Information Literacy re-imagined: Deep Learning practice
Type of Presentation
Individual paper/presentation
Target Audience
Higher Education
Location
Session Five Breakouts
Proposal
Promoting information literacy synchronously and asynchronously, albeit concurrently in traditional classrooms, virtual and hybrid settings is fast becoming the norm. As such, reference and instruction librarians in responding to rapid changes occasioned by the pandemic shuffle could more intentionally incorporate certain pedagogical approaches to deliver library instruction. The intent is to attract and increase traffic in the information literacy arena, so to speak. One such user-centric approach to consider is deep learning. Operationalizing a deep learning methodology could engender the ultimate desired outcome to positively impact academic success within a cohort. Moreover, the anxiety associated with concerns about learner agency and the common complexities associated with student/user engagement is quelled. Through this research-based praxis, instructors and students/users alike engage in knowledge transfer protocols that yield win-win outcomes. On the whole, user advocacy for upward trajectory in academic, educational, and civic engagement pursuant to crafting unique information handling blueprints that reach well beyond the classroom becomes manifest.
Short Description
This presentation examines how the enterprise of information literacy advances user capability through the commixture of deep learning pedagogy and novel library instruction design. It is intended to ignite discussion and parlay an awareness of the propensity for greater successful learning outcomes by incorporating this co-dependent learning practice. Deep learning is multi-modal in application, offering noteworthy benefits that can be cleverly implemented and put to good use by reference and instruction librarians, and continuously reward students/users.
Keywords
Information literacy, Deep learning, Library instruction, User engagement, Academic success
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Coates, Kay, "Information Literacy re-imagined: Deep Learning practice" (2021). Georgia International Conference on Information Literacy. 29.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/29
Information Literacy re-imagined: Deep Learning practice
Session Five Breakouts
Promoting information literacy synchronously and asynchronously, albeit concurrently in traditional classrooms, virtual and hybrid settings is fast becoming the norm. As such, reference and instruction librarians in responding to rapid changes occasioned by the pandemic shuffle could more intentionally incorporate certain pedagogical approaches to deliver library instruction. The intent is to attract and increase traffic in the information literacy arena, so to speak. One such user-centric approach to consider is deep learning. Operationalizing a deep learning methodology could engender the ultimate desired outcome to positively impact academic success within a cohort. Moreover, the anxiety associated with concerns about learner agency and the common complexities associated with student/user engagement is quelled. Through this research-based praxis, instructors and students/users alike engage in knowledge transfer protocols that yield win-win outcomes. On the whole, user advocacy for upward trajectory in academic, educational, and civic engagement pursuant to crafting unique information handling blueprints that reach well beyond the classroom becomes manifest.
