Scaffolding the development of information literacy skills through a systematic approach to assignments design in an undergraduate library research course
Type of Presentation
Individual paper/presentation
Conference Strand
Diversity and Inclusion
Target Audience
Higher Education
Second Target Audience
Other
Public libraries, Special libraries
Location
Session 2 Papers
Relevance
This proposal describes the innovative approach to designing a credit-bearing information literacy library instruction course that aims to meet the information needs of a disadvantaged student population.
Proposal
First-generation students (FGS) are the growing segment of the increasingly diverse student population on college and university campuses. It is well documented that, due to their unique family background and low socioeconomic status, these students are less prepared for college experience. To contribute to their long-term academic success and retention, academic libraries recognize the need to provide additional support to first-generation students and offer more efficient forms of information literacy instruction than the traditional one-shot library instruction format.
This presentation discusses the process of designing a credit-bearing information literacy course that aims to introduce FGS at a regional comprehensive university to academic research, as well as help them master the fundamental information literacy skills vital for success at college and beyond. The author shares the core idea behind the course creation which was to expand the traditional perspective of information literacy instruction from content-centered teaching to process-based learning. The author highlights the application of this idea to foster in students critical thinking skills and improves their independent research ability. Specifically, the author delineates the benefits of a systematic approach to assignments design to scaffold student information literacy skills, along with the importance of aligning each assignment with the objectives of the corresponding learning module.
The audience will be equipped with the practical tips to develop credit-bearing information literacy initiatives for disadvantaged student populations that can not only contribute to undergraduate students’ academic success but also enhance the climate of inclusive excellence on campus.
Short Description
This presentation discusses the development of a credit-bearing library research course geared to the needs of disadvantaged student groups to build a solid foundation for life-learning and conducting independent research while also enhancing inclusiveness on a college campus. The audience will learn how to employ a systematic approach to assignment design to ensure full mastery of vital information literacy skills essential for student academic success.
Keywords
Information literacy, library instruction, academic research skills, credit-bearing information literacy course
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Deng, Liya, "Scaffolding the development of information literacy skills through a systematic approach to assignments design in an undergraduate library research course" (2023). Georgia International Conference on Information Literacy. 8.
https://digitalcommons.georgiasouthern.edu/gaintlit/2023/2023/8
Scaffolding the development of information literacy skills through a systematic approach to assignments design in an undergraduate library research course
Session 2 Papers
First-generation students (FGS) are the growing segment of the increasingly diverse student population on college and university campuses. It is well documented that, due to their unique family background and low socioeconomic status, these students are less prepared for college experience. To contribute to their long-term academic success and retention, academic libraries recognize the need to provide additional support to first-generation students and offer more efficient forms of information literacy instruction than the traditional one-shot library instruction format.
This presentation discusses the process of designing a credit-bearing information literacy course that aims to introduce FGS at a regional comprehensive university to academic research, as well as help them master the fundamental information literacy skills vital for success at college and beyond. The author shares the core idea behind the course creation which was to expand the traditional perspective of information literacy instruction from content-centered teaching to process-based learning. The author highlights the application of this idea to foster in students critical thinking skills and improves their independent research ability. Specifically, the author delineates the benefits of a systematic approach to assignments design to scaffold student information literacy skills, along with the importance of aligning each assignment with the objectives of the corresponding learning module.
The audience will be equipped with the practical tips to develop credit-bearing information literacy initiatives for disadvantaged student populations that can not only contribute to undergraduate students’ academic success but also enhance the climate of inclusive excellence on campus.
