Annotated Bibliography

Annotated Bibliography

Allen, Maryellen. 2008. “Promoting Critical thinking skills in Online information literacy instruction using a constructivist approach.” College and Undergraduate Libraries, 15(1-2): 21-38

The basis of this article is centred around the delivery of online library instruction as the author deems timely given the number of students who are using pursuing their education via the Web. Discussed in detail are the alignment of constructivist theories in problem-based learning, cooperative and collaborative learning, and discovery learning. The author offers an instructional design model which incorporates critical thinking skills within the framework of the Association of College and Research Libraries’ (ACRL) information literacy standards. The author defines Information Literacy and Critical Thinking and in this article uses them synonymously. An overview of online library instruction is provided with a discussion on the merits of the traditional resource based instruction as opposed to problem-based instruction. The author notes that a modified constructivist approach is needed to for students to obtain critical thinking skills and points out that not all students are suited to a constructivist style of learning.

Badke, William. 2011. “Multicultural Infolit.” Online Jan/Feb 2011: 51-53

This short but insightful article discusses the challenges facing international students in universities in Western regions. The author discusses three issues that are barriers to international student success: lack of technological expertise, a fundamental difference in the educational philosophies and the language barrier. According to this author overcoming the different educational philosophy is the largest challenge and that international students need guidance to modify their existing patterns of thought to meet the demands of the new environment. He concludes that library programs and librarians themselves need to consider the specifics of the problems facing international students.

Bowles-Terry, Melissa. 2012. “Library instruction and academic success: A mixed methods assessment of a Library Instruction Program.” Evidence Based Library and Information Practice. 7 (1): 82-95

The author outlines a study that was conducted to assess the connection between gradute students success and information literacy instruction. Focus groups were conducted with fifteen graduating students who had conducted at least one library instruction class. Evaluation of academic transcripts identified differences between the grade point averages of students with different levels of library instruction. The students’ perceptions were analysed with questions relating to their experiences and preferences regarding instruction. The author concluded that there was a direct correlation between academic achievement and information literacy classes that were delivered at different points throughout the course. The author concedes that there are other methods of evaluating academic success such as employment rates or continuing on to further study that could also be useful.

Brooks, Susan and Patrick H. Aiguo. 2008.  “Test them, teach them, test them; can a one hour tutorial improve students’ information literacy?” In proceedings of the 2008 AaeE Conference.

The authors describe a study undertaken to evaluate the effectiveness of a one hour tutorial delivered to 4th year and postgraduate engineering students. The aims, methods, results, and an outline of the assignment topic are discussed.  Attendance was compulsory and an allocation of marks was attached to the assessment for the research process. Data was collected through interviews at the commencement stage and upon conclusion. The content of the tutorial was determined by the pre-test questionnaires however the author acknowledges that the skills of the class were overestimated. The author concludes that the IL skills of these advanced students were poor and that the one hour session was of limited benefit. They do not offer any further recommendations beyond suggesting that a repeat of the exercise would be useful.

Diekema, Anna R., Wendy Holliday and Heather Leary. 2011.  “Re-framing information literacy: Problem based learning as informed learning.” Library and Information Science Research,  33: 261-268

This article discusses a study that was conducted on post graduate students to determine the success of an online information literacy program that used problem based learning (PB L).  The study tested the PBL strategy as to whether students were experienced information literacy in a more engaged way. The authors discussed several Information Literacy (IL) models that related to superficial or generic IL skills. A review of the literature and an overview of PBL were discussed. The study found that not all students responded to this strategy positively and that only some of the students exhibited critical thinking skills. The authors concluded that problem based learning which provided students with a situated experience of information literacy could provide an alternative to discipline specific instruction.

Ferrer Kenny, Barbara. 2007. “Revitalizing the one-shot instruction session using problem based learning.” Reference & Users Services Quarterly, 47(4): 386-391

This paper outlines an information literacy instruction class based on problem based learning theoretical framework that relied on collaboration, critical thinking, and hands-on interaction with resources. The topics for the enquiry are at the discretion of the facilitator and may be course driven or interest driven. The students are required to work collaboratively developing a strategy for solving the problem, locate information from specified sources, evaluating resources and review their performance. The author concedes that scaffolding is provided by directing the students to appropriate resources which is necessary because of the time constraints. In this sense it is a modified PBL workshop and the students acknowledge that they still needed additional research themselves. The author concludes that whilst the benefits are numerous it is not a suitable application for all classes or all librarians and that the challenge lies in the preparation as it is very time consuming.

Green, Rosemary. 2006. “Fostering a community of Doctoral Learners.” Journal of Library Administration, 45(1-2): 169-183

Based on the theoretical framework of communities of practise this article focuses on an online library instructional class to evaluate the learning outcomes for doctoral students. The author describes the background theory and its application to post graduate students before examining a specific course conducted in a university library, the curriculum outline and instructional methods. Emphasis is placed on the student’s perspective with reference to the literature on doctoral pedagogy.  In particular Lave and Wengers’ community of practise model is discussed which identifies learning as being accomplished through peer sharing of experiences and expertise. The author concludes with evaluations from students and facilitators and concludes, that as many students arrive at university well accustomed to collaborative learning, as learners they are ideally positioned to take advantage of this practise.

Guistini, Dean. 2009. “Utilizing learning theories in the digital age: from theory to practice.” Journal of the Canadian Health Libraries Association, 30: 19 -25

The author is this article focuses on the teaching pedagogies relating to the digital age. The author claims that teaching styles need to reflect the challenges of dealing with tecno-savvy students. With the rise of Web2.0 tools the challenge is to implement library instruction workshops that are more learner-centred and that traditional show-and-tell workshops fail to meet the students’ needs. He discusses the need for the facilitators to understand the context of the learning in the 21st century to design learner-based workshops appropriately targeted to the experience levels of the students. In delivery of the workshop the author promotes the four “Ps” of performing: Preparation, Presentation, Pace and Pitch. As a guide to designing the workshop the BOPPPS model developed at the University of Columbia is provided which stands for the steps of: Bridge, Objective, Pre-test, Participatory Learning, Post-test and Summary. The author does not include assessment in the design however. The article is accompanied by appendices that outline learning theories and where they are situated with instruction; an instructional design example and Guistini’s Framework for workshop planning.

Maybe, Clarence. 2006. “Undergraduate Perceptions of Information Use: The basis for creating User-Centred Student Information Literacy Instruction” Journal of Academic Librarianship. 32(1):  79-81

The author maintains that information literacy instruction and design needs to be user-centred based. This paper describes a phenomenographical study undertaken to evaluate how undergraduate students understand information seeking behaviour and use.  The method of data collecting used was interviews and the data was analysed using the Noetic analysis technique. The findings indicate that students use information in a multi-tiered way. The author’s findings support other researchers such as Bruce, Limberg and Lupton who disagree with current models of information literacy that reflect information literacy as list of skills.

Smith Macklin, Alexius. 2001. “Integrating Information Literacy using problem-based learning.” Reference Services Review, 29 (4): 306-313

Smith Macklin argues that problem-based learning enhances information literacy classes by making the content relevant and deliverable at the point of need. Examples of problem based topics that had been trialled and evaluated prior to the commencement of classes are given. This article analyses PBL models as well as outlining implementation, tips for facilitators, planning and lesson plans. The author stresses the importance of student assessment and facilitator self evaluation to measure student learning outcomes.

Tunon, Joanna and Laura Ramirez. 2010. “ABD or EdD? A Model of Library Training for distance Doctoral Students.” Journal of Library Administration, 50: 989-995

This short article discusses a library instruction program offered to doctoral students in an academic library setting. The authors begin with an overview of previous information literacy programs and their shortcomings as they pertain to doctoral students before reviewing the literature on the information literacy skills of these students. An overview of the program is provided outlining the shift from one off library instruction classes, which are criticised for not being at the point of need to a multilayered approach offered over two semesters. However the article does not provide any description of the content. Qualitative research into the effectiveness of the program is recommended by the authors following initial anecdotal feedback from the students.

Webber, Sheila. 2008.” Information Literacy Education for Masters Students: the Search/Teach Exercise.” Available from:

This paper describes an information literacy program offered for masters students at a university library. The program was run over four weeks as a workshop with students working collaboratively with a facilitator to assist. Assessment is set which is seen to motivate the students and provide an opportunity for the facilitator to assist where necessary. The assessment also provides valuable feedback on the effectiveness of the assessment. As well the students were required to offer feedback. The author notes that the feedback by students broadens their own understanding of the process. The author stresses the importance of student assessment and self-evaluation to measure student learning outcomes. This is a useful article for comparison of information literacy programs offered for post graduate students.