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Le but de cet institut est d'aider les particuliers comme les institutions a integrer la culture de l'information dans le programme des etudes. Projets de l'institut. Description du site Web

Presentation d'une liste de sites Web consacres a l'Intelligence en information: directives, programmes, travaux pratiques, organisations, associations et revues electroniques concernant ce theme. Cette liste s'adresse plus particulierement aux bibliothecaires de bibliotheques universitaires ou de recherche

Comment les bibliothecaires peuvent-ils developper l'enseignement de la culture de l'information et atteindre plus d'etudiants, dans plus de disciplines, en travaillant avec davantage d'enseignants ? Etablir des contacts avec les professeurs est essentiel a la promotion de la culture de l'information. L'offre de formation personnelle et specialisee dans une discipline donnee doit egalement permettre de mieux repondre aux besoins des etudiants.

In recent years, academic publishing has seen an explosion of works for librarians on information literacy instruction, yet surprisingly few book-length works have emerged presenting instructional design principles from within the field of library and information science (LIS). Melissa A. Wong, an adjunct instructor at the University of Illinois at Urbana-Champaign Graduate School of Library and Information Science, has sought to fill that gap with a well-organized and informative book presenting both the theoretical context and practical applications of learning theory to the design of library and information science courses. The book is targeted at librarians and information science professionals teaching graduate courses in library and information science; it is thus an important acquisition for those involved in LIS education. In addition, the explanations and descriptions of theories, best practices, and common challenges of teaching more generally, alongside numerous practical examples and helpful reading suggestions, make this book extremely valuable as an instructional design textbook or reference resource for graduate students or early-career instruction librarians. What is more, Instructional Design for LIS Professionals gives equal attention to the design of online and in-person instruction, which makes the text an important addition to the extant instructional design literature geared toward librarians, which has tended to focus more heavily on in-person modalities.

Presentation du projet LEADER: outil prototype de formation dans le domaine des sciences de l'information- cette formation devant etre integree au curriculum des etudiants de toute discipline (physique, ingenierie...)

In The Academic Teaching Librarian’s Handbook , Claire McGuinness, faculty in the School of Information and Communication Studies at the University College Dublin, offers comprehensive insights into different topics that are relevant to instruction librarians. These topics include the changing context of information literacy, social media and the rise of “fake news,” digital learning, and professional identity. The author also discusses the value of an articulated personal teaching philosophy, the importance of self-analysis and self-reflection, developing a teaching role as a new instruction librarian, and leadership and advocacy skills. McGuinness’ academic narrative style, set to small black font, is supported by a wide array of citations and data from reports and surveys. In addition, each topic offers “personal reflection points” along with figures and tables that highlight important details. The chapters conclude with exercises inviting readers to reflect on the content covered through different hypothetical scenarios.

Michael Stopel and a team of editors have crafted a unique celebration of faculty-librarian collaborations that highlights the relevance of the ACRL Framework for Information Literacy for Higher Education to all disciplines. This publication is a product of an AMICAL workshop developed to encourage faculty-librarian collaborations in the development of courses that integrated the ACRL Framework for Information Literacy. AMICAL is a consortium of 29 higher education institutions located in 22 countries across Europe, Africa, the Middle East, and Central and Southern Asia. They are accredited by American Agencies and are members of the Association of American International Colleges and Universities (AAICU). Workshop participants committed to codesigning their instruction and teaching the course the following year. The book offers a thoughtful selection of these codesigned instruction sessions that demonstrate the value and impact of librarian-faculty collaborations in information literacy instruction.

The Information Literacy Framework: Case Studies of Successful Implementation provides librarians with examples of how others have implemented and used ACRL’s Framework for Information Literacy in a variety of settings. The book is split into three sections: Preparing to Use the Framework , Case Studies of Instruction Using the Framework , and Educating for the Framework . Given the amount of uncertainty that librarians have expressed since ACRL introduced the Framework , this text should be useful to many. While the learning environments will differ, librarians should be inspired by the case studies to adapt the ideas to their own environments. Case studies come from a range of institutions including a private boarding (high) school, large state universities, community colleges, and large and small private universities. While the editors are current faculty at schools of Information or Information Science, practitioners author most of the chapters, with several Information Science faculty contributing to the section on educating for the Framework .

This paper presents assessment data from a first-year writing library partnership to examine the relationship between student source use and written synthesis. It finds that first-year students could locate peer-reviewed, scholarly sources but that these sources were poorly integrated in their arguments—if they were used at all. In contrast, it finds that students attempted to synthesize their in-class reading material, suggesting that students “tack on” outside sources. Ultimately, this paper argues that librarians may want to consider shifting their instructional focus from traditional one-shot sessions to other solutions recommended by the literature.

New image citation standards need to be developed in order for college and graduate students to meet visual literacy standards. The MLA Handbook , 8th edition, and Chicago Manual of Style , 16th edition, do not adequately clarify how to caption, attribute, and cite images. Other image captioning and citing resources are available, but refer to the MLA and Chicago manuals. Image captions from scholarly journals vary widely and cannot be used as examples for students to follow. Recommendations are also provided for future editions of the MLA Handbook and Chicago Manual of Style .

The topic of information literacy has become increasingly common in scholarship and discourse within the field of music librarianship, reflecting shifts in the library profession at large. Of course, music possesses unique challenges to information retrieval and literacy—challenges that are often not present in other disciplines—due to a long and complicated history of dissemination, publishing, and languages. These challenges are integral to access, discovery, and literacy, but they can be difficult to explain to patrons who do not possess formal backgrounds in music. Moreover, nonmusic specialists, such as librarians called upon to teach music instruction who have expertise outside of music, may grapple with the inherent obstacles present in music’s unique subject matter, formats, and printing practices.

Social justice and critical information literacy have become a recognized part of academic librarianship; so far, much of the scholarship has focused on instruction services. This text extends these same practices and pedagogies to reference services. The preface begins to look at how social justice factors into reference work and makes an argument for supporting our most vulnerable patrons through reference work. The author of the preface sees reference as being able to support vulnerable people through positive affirming experiences with librarians. In the introduction, the editors recognize reference as a valuable service and the role that it can play in social justice and critical practice while preparing the reader for the chapters that follow. The editors of this text have collected chapters from a diverse group of librarians and academics that fit into three themes: history, practice, and praxis. Each section leads into the next with a short introduction from one of the editors, who links the chapters in the section together and explains what the reader should expect from the next section of the text.

In 2015 the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education replaced the Information Literacy Competency Standards for Higher Education , the latter document being rescinded by ACRL. With the removal of the Standards from the ACRL website entirely, the decisive nature of this change has had profound effects on the teaching of information literacy in academic libraries. Gone were the Standards with their clear statements about what an information-literate student will be capable of accomplishing. In their place the Framework provided six now-familiar threshold concepts called “frames,” introducing new levels of flexibility and adaptability to information literacy education. However, the Framework does not recommend best practices or guidelines for teaching these frames. The utility of the information literacy frames clearly extends beyond the “walls” of the library to the classroom, where teaching faculty may find the concepts have a natural fit within their subject curriculum. What should be the nature of librarians’ collaborations with faculty? Dave Harmeyer and Janice J. Baskin’s book aims to provide practical assistance to librarians and classroom faculty in using the Framework to collaborate in teaching students to think conceptually about information literacy, as well as having the intellectual tools to learn new information literacy skills throughout their lives. The authors use their experiences as an academic librarian and a professor of English to describe how the Framework can be addressed from both library and classroom perspectives.

Within the literature for library and information science (LIS) practitioners, there are a number of books published about information literacy and library instruction ranging from practical instruction cookbooks with activities and lesson plans, to books more focused on critical information literacy. Practitioners and students who are interested in reading about library instruction and teaching information literacy have many choices, but those who are new to the topic may not know where to start. Laura Saunders, an associate professor at the School of Library and Information Science at Simmons University, and Melissa A. Wong, an adjunct instructor at the University of Illinois at Urbana-Champaign, wrote Instruction in Libraries and Information Centers: An Introduction as an open access textbook that is designed to teach and prepare anyone interested in library instruction, particularly library school students taking coursework in this area. For those who feel shy or intimidated about learning theory, Sanders and Wong take great care in breaking down each theoretical concept and providing ample examples throughout the book. The authors include reflective exercises that allow readers to pause and reflect on the reading. They make learning theory much more accessible and digestible to students and those who are new to these concepts. Each chapter provides the key theories and cites foundational scholarship in education and LIS; so, if there are particular areas that one might want to learn more about, they can explore the further readings.

Kara J. Malenfant is Senior Strategist for Special Initiatives at the Association of College and Research Libraries, e-mail: kmalenfant@ala.org; Lisa Janicke Hinchliffe is Professor, University Library and Coordinator for Information Literacy Services and Instruction at the University of Illinois at Urbana-Champaign, e-mail: ljanicke@illinois.edu; Debra Gilchrist is Vice President for Learning and Student Success at Pierce College, e-mail: dgilchri@pierce.ctc.edu. © 2016 Kara J. Malenfant, Lisa Janicke Hinchliffe, and Debra Gilchrist, Attribution-NonCommercial 3.0 (http://creativecommons.org/licenses/by-nc/3.0/) CC BY-NC 3.0 his special issue of College and Research Libraries proudly features a selection of action research studies by participants of the ACRL program “Assessment in Action: Academic Libraries and Student Success” (AiA). Just over 200 institutions have participated in the AiA program, with a librarian from each leading a campus team in developing and implementing an action learning project that examines the impact of the library on student success and contributes to assessment activities on campus. The AiA approach to action learning projects is described to potential applicants as follows

Curriculum mapping for the purposes of an academic library is the process of reviewing a degree-granting department’s curriculum side-by-side with library learning objectives to situate information literacy instruction within the sequence of courses that a student will take.In 2014, I undertook a curriculum mapping pilot for our library using a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis methodology as part of a leadership institute. My project looked at three degree programs at our university and suggested changes for further engagement with the departments. At the same time, three other librarians that I met at the leadership institute took part in curriculum mapping projects at their institutions using different methodologies. Together, we published our results in the New Review of Academic Librarianship.

It is important to encourage intercultural understanding in our universities. The Globalized Library helps inform librarians about intercultural opportunities and challenges they may not be focusing on. The book provides insights into how collections can be enhanced, students can be served, and librarians can grow by approaching library work from an international perspective. The Globalized Library is a collection of chapters by a variety of authors, organized in five sections that look at information literacy for international students, international student outreach, international collections, library services abroad, and international professional development. This organization aids the reader and captures some of the most important avenues for fostering internationalization in libraries. The book is an assortment of research studies and reports of intercultural programs run by libraries. One drawback to the book is that many graphics are too small and blurry and are thus of limited value.

It is easy to think that, since a book may focus on a particular topic, it means that it is not useful beyond those in that field. That is not the case when it comes to American Theological Library Association’s new edited publication Information Literacy and Theological Librarianship . Bobby Smiley, editor and librarian at Vanderbilt University’s Divinity Library, has pulled together authors whose chapters can easily serve both theological librarians and information literacy and instruction librarians. The latter group will find useful information that can be tailored to their needs. The subject-level perspective also provides a lens that can help in approaching other fields. All of the chapter authors are affiliated with a range of different theological libraries at colleges, universities, and seminaries.

Creative Instructional Design: Practical Applications for Librarians is an edited volume of twenty-five chapters relating the experiences of academic librarians who have incorporated instructional design (ID) into their practice, primarily information literacy instruction. More in depth than just a series of lesson plans, this book makes strong use of the first person to offer candid reflections on the process of getting started with ID. In later chapters, the scenarios move beyond the application of ID to information literacy to discuss the incorporation of design into other areas, like planning faculty workshops and designing a library internship.

Attending the “ Creating Knowledge VIII ” 2016 conference (Reykjavik, Iceland) I was delighted to find conference sessions addressing the integration of writing and research for students. One session was titled “We have to talk about collaboration”: a presentation on a partnership between the University Library and the Writing Centre at Umea University, Sweden. Rewired: Research-Writing Partnerships within the Frameworks , edited by Randall McClure, extends this conversation to development of, partnerships with, and assessment of information literacy and writing as collaborative and integral foundations of academic research.

Information literacy and composition are two areas of intensifying instructional focus in higher education today, especially since the adoption of the Framework for Success in Postsecondary Writing by the Council of Writing Program Administrators (WPA) in 2011 and the Framework for Information Literacy for Higher Education by the ACRL in 2015. Information Literacy and Writing Studies in Conversation presents a thoughtful and concise discussion of the history and institutional structures that have shaped how both composition and information literacy are taught at the university level with particular focus on the opportunities for collaboration presented by the similarly theorized frameworks. Currently Instructional Services Librarian at the University of West Georgia, Andrea Baer’s perspective on these two disciplines is also informed by her doctoral studies in comparative literature and her experience teaching English and composition. Baer’s numerous publications and presentations on the pedagogy of information literacy, the intersection of composition and information literacy, and the instructional implications of the ACRL’s Framework for Information Literacy for Higher Education make her voice an important one in the growing body of work on the potential for partnerships between librarians and writing program faculty. With its succinct analysis of both opportunities and obstacles to collaboration, and its plentiful references suggesting areas for further exploration, the book is particularly useful for instruction librarians and writing program faculty currently looking for ways to enrich current instructional offerings and expand beyond traditional one-shot library sessions.

Any academic librarian involved in reference and instruction can point to many titles that examine information literacy. In the case of Mary Broussard’s Reading, Research, and Writing: Teaching Information Literacy with Process-Based Research Assignments, the reader will find a book that takes a more holistic view on the subject. In this case, that view also includes exploring how reading and the writing process are as important as and critically connected to the research process.

Karen P. Nicholson is Manager, Information Literacy, at the University of Guelph, a PhD student at the University of Western Ontario, and a faculty member with the ACRL’s Information Literacy Immersion programs; e-mail: kanichol@uoguelph.ca. The author would like to thank Wendy Holliday, Dr. Pamela J. McKenzie, Courtney Waugh, and the reviewers for their insightful comments on an earlier version of this essay. © 2015 Karen P. Nicholson, Attribution-NonCommercial (http://creativecommons.org/licenses/ by-nc/3.0/) CC BY-NC. In his article “The McDonaldization of Academic Libraries?” Brian Quinn explores to what extent and to what effect academic libraries have become “McDonaldized,” according to the concept developed by sociologist George Ritzer.1 Quinn identifies a number of ways in which the four dimensions of McDonaldization—efficiency, calculability, predictability, and control (typically realized through the substitution of technology for human labor)—are evident in academic libraries. Tiered reference service, self-check machines, and self-guided tours all represent ways in which libraries have sought to become more efficient. “Just-in-time” approaches to collection development—including a greater reliance on interlibrary loan and document delivery services, part of a larger trend toward access over ownership—and standardized approaches to information literacy instruction also provide greater efficiencies. Calculability is represented in the focus on quantity, such as inputs (like financial resources, number of staff, gate counts, number of volumes) and outputs (for instance, circulation stats, online transactions), as a surrogate for quality. McDonaldization is also apparent in the growing predictability of academic libraries’ collections resulting from the use of approval plans and journal aggregator databases. Likewise, Quinn suggests, most libraries offer the same suite of core services. Finally, in addition to their hierarchical structure and reliance on rules and regulations—typical of bureaucratic systems, and in itself a form of social control—the increasing use of technology in libraries serves as a mechanism of rationalization and control. Although Quinn concedes that “there are obvious advantages in maintaining a wellorganized and efficient work environment,” ultimately, he sees the “bureaucratic, McDonaldized environment” characteristic of academic libraries as a form of irrationality