Articles: June 2010 Archives

Journal of Information Literacyjil.jpg

Vol 4, No 1 (2010)

"The current issue, as the title of this editorial indicates, examines learner-centred information literacy initiatives within the HE context. The first three papers are concerned with information literacy education (ILE) associated with the development of problem-solving and research competences within specific discipline-based contexts, while the remaining two papers, from LILAC, reflect innovative ways of providing timely support to the learners by employing mobile and video technologies."

Table of Contents

Editorial: Learner-centered information literacy initiatives in Higher Education Susie Andretta     1-5

Articles
Mapping Student Information Literacy Activity against Bloom's Taxonomy of Cognitive Skills     Judith Keene, John Colvin, Justine Sissons     6-21

A scoring rubric for performance assessment of information literacy in Dutch higher education Jos van Helvoort     22-39

LibGuides in Political Science: A Gateway to Information Literacy and Improved Student Research Jonathan Miner, Ross Alexander     40-54

Articles from LILAC
QR Codes - using mobile phones to deliver library instruction and help at the point of need.     Andrew Walsh     55-65

Using online video to promote database searching skills: the creation of a virtual tutorial for Health and Social Care students Karen Gravett     66-71


stack.jpgDid you see this?

"Consider this tally from Science two decades ago: Only 45 percent of the articles published in the 4,500 top scientific journals were cited within the first five years after publication. In recent years, the figure seems to have dropped further. In a 2009 article in Online Information Review, Péter Jacsó found that 40.6 percent of the articles published in the top science and social-science journals (the figures do not include the humanities) were cited in the period 2002 to 2006.

As a result, instead of contributing to knowledge in various disciplines, the increasing number of low-cited publications only adds to the bulk of words and numbers to be reviewed. Even if read, many articles that are not cited by anyone would seem to contain little useful information. The avalanche of ignored research has a profoundly damaging effect on the enterprise as a whole."

This article doesn't address the effect of this on students and their choice of research to use in assignments and papers but talk about challenging! Imagine trying to tell students that half of the articles are considered low quality--often students are new to the discipline area and wouldn't have the expertise to judge low quality to high quality. Is this distinction appropriate at the major level or is this really a graduate level skill? Does anyone try to teach this spectrum? It seems like there could be a role for a databases--instead of mega databases like Academic Search Premier that go for quantity instead of quality. Thoughts...


Seems a bit silly but I wanted to re-post some of the articles posted over the AP list--mostly to help me to read them when I get a chance and it seems there are many teaching and learning applications (but I think I see that in everything I read):

Chronicle of Higher Education

Crowd Science Reaches New Heights
By Jeffrey R. Young
Alexander Szalay's career in astronomy took an unexpected turn when the Johns Hopkins U., where he is a professor, joined the Sloan Digital Sky Survey and he volunteered to help with data storage.

The Humanities Go Google By Marc Parry
Matthew L. Jockers may be the first English professor to assign 1,200 novels in one class. Lucky for the students, they don't have to read them. As grunts in Stanford University's new Literature Lab, these students investigate the evolution of literary style by teaming up like biologists and using computer programs to "read" an entire library.

U. of California Tries Just Saying No to Rising Journal Costs By Jennifer Howard
The University of California system has said "enough" to the Nature Publishing Group, one of the leading commercial scientific publishers, over a big proposed jump in the cost of the group's journals.

And from Inside Higher Ed

Embedded Librarians by Steve Kolowich
Two years from now, the medical library at Johns Hopkins, a world leader in medical research, will have realized a "distributed" library model -- one that nearly everyone else in higher education considers either a far-off goal or a theoretical guidepost. A library located everywhere, and nowhere.
It was interesting to hear the librarians from Harvard talk this week about using the Project ambient_findability.jpgInformation Literacy data and the power of data from their own students. There is a new feature from this project called Smart talks:

morville_searchpatterns.jpg"Smart Talks is an occasional series produced by Project Information Literacy (PIL). PIL hosts interviews with leading experts about PIL's findings and their thoughts about the challenges of finding information and conducting research in the digital age."

Their first interview is with Peter Morville entitled Search and the Paradox of Choice Project Information Literacy.

Read it at: http://projectinfolit.org/st/morville.asp

"PIL: Why is search so difficult for college students, especially the first few steps of search?"

"Peter: This finding is emblematic of the intimate relationship between search, learning, and decision making, and it brings to mind the paradox of choice. After all, the search box offers unrivaled selection. You can ask it any question. Or at least it often feels that way. For a student, this freedom can be simultaneously exhilarating and totally paralyzing. Also, most students lack a useful mental model of search."

---
I wonder if this could be used in an instruction session or by faculty as a "reading." I wonder what students reaction would be to this idea that "search" is difficult. Would there be nods of agreement or looks of disbelief?

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This page is an archive of entries in the Articles category from June 2010.

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