Presentation Title

Information Literacy re-imagined: Deep Learning practice

Presenter Information

Kay CoatesFollow

Location

Session Five Breakouts

Type of Presentation

Individual paper/presentation

Target Audience

Higher Education

Abstract

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.

Presentation 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.

Session Objectives

1. To initiate veritable analysis and contemplatively drive the use of a proven method of instruction that further inspires user commitment to information literacy.

2. To conceptualize the delivery of library instruction via deep learning pedagogical praxis with a focus on user engagement in face-to-face spaces and online environments.

Would you be willing to serve as a Session Moderator?

NO

Keywords

Information literacy, Deep learning, Library instruction, User engagement, Academic success

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 2:15 PM Mar 26th, 2:45 PM

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.