Transforming First-Year Information Literacy: Understanding Authority in a Sea of Information

Abstract

This panel will discuss a university library’s development and implementation of a 3-day information literacy unit that was integrated into 45 sections of the university’s first-year experience seminar. Since 2012, the model of support for this course was a hands-on database searching session for each section of the course. Several factors warranted the revision of the information literacy component of the course. One, the model was not sustainable. A reduction in library staff strained the library’s human resources, and the number of sections of the course was anticipated to grow. Two, conducting a workshop for each section revealed vast differences in assignments and student learning across sections. Lastly, the model was not assessed in a large-scale, meaningful way. Information literacy is a learning outcome for the course, but without a consistent assignment across sections, it was difficult to assess impact. Many academic libraries face similar issues. The inclusion of information literacy as a learning outcome and targeted library instruction for students are often considered wins for the library. But, what happens when the library can no longer sustain these practices? This panel will discuss an innovative model of support that puts instruction in the hands of classroom instructors while librarians focus on instructional design and support.

Library staff utilized the Authority is Constructed and Contextual frame from ACRL Framework for Information Literacy in Higher Education, to shape the unit. This frame was selected to help students understand how to critically examine information in an academic context, rather than how to search for information. Day one of the unit consists of an information cycle activity where each student analyzes a different source type. Day two consists of a discussion of authority as a criteria for evaluating sources in both academic and non-academic contexts and an active-learning game where students practice evaluating sources for markers of authority in scenarios with both academic and non-academic information needs. Day three requires students to bring in sources on an assigned topic and discuss the value of their sources. Finally, the unit ends with an exam that requires students to apply what they learned throughout the unit to a new situation. In addition to the 3-day unit, the library developed an online game about library anxiety that students play prior to attending an event in the library to introduce them to library spaces and resources.

The activities and assignments for this unit were developed by the library but delivered by course instructors. A critical component to the success of the information literacy unit is the ability of course instructors to lead students in meaningful discussions about information sources. This required that instructors understand the purpose and goal of each activity and assignment within the unit. The library developed extensive resources for instructors to support their teaching. Library staff also participated in instructor development workshops providing a “train the trainer” introduction to the unit. These materials will be shared with session attendees, and session participants will have the opportunity to play the games developed for the unit. (Panel presentation at ACRL 2017 in Baltimore, MD.)