November 24, 2017

Standards, Frameworks, and the Work We Need To Do | Peer to Peer Review

The great debate has come to a truce: The new Framework for Information Literacy has been adopted, but will not replace the familiar information literacy Standards, at least for now. This probably frustrates people who strongly support (or oppose) one or the other, but it gives us a chance to work out some sticky issues without anyone feeling that they lost.

Melissa Jacobs | Movers & Shakers 2015 — Change Agents

“Leadership with a sense of humor and a big smile.” That’s what Melissa Jacobs brings to everything she does, according to one nominator, Sara Kelly Johns, a former president of the American Association of School Librarians (AASL). As coordinator for the Office of Library Services at the New York City Department of Education (NYCDOE), Jacobs helps provide programming and support for more than 1,800 public schools and 1,200 nonpublic schools. In addition to this vast responsibility, she administers a $1.3 million annual budget and supplemental grant funding.

Privilege in the Framework | Peer to Peer Review

Now that the Framework for Information Literacy for Higher Education is finished, I finally got around to reading it. I was often critical of parts of the information literacy standards, but haven’t found much to criticize about the “Framework,” although I know others have. Most of the “threshold concepts” are things I’ve been talking about with students for years, so there’s little in it that seems particularly new, except thinking of such ideas as threshold concepts. There was one thing that surprised me, though: the recognition of various forms of privilege.

EasyBib Compares Two Years of Information Literacy Data

Students’ confidence radically mismatches librarians’ assessment of their skills, two reports from EasyBib conclude, particularly in website evaluation, paraphrasing and direct quotation. Also, students are using the open web less often they were two years ago, and dramatically more librarians are stressing the role of faculty in promoting information literacy. The first report, Trends in Information Literacy: A Comparative View, was published in May 2014; the second, Perspectives on Student Research Skills in K-12 and Academic Communities, came out the following October; taken together, the two reveal some thought-provoking data on information literacy across the country.

Employers Want Workplace-Ready Grads, but Can Higher Ed Deliver? | From the Bell Tower

A new survey reveals a wide gap between provosts and business leaders when it comes to judging college students’ readiness for the workplace. What can academic librarians take away from the controversy?

Education is not Salvation | Peer to Peer Review

In my last column, I discussed research on cognitive bias and the human mind, and speculated that what librarians call information literacy is a deeply unnatural state. The human mind hasn’t evolved to analyze carefully or think critically without a great deal of effort, and even then, the effort is often misplaced. That’s of course one reason we educate people, and higher education particularly values traits like intellectual curiosity and critical thought that often help us overcome our natural intellectual inclinations. But education is not necessarily a salvation.

Information Literacy as an Unnatural State | Peer to Peer Review

Librarians tend to view information literacy in light of the ACRL Information Literacy Competency Standards. Information literacy is a set of competencies, a set of things we should be able to do. However, one of the many problems with becoming information literate in any robust sense is that it’s completely unnatural. The entire enterprise goes against the way the human mind tends to gather and use information. Human beings are animals perhaps capable of information literacy, but apparently designed to work in other ways.

Practicing Freedom in the Digital Library | Reinventing Libraries

Peer to Peer columnist Barbara Fister reflects on the need to reinvigorate instruction in light of how we now collect resources. This essay is part of an exclusive LJ series, Reinventing Libraries, that looks at how the digital shift is impacting libraries’ mission.

Digital’s Shifting Standards | Reinventing Libraries

In a series of exclusive essays, thinkers from the library world address how the digital shift is impacting libraries’ mission. Peer to Peer columnist Barbara Fister reflects on the need to reinvigorate instruction in light of how we now collect resources. University of Washington iSchool’s Joseph Janes, in turn, calls for libraries to strike a balance between protecting privacy and innovating to add value—with patrons’ permission.

Teaching How Information Works, Not How to Work Information | Peer-to-Peer Review

Rethinking the meaning of information literacy