Scoping New Frontiers: Embedding Information Literacy through a Scoping Review with Students
Type of Presentation
Poster Session
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
K-12
Location
Common Area
Relevance
Information literacy development is interactive, requiring individuals to evaluate their understanding of research continually. This project explores how three faculty members lead a group of students through a scoping review, cultivating information literacy skills in the process. The project is relevant to information literacy because it provides insight into a topic with a dearth of literature: using scoping reviews to develop students’ information literacy skills.
Proposal
Throughout fall 2024, one mathematics faculty member and two instruction librarians led a group of students through a scoping review on the impact of conference attendance among preservice teachers, facilitating an opportunity to cover the ACRL’s Searching as Strategic Exploration Frame extensively. Specific student learning outcomes from the scoping review sessions include articulating the overlap of information sources among research databases, such EBSCO- and ProQuest-owned ones; using advanced search features such as thesauri to form search queries; and choosing subject terms appropriate for a scoping review. To achieve this, the faculty leaders leveraged open source research tools, provided in-depth coverage of subject-specific databases, and cultivated opportunities for active exploration of the myriad resources needed for a scoping review. Accordingly, this poster seeks to achieve the following goals: provide guidance on teaching scoping reviews to undergraduate students; detail the necessary resources for scoping reviews; illustrate how to embed information literacy competencies when teaching scoping reviews; and provide student perspectives on how the scoping review developed their information literacy.
Short Description
Scoping reviews are an iterative, multi-step process, often posing challenges for experienced researchers. In this poster, one mathematics professor, two instruction librarians, and a group of students in a vertically-integrated practice program provide guidance on the resources needed to conduct such an extensive project while embedding information literacy competencies.
Keywords
Scoping Review, Infomration Literacy, Critical Literacy, Teacher Education
Publication Type and Release Option
Presentation (Open Access)
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Reagan, Kevin J.; Eisenreich, Heidi; Cannon-Rech, Dawn ("Nikki"); Day, Taylor; Landers, Tiffany; Detling, Alexis; Fleming, India; and Harris, Kaitlyn, "Scoping New Frontiers: Embedding Information Literacy through a Scoping Review with Students" (2025). Georgia International Conference on Information Literacy. 21.
https://digitalcommons.georgiasouthern.edu/gaintlit/2025/2025/21
Scoping New Frontiers: Embedding Information Literacy through a Scoping Review with Students
Common Area
Throughout fall 2024, one mathematics faculty member and two instruction librarians led a group of students through a scoping review on the impact of conference attendance among preservice teachers, facilitating an opportunity to cover the ACRL’s Searching as Strategic Exploration Frame extensively. Specific student learning outcomes from the scoping review sessions include articulating the overlap of information sources among research databases, such EBSCO- and ProQuest-owned ones; using advanced search features such as thesauri to form search queries; and choosing subject terms appropriate for a scoping review. To achieve this, the faculty leaders leveraged open source research tools, provided in-depth coverage of subject-specific databases, and cultivated opportunities for active exploration of the myriad resources needed for a scoping review. Accordingly, this poster seeks to achieve the following goals: provide guidance on teaching scoping reviews to undergraduate students; detail the necessary resources for scoping reviews; illustrate how to embed information literacy competencies when teaching scoping reviews; and provide student perspectives on how the scoping review developed their information literacy.
