s natural language search queries showed that some searchengines specifically designed for kids do not always yield results that have highrelevance. Authors note that for students to be successful, they will need adequatereading skills, an understanding of the “safe” search filter, and instruction informulating search strategies and interpreting and evaluating the results in light oftheir information need.

Bodden, V. (2012), Doing Primary Research, Creative Education, Mankato, MNGuide for elementary or middle school age children includes chapters such as PrimarySource Primer, Methods to Count On, Wondering Why, The Hunt is On, Eye onEvaluation, The Scientific Method, Ask Away, and A Treasure Trove. The authordiscusses the difference between primary and secondary sources, qualitative andquantitative research, how to evaluate information, and how librarians can be helpful.

Bowler, L. et al. (2012), “Multimodal stories: LIS students explore reading, literacy, andlibrary service through the lens of ‘The 39 Clues’”, Journal of Education for Library& Information Science, Vol. 53 No. 1, pp. 32-48Although most of the article does not deal directly with IL, one of the library sciencestudent co-authors argues that the online game aspect of the children’s book series The39 Clues could foster IL skills because of the multi-modal nature of the text and citesspecifically the AASL standard related to making meaning from information in avariety of formats.

Burke, M. and Zeigen, L. (2012), “Oregon’s goal: healthy, knowledgeable, successfulpeople. How? A strong information literacy continuum”, OLA Quarterly, Vol. 18 No. 2,pp. 6-11Urges librarians to think about IL in terms of lifelong learning along a continuum, andthat librarians all along the K-20 spectrum need to be proactive, promote each other’swork, and recognize how the work of the K-12 librarians is foundational. Authorsdiscuss the advocacy efforts already underway in Oregon and provide suggestions forhow librarians can help.

Bush, G. (2012), “The transliterate learner”, School Library Monthly, Vol. 29 No. 1,pp. 5-7Provides a brief background on the concept of transliteracy, a definition of atransliterate individual, and highlights elements of transliteracy in the confluence ofthe AASL twenty-first century Learning Standards and the new Common Core StateStandards (CCSS). Urges librarians to take the lead in professional development that

RSR41,4

768

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

promotes the partnerships between teachers, librarians, and parents inherent in theCCSS.

Castek, J. et al. (2012), “Examining peer collaboration in online inquiry”, EducationalForum, Vol. 76 No. 4, pp. 479-96Notes how the Common Core State Standards call for students to have online readingand collaborative inquiry skills. Using dialogue from four pairs of 7th grade students,authors analyze the interactions and point to elements of productive and lessproductive collaboration in the areas of planning and searching for information,negotiating meaning, determining relevant and reliable sources, and synthesizingacross multiple sources. Subsequently, the article offers teaching strategies to scaffoldthese crucial areas.

Chen, C.-M. and Tsai, Y.-N. (2012), “Interactive augmented reality system forenhancing library instruction in elementary schools”, Computers & Education, Vol. 59No. 2, pp. 638-52Over 100 grade 3 elementary school students were taught information about theChinese library classification system, either face-to-face instruction or via anaugmented reality library instruction system (ARLIS). Students were given pre- andpost-tests and results found that the ARLIS instruction was equally as effective as theface-to-face instruction, no gender differences were found, and the ARLIS method wasparticularly effective for field-dependent learners.

Chu, S.K.W. (2012), “Assessing information literacy: a case study of primary 5 studentsin Hong Kong,” School Library Research, Vol. 15, available at: www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_AssessingInformationLiteracy_V15.pdf.

Using a 14-item IL assessment, modified from the sixth grade version of the Tool forReal-time Assessment of Information Literacy Skills (TRAILS), as well as someadditional questions from the American Association of School Librarians and theAssociation for Educational Communications and Technology standards, 199 studentswere tested for IL skills and reading ability. The mean score was 9.12 out of 14, femalestudents scored higher than males, and children with better reading ability scoredbetter than those with lower ability. Author believes this demonstrates a need forcurricular focus on IL.

Claro, M. et al. (2012), “Assessment of twenty-first century ICT skills in Chile: testdesign and results from high school level students”, Computers & Education, Vol. 59No. 3, pp. 1042-53A performance-based assessment that required students to complete tasks usinginformation and communication technology tools was given to over 1,100 15-year-oldsfrom Chile. The results showed that 72 percent of them could search for digitalinformation and approximately 50 percent could organize and manage it. Far fewercould develop their own ideas or refine information and create a digital representation.Socioeconomic group, daily use, access, and confidence in their skills were variablesthat predicted higher scores on the test, while use of computers at school did not.

Libraryinstruction 2012

769

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Costa, J.P. Sr (2012), Digital Learning for All, Now – A School Leader’s Guide for 1:1on a Budget, Corwin/Sage, Thousand Oaks, CAMost of the book discusses the transformation of schools into “digital learning centers”and how to move away from one-to-one computing, but one of the chapters focuses oninstruction, assessment, curriculum, and professional development for the digitallearning environment. Other parts of the book discuss using open source software, costsavings of moving away from print, and a discussion of twenty-first century skills,including information literacy.

De La Piedra, M.T. and Araujo, B.E. (2012), “Literacies crossing borders:Transfronterizo literacy practices of students in a dual language program on theUSA-Mexico border”, Language and Intercultural Communication, Vol. 12 No. 3,pp. 214-29Ethnographic study which focuses on the digital and print literacies of students whoweekly or daily commute across the USA-Mexico border. The article specificallyexamines how these literacies are learned outside the classroom and how they aresubsequently used in academic settings.

Drew, S.V. (2012), “Open up the ceiling on the Common Core State Standards:preparing students for twenty-first-century literacy now”, Journal of Adolescent & AdultLiteracy, Vol. 56 No. 4, pp. 321-30Although the Common Core State Standards (CCSS) acknowledge that students need tobe prepared to work with all forms of media, this article argues that CCSS does not gofar enough in this regard and that digital texts are not dealt with in their own right.Author makes recommendations that will address the gaps such as teaching studentsto critically evaluate, synthesize, and write online texts, participate in online literacycommunities, and apply knowledge of the structure of online text in order to moreaccurately critique it.

Dubber, G. (2012), Plans, Practices and Policies: Information Literacy and theSecondary School Library, School Library Association, Swindon, UKThis book provides guidance for UK school librarians who want to integrate their ILwork into their school curriculum. The book includes information about the best waysto collaborate with teachers as well as highlighting the IL work of particularly effectiveschool librarians.

Ercegovac, Z. (2012), “Digital image tagging: a case study with seventh grade students”,School Libraries Worldwide, Vol. 18 No. 1, pp. 97-110Study of 81 seventh graders in a digital media class who were asked to “tag” ordescribe digital images using self-selected words, phrases, or sentences. The resultsshowed that students were consistent in tagging the objective aspects of the image, butthat some of them added narrative elements that were inferred, abstract, and includeddifferent levels of meaning. Author sees potential for this as an IL exercise to helpstudents understand the importance and methods of indexing of images or other data.

RSR41,4

770

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Eynon, R. and Malmberg, L.E. (2012), “Understanding the online information-seekingbehaviours of young people: the role of networks of support”, Journal of ComputerAssisted Learning, Vol. 28 No. 6, pp. 514-29Face-to-face survey of over 1,000 teenagers in Great Britain tested the authors’ onlineinformation seeking model using path analysis. Age, socioeconomic status, and homeinternet access were factors predicting more engagement with online informationseeking. “ . . . [P]arental support in using the internet, school technology use, andfriend’s engagement with technology do predict online information seeking forhomework and everyday life indirectly through self-concept for learning,” but friends’engagement had the strongest effect.

Fontichiaro, K. (2012), “Research strategies grades 3-5”, School Library Monthly,Vol. 29 No. 3, pp. 48-50Notes that by grades 3-5, students are often developing their own online search habits,outside of the structure of curricular instruction. Offers tips for creating a morescaffolded and structured search experience for students, including buildingbackground knowledge, building engagement, search strategies, developing projectsaround the consumer web, teaching open web search strategies, and using searchesthat will challenge students.

Francke, H. and Sundin, O. (2012), “Negotiating the role of sources: Educators’conceptions of credibility in participatory media”, Library & Information ScienceResearch, Vol. 34 No. 3, pp. 169-75Investigates the conceptions of and the practices used to teach the critical evaluation ofinformation from data gathered through focus group interviews with secondary schoolteachers and librarians in Sweden. Authors discuss three themes that emerged fromthe data: division of labor between teachers and librarians, evaluation of print versusdigital media and the concern that students’ struggle with the organization of printmedia, and educators’ opinions about the credibility of Wikipedia specifically.

Gainer, J. (2012), “Critical thinking: foundational for digital literacies and democracy”,Journal of Adolescent & Adult Literacy, Vol. 56 No. 1, pp. 14-7Highlights the importance of digital and multi-modal literacies as means of teachingcritical thinking and fostering healthy participation in twenty-first century democracy.Provides some examples of educators and initiatives that are teaching students tocritically examine texts and also to produce their own multi-modal texts. Points toexamples such as the Occupy Wall Street Movement and WikiLeaks that could be usedto helps students think through the implications of the use of new media in the serviceof democracy.

Grahovac, D., Karuovic, D. and Egic, B. (2012), “Informal learning as an educationalresource”, New Educational Review, Vol. 29 No. 3, pp. 174-82Examines the ways in which informal learning occurring outside traditional schoolsettings affects the information literacy competency of high school students inVojvodina, Serbia. Findings show that students’ informal experiences play a major rolein the development of IL and technology skills.

Libraryinstruction 2012

771

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Grimley, M. (2012), “Digital leisure-time activities, cognition, learning behaviour andinformation literacy: what are our children learning?”, E-Learning and Digital Media,Vol. 9 No. 1, pp. 13-28Compared two groups of school children, aged 10-12 years, with different levels ofleisure time spent interacting with digital devices for differences in cognitive andeducational performance. Students were given tests of attention and reasoning andtheir learning behaviors were observed on two educational tasks. Those with moreleisure time spent with devices had higher levels of attentional inconsistency and lowerliteracy levels, but all students performed poorly on measures of digital IL skills.Authors offer two recommendations for parents and educators.

Grismore, B.A. (2012), Mini Technology Manual for Schools: An Introduction toTechnology Integration, Online Submission, available at: www.eric.ed.gov/PDFS/ED533378.pdfOffers guidance to school administrators interested in incorporating technology intoteaching and learning efforts. This short book includes one chapter on informationliteracy, in addition to chapters on professional development, technology committeeformation, and other related topics.

Harley, D.J. (2012), Doing a School Literacy Information Project in a South AfricanContext, PhD Thesis, Indiana University of Pennsylvania, Indiana, PAAuthor studied how K-12 learners from disadvantaged backgrounds completed aninformation literacy project (ILP), mandated by a new national curriculum. Languageproved to be a large impediment to the successful completion of the ILPs, as thelanguage of instruction was not the learners’ first language, and also caused issueswith reading and comprehension in writing their ILPs. Author suggests that slowingthe pace of the curriculum and an “additive bilingualism approach” are vital toensuring that students acquire the skills they need to be information literate.

Harris, C., Berkowitz, A. R. & Alvarado, A. (2012), “Data explorations in ecology: saltpollution as a case study for teaching data literacy”, American Biology Teacher, Vol. 74No. 7, pp. 479-84Presents an example approach to incorporating data collection and analysis into a highschool science class, focusing on how this approach fosters the development of variousliteracy and thinking skills. The authors detail the steps involved in implementing theproject, which requires students to compare their own ecological data with datacollected by professional scientists.

Hasan, H. (2012), Wikipedia, 3.5 Million Articles & Counting: Using and Assessingthe People’s Encyclopedia, Rosen Central, New York, NYProvides an overview of Wikipedia for school librarians, teachers, and administrators.Chapters provide historical background on the web encyclopedia and explain howcontent is created and regulated.

RSR41,4

772

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Horton, A. (2012), “Hip-hop as a global passport: Examining global citizenship anddigital literacies through hip-hop culture”, in Porfilio, B.J. and Viola, M.J. (Eds.),Hip-hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop.Adolescent Cultures, School, and Society, Peter Lang, New York, NY, pp. 263-83Horton developed a class using Google Apps for Education and other educationaltechnology centered on “globally produced, socially conscious hip-hop” music thattaught digital literacy and global citizenship to students. The class focused on globalsocial issues that reflect students’ personal experiences. Additionally, they honed theirdigital literacy skills by creating digital content through the use of blogs, podcasts, andweb sites.

Jaeger, P. (2012), “We don’t live in a multiple-choice world: Inquiry and the commoncore”, Library Media Connection, Vol. 30 No. 4, pp. 10-2Argues that the new K-12 Common Core Standards present opportunities for schoollibrarians to collaborate with teachers to improve instruction in inquiry, problemsolving, and other related areas. The author points to specific components of thestandards that librarians can use to promote pedagogical change at their institutions.

Johnson, D. (2012), The Classroom Teacher’s Technology Survival Guide, Jossey-Bass,Hoboken, NJExplains how to integrate current technologies into the K-12 classroom, with practicaladvice about implementation as well as pedagogical guidance. Chapters focus on keytopics such as productivity, classroom management, and technology ethics.

Jones, S.A. and Green, L.S. (2012), “Transforming collaboration”, Teacher Librarian,Vol. 40 No. 2, pp. 26-31Argues that school librarians and teachers should collaborate through “online learningunits” that foster information literacy and technology skills among students. Theauthors provide multiple examples of this collaborative approach, which enableslibrarians to play a significant pedagogical role in the classroom regardless ofscheduling constraints.

Kilker, J. (2012), “School and community connections for collaboration and coteaching”,Knowledge Quest, Vol. 40 No. 4, pp. 38-45Discusses the author’s efforts to integrate the school library into the curriculum atMaryvale High School (Phoenix, AZ), focusing on several specific examples ofcollaborative teaching and curriculum design. The author stresses the importance ofmaking personal connections with teachers through shared objectives, such as theCommon Core Standards.

Klosterman, M., Sadler, T. and Brown, J. (2012), “Viral news: Media literacy for thetwenty-first century”, Science Scope, Vol. 35 No. 9, pp. 61-9Describes a group activity for eighth-grade students that promotes an awareness of“the constructed nature of media” in relation to science information. Part of a largerunit about viruses, the activity asks students to explore information sources on HIVand HPV.

Libraryinstruction 2012

773

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Kuhlthau, C.C., Maniotes, L.K. and Caspari, A.K. (2012), Guided Inquiry Design: AFramework for Inquiry in Your School, Libraries Unlimited, Santa Barbara, CAPresents a model for implementing inquiry-based information literacy instruction in apre-K-12 teaching environment. Building on the previous Guided Inquiry: Learning inthe Twenty-first Century (2007), the book features specific lesson plans for all classlevels and offers guidance to librarians, teachers, and administrators regarding theapplication of “Guided Inquiry” principles across the curriculum.

Kupfer, D.C. (2012), “Guiding the library search by the English teacher”, LibraryPhilosophy & Practice, available at: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article ¼ 1808&context ¼ libphilpracArgues that high school English teachers need more training in the teaching ofinformation literacy. The author describes an example lesson focusing on catalogsearching for a research project on literary criticism.

Lee, E.A., Reed, B. and Laverty, C. (2012), “Preservice teachers’ knowledge ofinformation literacy and their perceptions of the school library program”, Behavioral& Social Sciences Librarian, Vol. 21 No. 1, pp. 3-22Reports on a study examining how preservice teachers view information literacy,particularly in relation to school libraries and librarians. Based on survey responsesthat revealed an inadequate understanding of information literacy pedagogy in theschool environment, librarians at Queen’s University (Canada) began to emphasize thistopic in their work with education students.

Lewis, E.C. and Chandler-Olcott, K. (2012), “Using a text-based verbal protocol to elicitsecondary English teachers’ perspectives on new literacies”, Literacy Research andInstruction, Vol. 51 No. 3, pp. 196-213Presents qualitative research examining how high school English teachers perceiveand experience new literacies, using data collected from 16 teachers via “text-basedverbal protocol.” While the authors discuss the teachers’ level of comfort with newliteracies and technologies, as well as other themes gleaned from the data, they alsoprovide detailed information about their methodology and its potential value in literacyresearch.

Lin Ching, C. (2012), “Integrating information literacy into second-grade inquirylearning using the Super3 model: an example of our community in social studies”,Journal of Educational Media & Library Sciences, Vol. 49 No. 3, pp. 473-8Presents the findings from a five-week study evaluating the impact of Eisenberg andRobinson’s Super3 information literacy approach on student learning in a Taiwaneseelementary school. Observations, interviews, tests, and other data collected from a casestudy in social studies instruction indicate that inquiry-based pedagogy enhancedstudent learning in regard to both critical thinking and content knowledge.

RSR41,4

774

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Lin Ching, C. and Mei-Shwu, K. (2012), “Effectiveness of first-grade informationliteracy instruction”, Journal of Educational Media & Library Sciences, Vol. 50 No. 1,pp. 41-74Evaluates the impact of curricular integration of information literacy, specificallylibrary and media literacy, on first-grade students in a Taiwanese elementary school.Based on student assessment data, as well as survey data collected from parents, thestudy indicates that the inquiry-based pedagogical approach had a positive impact onstudent learning, although the authors also point to potential areas for improvement.

Lohmiller, D. (2012), “Teach and assess library skills in 30 minutes (or less)”, LibraryMedia Connection, Vol. 30 No. 4, pp. 52-3Describes a simple and straightforward assessment method for school libraryinstruction, using a sixth-grade-level lesson about finding fiction books as the centralexample. The author offers several strategies for coping with time and technologylimitations.

Losh, E. and Jenkins, H. (2012), “Can public education coexist with participatoryculture?”, Knowledge Quest, Vol. 41 No. 1, pp. 16-21Advocates a more nuanced and open approach to classroom technology policy, arguingthat students need to be able to access popular web content that fosters learning withincontemporary “participatory culture.” Acting as “infomediaries,” school librarians canhelp students navigate online spaces and interpret information sources, provided thatweb access is not inappropriately constrained by school policies.

Louis, P. and Harada, V. H. (2012), “Did students get it? Self-assessment as key tolearning”, School Library Monthly, Vol. 29 No. 3, pp. 13-6Discusses a school librarian’s role in the development of new teaching and assessmentpractices at her institution, focusing primarily on formative assessment exerciseswhere students evaluate their own progress. The author describes two examplestudent projects (at the sixth-grade and kindergarten levels respectively) andemphasizes self-assessment as an important method of fostering student engagement.

Lundh, A. & Alexandersson, M. (2012), “Collecting and compiling: the activity ofseeking pictures in primary school”, Journal of Documentation, Vol. 68 No. 2, pp. 238-53Presents an ethnographic study investigating how children in a Swedish primaryschool search for pictures while completing research assignments. Having found thatthe children mostly view pictures as serving only “decorative functions,” the authorsargue for new pedagogical approaches that encourage students to engage morecritically with pictures as pieces of information or “semiotic tools.”

Lundh, A. and Limberg, L. (2012), “Designing by decorating: the use of pictures inprimary school”, Information Research: An International Electronic Journal, Vol. 17No. 3, available at: http://informationr.net/ir/17-3/paper533.htmlExamines the use of pictures in relation to text in booklets created by students in aSwedish primary school. Employing ethnographic methods, the study demonstratesstudents’ “reduced pictorial language,” which emphasizes the “decorative and

Libraryinstruction 2012

775

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

illustrative” aspects of pictures, rather than “meaning-making” functions such asnarration.

Maleki, H. et al. (2012), “Effect of applying informant on and communicationtechnology (ICT) on learning level and information literacy of students”, Procedia Socialand Behavioral Sciences, Vol. 46 pp. 5862-7Employs an experimental design with a pre- and post-test methodology to examine theimpact of technology on the learning and information literacy development of malemiddle school students in Arak, Iran. Research data indicates that technology plays asignificant and beneficial role in the learning process, leading the authors to advocategreater integration of technology in schools.

Martin, C. (2012), “Video games, identity, and the constellation of information”,Bulletin of Science, Technology & Society, Vol. 32 No. 5, pp. 384-92Explores the complex interrelationships among identity, information seeking, andsocial interaction within a game world, focusing on the experiences of teenagers whoplay the online role-playing game World of Warcraft. Drawing on data from interviewsand “information horizon maps” created by the study participants, the author explainshow individual identity and gaming experience influence the way players seek and useinformation.

Martin, C.M., Garcia, E.P. and McPhee, M. (2012), “Information literacy outreach:building a high school program at California State University Northridge”, EducationLibraries, Vol. 35 No. 1/2, pp. 34-47Describes a collaborative project between an academic library and a high school thathelps urban students develop research, information literacy, and critical thinking skillsin preparation for college. The authors discuss the ongoing development andimplementation of the project, explaining how various challenges (such as assessmentissues and time constraints) have been addressed.

Martins, J.T. and Martins, R.M. (2012), “Portuguese school libraries evaluation model:an analysis of primary schools’ results for the ‘reading and literacy’ domain”, AustralianLibrary Journal, Vol. 61 No. 4, pp. 265-80Presents quantitative and qualitative data on information literacy initiatives inPortuguese school libraries. Drawing on specific case studies, the authors argue for anincreased emphasis on library evaluation, which might be facilitated through thecreation of a new “online case repository.”

McKenzie, W. (2012), Intelligence Quest: Project-Based Learning and MultipleIntelligences, International Society for Technology in Education, Eugene, ORPresents a new teaching and learning framework for integrating technology into theclassroom, grounded in Multiple Intelligences theory and focusing on the provision of“authentic learning experiences”. Individual chapters provide theoretical backgroundinformation and offer example pedagogical applications, with one chapter specificallyaddressing information literacy and cultural literacy.

RSR41,4

776

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Miller, C. and Bartlett, J. (2012), “‘Digital fluency’: towards young people’s critical use ofthe internet”, Journal of Information Literacy, Vol. 6 No. 2, pp. 35-55Argues that information literacy instruction should center on “digital fluency,” whichemphasizes the application of critical thinking to web technologies and information.The authors discuss a survey of school teachers in the UK and Wales, the findings ofwhich suggest that students lack critical evaluation skills.

Moreillon, J. (2012), “Reading comprehension at the core of the library program”,School Library Monthly, Vol. 29 No. 2, pp. 5-8Moreillon underscores the critical importance of school librarians in the teaching ofreading comprehension and basic reading literacy. School librarians should take everyopportunity to promote literacy through professional development, in-service training,and curriculum embedment to become leaders in school literacy initiatives.

Morrell, E. (2012), “Twenty-first-century literacies, critical media pedagogies, andlanguage arts”, Reading Teacher, Vol. 66 No. 4, pp. 300-2Even though today’s students are tech-savvy, they still need training in “critical medialiteracies,” which include understanding information across different mediums,including film, internet, print, and mobile media. Morrell contends fostering criticalmedia literacies is essential to academic literacy, school achievement, and civicengagement.

Murray, J. (2012), “Implement comprehensive information literacy: use ofinformation”, Library Media Connection, Vol. 30 No. 4, pp. 46-8Murray presents a plan for incorporating the National Information, Communication,and Technology (ICT) Literacy Standards into the Big6 curriculum. Suggestionsinclude incorporating a note-taking template, a citation template, and an assessmentmatrix. Includes examples and web site links for more information and suggestions.

Neuman, D. (2012), “Here comes the future: Information is the building block forlearning”, Knowledge Quest, Vol. 40 No. 3, pp. 24-8Opinion piece stresses the importance of information literacy to learning. Because ofthe numerous sources and mediums of gathering information in today’s electronicenvironment, school librarians are more essential than ever in teaching students tobecome information literate individuals. Because of this, Neuman argues schoollibrarians should strongly advocate the importance of information literacy to theirschool’s decision makers.

Neuman, D. (2012), “I-LEARN: A tool for using information for learning”, LibraryMedia Connection, Vol. 30 No. 4, pp. 18-9Provides an overview of the I-LEARN model for teaching research. The author givesdefinitions for the components of the model (Identify, Locate, etc.) and includes anexample application focusing on researching the relationship between Australia andGreat Britain.

Libraryinstruction 2012

777

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

November, A.C. (2012), Who Owns the Learning?: Preparing Students for Success inthe Digital Age, Solution Tree Press, Bloomington, INDescribes a student-centered pedagogical framework called the “Digital LearningFarm” and discusses its application across various learning contexts. Chapters focuson strategies for teaching specific skills in relation to technology, writing, research, andother areas.

Oberg, D. (2012), “Ignoring the evidence: another decade of decline for school libraries”,Education Canada, Vol. 52 No. 2, available at: www.cea-ace.ca/education-canada/article/ignoring-evidence-another-decade-decline-school-librariesOpinion piece highlights the crucial role of “well-staffed, well-stocked, and well-usedschool libraries” in fostering student achievement and developing information literacycompetencies at a time when Canada has been scaling back school libraries. Obergcites research and programs around the globe that reiterate that education and ILcompetency thrives in the presence of a strong school library.

Organisation for Economic, C. & Development (2012), Are Boys and Girls Ready forThe Digital Age? PISA in Focus. No. 12, OECD Publishing, Paris, available at: http://search.ebscohost.com/login.aspx?direct ¼ true&db ¼ eric&AN ¼ ED528871&site ¼ehost-live http://dx.doi.org/10.1787/5k9gzj7398bw-enIn 2009, the Programme for International Student Assessment (PISA) compared thedigital literacy of 15-year-olds around the world and found disparate results. Studentsin Australia, Korea, and New Zealand scored extremely well, while students in Austria,Chile, and Poland lagged behind. PISA also found that girls scored higher than boys indigital reading, but boys possess better digital navigation skills than girls.

Pachtman, A.B. (2012), “Developing critical thinking for the internet”, Research& Teaching in Developmental Education, Vol. 29 No. 1, pp. 39-47Teachers should not assume today’s millennial students have the tools to effectivelyevaluate and assess online resources. Addressing this, Pachtman proposes using athree-level reading guide to foster students’ critical thinking skills. He contends thatevaluating online information parallels evaluating print sources. Skills students gainfrom the three-level reading guide will effectively transfer to an online environment.

Pihl, J. (2012), “Can library use enhance intercultural education?”, Issues in EducationalResearch, Vol. 22 No. 1, pp. 79-90Study addresses the literature on using the library to enhance primary interculturaleducation. The authors searched for peer-reviewed publications about elementaryeducation in Europe. They discovered scant research on the topic, and mostly withinthe fields of library and information science. They call for more studies and research topromote better and effective library use within intercultural education.

Poler Kovacic, M., Zgrabljic Rotar, N. and Erjavec, K. (2012), “Information literacy inCroatia: an ideological approach”, Journal of Language, Identity, and Education, Vol. 11No. 3, pp. 151-66By examining Croatian information literacy policy statements, the authors theorizeinformation policy has a too narrow focus to prepare students for the current economic

RSR41,4

778

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

market. They further interviewed Croatian gymnasium teachers about theirinformation literacy philosophies and discovered these teachers view informationliteracy as a means of acquiring technical savvy.

Polman, J. et al. (2012), “Science journalism”, Science Teacher, Vol. 79 No. 1, pp. 44-7Authors argue for a set of scientific literacy standards that will ensure students will be“scientifically literate” well into the future. These standards should address methods to“find, evaluate, and make sense of new scientific and technical information.”Implementation of these new standards will enable students to understand and makesolid decisions about emerging scientific information.

Power, B. (2012), “Enriching students’ intellectual diet through inquiry based learning”,Libri, Vol. 62 No. 4, pp. 305-25Paper reports on a recent Information Learning Activity in an Australian Grade Eightscience class. By employing questionnaires and assessing outcomes, Power was able tomonitor student learning and track the development of the students’ informationliteracy skills. She recommends teachers use inquiry based learning whenever possibleto strengthen students’ learning skills and fully engage them in the topic.

Prensky, M. (2012), From Digital Natives to Digital Wisdom: Hopeful Essays forTwenty-first Century Learning, Corwin/Sage, Thousand Oaks, CAPrensky offers his twenty-first century vision of schools that completely transformsthe current education system. He suggests employing “easy-to-do, high-impactclassroom strategies” that target students who are already “digital natives” throughtechnology such as YouTube and online games. Using these new approaches will helpstudents develop “digital wisdom” to successfully navigate the electronic future.

Prokopiadou, G. (2012), “Using information and communication technologies in schooladministration: researching Greek kindergarten schools”, Educational ManagementAdministration & Leadership, Vol. 40 No. 3, pp. 305-27Study examines the pervasiveness of information technology in Greek kindergartenschools’ administration. The paper discusses whether these technologies meets theneeds of the users and what factors affect implementation.

Rheingold, H. (2012), “Stewards of digital literacies”, Knowledge Quest, Vol. 41 No. 1,pp. 52-5In this opinion piece, Rheingold calls on school librarians to lead the charge againstdigital illiteracy. For students to survive in the future, they must be able to navigate theonline environment and effectively evaluate the information they find. According toRheingold, school librarians should foster the “essential literacies of attention,participation, collaboration, crap-detection, and network know-how.”

Shenton, A.K. (2012), “Changes and challenges: the new information environments inschools – a British perspective”, IFLA Journal, Vol. 38 No. 3, pp. 228-38Shenton discusses several ramifications of the shift from school libraries to computerdriven “Study Centers” in the UK. He warns that librarians in this new environmentneed to continue to emphasize information literacy as an embedded component of thecurriculum, rather than fragmented “study skills.”

Libraryinstruction 2012

779

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Shenton, A.K. and Hay-Gibson, N.V. (2012), “Evolving tools for information literacyfrom models of information behavior”, New Review of Children’s Literature& Librarianship, Vol. 18 No. 1, pp. 27-46Building on previous models, Shenton and Hay-Gibson propose an abridged model tocouple information literacy with information seeking behaviors. Their new model,aimed at secondary school students, can aid in planning an activity, doing an exercise,or creating a “summative reflection” for an assignment.

Small, R.V., Arnone, M.P., Stripling, B.K. and Berger, P. (2012), Teaching for Inquiry:Engaging the Learner Within, Neal-Schuman Publishers, New York, NYBook advocates teaching inquiry and strengthening information literacy by engagingstudents and building on learning experiences. Based on the AASL Standards for theTwenty-first-Century Learner, the source covers instructional models, methods, andtools for librarians wanting to enhance learning. Includes a supplemental web site thatfeatures videos, case studies, and other teaching techniques.

Smith, M. and Hepworth, M. (2012), “Young people: a phenomenographic investigationinto the ways they experience information”, Libri: International Journal of Libraries& Information Services, Vol. 62 No. 2, pp. 157-73By examining ways youth experience information through interviews and drawings of41 respondents, the authors developed six categories of information acquisition:“knowledge of sources of information; receiving information; process of findinginformation; store of unprocessed information; processing information; and use ofinformation.” These findings can aid in tailoring information literacy instruction toyoung people’s specific needs and abilities and in identifying areas for growth.

Sormunen, E., Heinstrom, J., Romu, L. and Turunen, R. (2012), “A method for theanalysis of information use in source-based writing”, Information Research: AnInternational Electronic Journal, Vol. 17 No. 4, available at: http://informationr.net/ir/17-4/paper535.html#.Ue6QsKzpz0cThe authors present a model to define how students summarize and synthesizeinformation sources through text analysis. They also present a case study thateffectively applied their model, which not only detected plagiarism, but also was ableto discern the ability of students to synthesize their research and effectively presenttheir arguments.

Stockham, M. and Collins, H. (2012), “Information literacy skills for preservice teachers:do they transfer to k-12 classrooms?”, Education Libraries, Vol. 35 No. 1/2, pp. 59-72A research survey assessed 70 Kansas education majors’ information literacyawareness and their plans for teaching information literacy concepts to K-12 students.In addition, the researchers also asked current school media specialists their opinionsof the new graduates’ information literacy skills. Results showed many educationstudents were unfamiliar with information literacy concepts and teaching these skillsto K-12 students was not a priority.

RSR41,4

780

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Subramaniam, K. (2012), “How WebQuests can enhance science learning principles inthe classroom”, Clearing House: A Journal of Educational Strategies, Issues and Ideas,Vol. 85 No. 6, pp. 237-42Subramaniam discusses using WebQuests (“inquiry-oriented activities involvingstudents utilizing information derived from teacher predetermined and reviewed websites to support students’ construction of content”) to aid science instruction using thefour principles of learning detailed in the National Research Council reports HowPeople Learn: Brain, Mind, Experience, and School (1999) and How Students Learn:Science in the Classroom (2005). This approach allowed students to create their ownconclusions, ask questions, and reflect on their experiences.

Subramaniam, M. et al. (2012), “Sci-fi, storytelling, and new-media literacy”,Knowledge Quest, Vol. 41 No. 1, pp. 22-7Article reports on the Sci-Dentity Project [http://scidentity.umd.edu], developed by theUniversity of Maryland to aid teachers in incorporating science into new-media literacyactivities. Due to the project’s strong tie-in with the Standards for theTwenty-first-century Learner, the authors believe school library media centers arethe best location to implement the Sci-Dentity Project.

Tan, S.-M., Gorman, G. and Singh, D. (2012), “Information literacy competenciesamong school librarians in Malaysia”, Libri: International Journal of Libraries& Information Services, Vol. 62 No. 1, pp. 98-107This study of school librarians in two Malaysian states used mailed questionnaires(n ¼ 120) reporting on self-assessed IL skills to examine the level of IL and theperceived need for these skills. Study found that most school librarians wereexperienced teachers but had very little library science training and felt the need forgreater knowledge in this area. Librarians in urban areas and those with more years ofexperience self-assessed higher than younger ones and ones in rural areas.

Tanni, M. (2012), “Teacher trainees’ information acquisition in lesson planning,”Information Research: An International Electronic Journal, Vol. 17 No. 3, available at:http://informationr.net/ir/17-3/paper530.html#.Ue2LOKzpz0cStudy examines methods student teachers employ to gather information for lessonplanning and then analyzes the sources they use. Results showed student teachersmostly use their personal resources and the internet. Tanni contends that informationsources previously gathered in advance for lesson planning is an “essentialcharacteristic” of their information gathering and should be including in informationseeking models.

Tayie, S., Pathak-Shelat, M. and Hirsjarvi, I. (2012), “Young people’s interaction withmedia in Egypt, India, Finland, Argentina and Kenya”, Comunicar, No. 39, pp. 53-62This empirical study analyzed media diaries of students in five different countries toassess their information gathering and dissemination practices. Results showed thatmost young people gathered their information from cell phones. However, they found adivide between rural and urban areas as students in rural areas tended to access moretraditional types of media.

Libraryinstruction 2012

781

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Tejedor, S. and Pulido, C. (2012), “Challenges and risks of internet use by children. Howto empower minors?”, Comunicar, No. 39, pp. 65-72Article reflects on the need for children to possess adequate media literacy andempowerment to face online risks such as cyberbullying and grooming. Suggestionsfor addressing this problem include developing new educational strategies, communityinvolvement, and “critical reflection” of online activities.

Todd, R.J. (2012), “School libraries and the development of intellectual agency: evidencefrom New Jersey”, School Library Research, Vol. 15, available at: www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_SchoolLibrariesandDevelopment_V15.pdfPaper discusses major findings from a research project by the New Jersey Association ofSchool Librarians (NJASL) and the Center for International Scholarship in School Libraries(CISSL) at Rutgers, The State University of New Jersey to assess the current state of schoolmedia centers in New Jersey. Of information literacy interest: Data indicates that schoollibrarians are the main contributors of information literacy instruction in New Jersey aswell as the primary teachers of information technology literacy.

Wang, C.-H. et al. (2012), “Collaborative action research on technology integration forscience learning”, Journal of Science Education and Technology, Vol. 21 No. 1,pp. 125-32Reports on a project in which sixth-grade students used blogs, MS PowerPoint [PPT],and the internet to complete a science project. The authors noted a lack of informationliteracy skills among the students, particularly poor note-taking skills, weakevaluation skills, and an inability to perform information synthesis. They recommendfurther research into inquiry projects to effectively teach synthesis and note-takingwhile curbing tendencies to liberally cut and paste.

Wilson, C. (2012), “Media and information literacy: pedagogy and possibilities”,Comunicar, No. 39, pp. 15-22Wilson summarizes UNESCO’s Media and Information Literacy (MIL) Curriculum forTeachers. The MIL curriculum is designed to aid teachers develop critical approachesto information literacy instruction for secondary students. Features of the programinclude an organizational framework, a flexible and adaptable syllabus, pedagogy forthe classroom, and a variety of media sources and texts.

Wolny, P. (2012), Google and You: Maximizing your Google Experience, RosenCentral, New York, NYBook is devoted to comprehensive Google searching to aid in completing schoolprojects, multimedia activities, and papers. It covers advancing searching, narrowingtopics, and keywords. Also explores online ethical issues, such as plagiarism, adultoriented sites, and cyberbullying.

Yun-Ke, C. et al. (2012), “Assessing students’ information literacy skills in twosecondary schools in Singapore”, Journal of Information Literacy, Vol. 6 No. 2, pp. 19-34Study assessed the information literacy skills of secondary students in Singapore.Results found that students need to strengthen their skills in “information use,

RSR41,4

782

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

synthesis, and evaluation” of information. They recommend teachers increasecollaboration with school librarians and promote training of teacher librarians to betterintegrate information literacy into the curriculum.

References

Alexander, P.A. (2012), “Reading into the future: competence for the twenty-first century”,Educational Psychologist, Vol. 47 No. 4, pp. 259-280.

Andretta, S. (2012), Ways of Experiencing Information Literacy: Making the Case for a RelationalApproach, Chandos Publishing, Witney.

Aspinall, E.E., Beschnett, A. and Ellwood, A.F. (2012), “Health literacy for older adults: usingevidence to build a model educational program”, Medical Reference Services Quarterly,Vol. 31 No. 3, pp. 302-314.

Avila, J. and Moore, M. (2012), “Critical literacy, digital literacies, and common core statestandards: A workable union?”, Theory Into Practice, Vol. 51 No. 1, pp. 27-33.

Bartow, C. (2012), “The journey begins here”, Library Media Connection, Vol. 31 No. 2, pp. 10-13.

Bodemer, B.B. (2012), “The importance of search as intertextual practice for undergraduateresearch”, College & Research Libraries, Vol. 73 No. 4, pp. 336-348.

Bush, G. (2012), “The transliterate learner”, School Library Monthly, Vol. 29 No. 1, pp. 5-7.

Castek, J. et al., (2012), “Examining peer collaboration in online inquiry”, Educational Forum,Vol. 76 No. 4, pp. 479-496.

Colon-Aguirre, M. and Fleming-May, R.A. (2012), “‘You just type in what you are looking for’:undergraduates’ use of library resources vs Wikipedia”, Journal of AcademicLibrarianship, Vol. 38 No. 6, pp. 391-399.

D’Angelo, B. (2012), “Student learning and workplace IL: a case study”, Library Trends, Vol. 60,pp. 636-650.

Detmering, R. and Johnson, A.M. (2012), ‘Research papers have always seemed very daunting’:information literacy narratives and the student research experience, portal: Libraries & theAcademy, 12(1, p., pp. 5-22.

Drew, S.V. (2012), “Open up the ceiling on the common core state standards: preparing studentsfor twenty-first-century literacynow”, Journal of Adolescent & Adult Literacy, Vol. 56 No. 4,pp. 321-330.

Duke, L.M. and Asher, A.D. (2012), College Libraries and Student Culture: What We Now Know,American Library Association, Chicago, IL.

Eriksson-Backa, K., Ek, S., Niemela, R. and Huotari, M-L. (2012), “Health information literacy ineveryday life: a study of finns aged 65-79 years”, Health Informatics Journal, Vol. 18 No. 2,pp. 83-94.

Gilton, D.L. (2012), Lifelong Learning in Public Libraries: Principles, Programs, and People, TheScarecrow Press, Lanham, MD.

Goldman, S.R. et al., (2012), “Comprehending and learning from internet sources: Processingpatterns of better and poorer learners”, Reading Research Quarterly, Vol. 47 No. 4,pp. 356-381.

Greenberg, C.J. and Wang, L. (2012), “Building health literacy among an urban teenagepopulation by creating online health videos for public and school health curriculum use”,Journal of Consumer Health on the Internet, Vol. 16 No. 2, pp. 135-146.

Libraryinstruction 2012

783

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

Gunselman, C. and Blakesley, E. (2012), Enduring visions of instruction in academic libraries: areview of a spirited early twentieth-century discussion, portal: Libraries & the Academy,12(3, p., pp. 259-281.

Head, A.J. (2012), Learning Curve: How College Graduates Solve Information Problems once theyJoin the Workplace. Project Information Literacy Research Report, Project InformationLiteracy, available at: http://projectinfolit.org/pdfs/PIL_fall2012_workplaceStudy_FullReport.pdf.

Hofer, A.R., Townsend, L. and Brunetti, K. (2012), Troublesome concepts and informationliteracy: investigating threshold concepts for IL instruction, portal: Libraries & theAcademy, 12(4, p., pp. 387-405.

Jaeger, P. (2012), “We don’t live in a multiple-choice world: Inquiry and the common core”,Library Media Connection, Vol. 30 No. 4, pp. 10-12.

Kilker, J. (2012), “School and community connections for collaboration and coteaching”,Knowledge Quest, Vol. 40 No. 4, pp. 38-45.

Kuhlthau, C.C., Maniotes, L.K. and Caspari, A.K. (2012), Guided Inquiry Design: A Framework forInquiry in Your School, Libraries Unlimited, Santa Barbara, CA.

Lin Ching, C. (2012), “Integrating information literacy into second-grade inquiry learning usingthe super3 model: an example of our community in social studies”, Journal of EducationalMedia & Library Sciences, Vol. 49 No. 3, pp. 473-478.

Lloyd, A. (2012), “Information literacy as a socially enacted practice: sensitising themes for anemerging perspective of people-in-practice”, Journal of Documentation, Vol. 68 No. 6,pp. 772-783.

Manafo, E. and Wong, S. (2012), “Assessing the ehealth literacy skills of older adults: apreliminary study”, Journal of Consumer Health on the Internet, Vol. 16 No. 4, pp. 369-381.

Monroe-Gulick, A. and Petr, J. (2012), “Incoming graduate students in the social sciences: howmuch do they really know about library research?”, portal: Libraries & the Academy,Vol. 12 No. 3, pp. 315-335.

Power, B. (2012), “Enriching students’ intellectual diet through inquiry based learning”, Libri,Vol. 62 No. 4, pp. 305-325.

Smith, C.E., Massey-Stokes, M. and Lieberth, A. (2012), “Health information needs of d/deafadolescent females: a call to action”, American Annals of the Deaf, Vol. 157 No. 1, pp. 41-47.

Smith, M. and Hepworth, M. (2012), “Young people: a phenomenographic investigation into theways they experience information”, Libri: International Journal of Libraries & InformationServices, Vol. 62 No. 2, pp. 157-173.

Sobel, K. (2012), Information Basics for College Students, Libraries Unlimited, Santa Barbara, CA.

Strong, M.L., Guillot, L. and Badeau, J. (2012), “Senior chat: a model for health literacyinstruction”, New Library World, Vol. 113, pp. 249-261.

Subramaniam, K. (2012), “How webquests can enhance science learning principles in theclassroom”, Clearing House: A Journal of Educational Strategies, Issues and Ideas, Vol. 85No. 6, pp. 237-242.

Corresponding authorAnna Marie Johnson can be contacted at: annamarie@louisville.edu

To purchase reprints of this article please e-mail: reprints@emeraldinsight.comOr visit our web site for further details: www.emeraldinsight.com/reprints

RSR41,4

784

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)

This article has been cited by:

1. Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan, Rosalinda HernandezLinares, Eleanor Mitchell. 2014. Library Instruction and Information Literacy 2013. Reference ServicesReview 42:4. . [Abstract] [PDF]

Dow

nloa

ded

by D

okuz

Eyl

ul U

nive

rsity

At 0

9:02

06

Nov

embe

r 20

14 (

PT)