Building on Strengths: A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills
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| Title: | Building on Strengths: A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills |
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| Language: | English |
| Authors: | Rebecca B. Penrose (ORCID |
| Source: | Communications in Information Literacy. 2024 18(2):218-243. |
| Availability: | Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Literacy, Teacher Collaboration, Student Writing Models, Research Skills, Library Skills, Scaffolding (Teaching Technique), Librarians, Librarian Teacher Cooperation, Critical Theory, Assignments, Content Analysis, Reflection, Graduation Requirements, General Education, Undergraduate Study, Academic Language, Cultural Awareness, Required Courses, Sequential Learning, Academic Libraries |
| Geographic Terms: | California |
| Abstract: | This article showcases an instructor-librarian collaborative model for teaching critical information literacy (CIL) skills in a higher education course by incorporating interactive workshops into a sequence of required course assignments. Using an asset-focused design, this assignment sequence allows students to first demonstrate their existing research strategies and then evaluate those strategies during workshop activities, applying the CIL principles they are learning. In this way, the approach recognizes students' existing strengths and builds upon them, while emphasizing self-reflection opportunities and an intentional research focus on diversity, equity, inclusion, and representation. Results from our one-year study are also highlighted. The suggested instructional strategies could be adapted to any course with research-related projects. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454477 |
| Database: | ERIC |
| Abstract: | This article showcases an instructor-librarian collaborative model for teaching critical information literacy (CIL) skills in a higher education course by incorporating interactive workshops into a sequence of required course assignments. Using an asset-focused design, this assignment sequence allows students to first demonstrate their existing research strategies and then evaluate those strategies during workshop activities, applying the CIL principles they are learning. In this way, the approach recognizes students' existing strengths and builds upon them, while emphasizing self-reflection opportunities and an intentional research focus on diversity, equity, inclusion, and representation. Results from our one-year study are also highlighted. The suggested instructional strategies could be adapted to any course with research-related projects. |
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