In 2000 the Association of College and Research Libraries (ACRL) approved the Information Literacy Competency Standards for Higher Education. These standards have served to define the term “information literacy” and to guide instruction programs in institutions of higher education throughout the United States and beyond. As defined by the ALA Presidential Committee on Information Literacy in 1989, information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ALA, 1989). While these standards have been instrumental in guiding instruction librarians’ practices in the last fourteen years, they are becoming dated and losing their relevance in today’s information environment. For this reason, the ACRL Board of Directors embarked upon a substantial project in 2011 to evaluate the current standards and determine whether new standards were warranted.
Over the past months youth services FT faculty has been discussing in detail our existing Youth Librarianship Career Pathway. We’ve had some rich discussions and lots of ideas have been brought forward.
Like many SLIS students, I’ve seen Dr. Anthony Bernier’s writing in myriad publications and in courses throughout the SLIS program. Dr. Bernier is a SLIS Associate Professor for Libr 200, 220, 261, 267, and 285. In addition to the courses on his schedule, Dr. Bernier is a critical youth studies scholar and historian who has published research in many LIS journals, including Library Quarterly, Library & Information Science Research, Journal of Research on Libraries and Young Adults, Public Libraries, and Library Administration and Management. Book wise, Dr. Bernier explores his passion and doctoral focus on public spaces, particularly for young adults in libraries, with his most recent publication, Young Adult Services, published in 2013. He is the definition of “highly published,” in addition to being the SLIS faculty mentor on the Student Research Journal (SRJ), a prominent SLIS publication.
I am working on an interesting project that I’d like to share with you and if possible gain some feedback and comments. The project is about improving large digital collection analysis through a new information visualization model for better access and retrieval.
The emergence of online 24/7 learning in a large scale environment, such as the MOOCs I wrote about here, presents challenges for those supporting learners, specifically librarians. When learning resources are openly available on the Web and organized within a large scale MOOC environment, are librarians needed to manage the resources and facilitate access? I would argue in the affirmative. The more important question might be:
What roles will and should information professionals play in future large-scale virtual communities and learning programs?
Can faculty-driven interventions support information literacy (IL) learning in the undergraduate classroom? For researchers and practitioners in LIS, the answer that quickly comes to mind is “of course!” But, what do we really know about the most effective ways to go about creating rich learning contexts supportive of IL?
An eclectic international mix of professionals including “librarians, archivists, and museum professionals, developers and technologists, publishers and authors, teachers and students, and many others” traveled to Boston on October 25 to celebrate the launch of the Digital Public Library of America. DPLAFest (http://dp.la/info/get-involved/events/dplafest2013/) provided opportunities to discuss the future of DPLA through a series of workshops.
All master’s level students at San José State University are required to have a “culminating experience,” to use campus jargon. SLIS students have two options: construct an e-Portfolio (LIBR 289) or write a master’s thesis (LIBR 299). Students often contact me about the thesis option, asking to discuss the pros and cons of taking on such a project. I thought I’d use this blog post to provide some informal reflections on why a student would choose a thesis over the e-Portfolio.
Over the years of teaching LIBR 285, Research Methods in Library and Information Science, I have always wanted to do one thing – to look at the journal publications of practitioner researchers and see what kinds of research they are producing, and how their research is informing the decisions they make in their practice. This will help my students better understand and appreciate the value of the research methods course, and therefore embrace it more willingly and enthusiastically. So I developed a grant proposal based on this idea and submitted it to the SJSU Research Scholarship and Creative Activity (RSCA) Program, and luckily it got funded, which means I will spend my next summer working on this project.