Presentation Title

Moving From One-Shot Information Literacy Workshops to ePortfolios: Deepening Students’ Information Literacy Through Librarian-Faculty Partnerships

Location

Room 212

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

Fruitful faculty-librarian partnerships go a long way towards identifying innovative ways to integrate information literacy into capstone class assignments. Shared goals include deepening student understanding about inquiry, research, and scholarship. Presenters partnered to enrich the student information literacy experience through an innovative ePortfolio information literacy and science education annotated-bibliography capstone project for graduate secondary science education Master's (in-service and pre-service) candidates.

The purpose of this presentation is to showcase how a faculty-librarian partnership leads to development of a year-long information literacy exploration that includes a flipped information literacy assignment and class, information literacy mid-term question, and ePortfolio capstone project with an information literacy component.

The presenters will share how this ePortfolio capstone information literacy assignment uses the Framework for Information Literacy to support students by extending a traditional graduate student annotated bibliography project into a semester-long independent and student-designed information literacy project.

The Framework offers a structure through which teacher candidates can self-assess through reflective practice their own learning by identifying information literacy knowledge practices and dispositions related to their own professional competencies.

ePortfolios provide a place for students to document, reflect on, and present their learning in three modes, including written portfolio, online synchronous presentation, and videotaped in-person oral presentation of the final capstone ePortfolio.

Student projects and reflections will be presented in conjunction with discussion related to impact of this partnership on future collaborative information literacy projects on campus and in MS-HS classrooms.

Presentation Description

The purpose of this presentation is to showcase how a faculty-librarian partnership leads to development of a year-long information literacy exploration that includes an ePortfolio capstone project with an information literacy component. The presenters will share how this ePortfolio capstone information literacy assignment uses the Framework for Information Literacy to support a student-designed information literacy project. Student projects and reflections will be presented.

Keywords

Framework for Information Literacy, ePortfolio, Partnership, Flipped-Classroom, Science education, STEM, Teacher education, Annotated bibliography, Project-based learning, Assessment

Publication Type and Release Option

Event

Share

COinS
 
Sep 15th, 4:15 PM Sep 15th, 5:30 PM

Moving From One-Shot Information Literacy Workshops to ePortfolios: Deepening Students’ Information Literacy Through Librarian-Faculty Partnerships

Room 212

Fruitful faculty-librarian partnerships go a long way towards identifying innovative ways to integrate information literacy into capstone class assignments. Shared goals include deepening student understanding about inquiry, research, and scholarship. Presenters partnered to enrich the student information literacy experience through an innovative ePortfolio information literacy and science education annotated-bibliography capstone project for graduate secondary science education Master's (in-service and pre-service) candidates.

The purpose of this presentation is to showcase how a faculty-librarian partnership leads to development of a year-long information literacy exploration that includes a flipped information literacy assignment and class, information literacy mid-term question, and ePortfolio capstone project with an information literacy component.

The presenters will share how this ePortfolio capstone information literacy assignment uses the Framework for Information Literacy to support students by extending a traditional graduate student annotated bibliography project into a semester-long independent and student-designed information literacy project.

The Framework offers a structure through which teacher candidates can self-assess through reflective practice their own learning by identifying information literacy knowledge practices and dispositions related to their own professional competencies.

ePortfolios provide a place for students to document, reflect on, and present their learning in three modes, including written portfolio, online synchronous presentation, and videotaped in-person oral presentation of the final capstone ePortfolio.

Student projects and reflections will be presented in conjunction with discussion related to impact of this partnership on future collaborative information literacy projects on campus and in MS-HS classrooms.