Tag: information literacy

Enhancing Student Research Abilities: Summer/Fall 2021 Information Literacy Stipends

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March 1, 2021

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Do you want to enhance your students’ research abilities? Then consider applying for an Information Literacy Stipend for your course.

The Weinberg Memorial Library will be awarding up to two (2) $1,000.00 stipends for courses taught during Summer 2021 or Fall 2021. Recipients will collaborate with a faculty librarian to develop assignments and assessments that focus on information literacy. The stipend will be awarded upon submission of a final report. Both full- and part-time faculty are eligible.

What is information literacy?

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. (ACRL, 2016)

The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (2016) provides ideas to help faculty integrate information literacy into their courses.

TO APPLY: Submit a proposal, not to exceed two pages, that includes the following:

  • Course name and number
  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Projected Timeline (Summer 2021 or Fall 2021)
  • Name of the faculty librarian who has agreed to collaborate with you

Application Deadline: Friday, April 9, 2021

Submit proposals via email attachment to: Kym Balthazar Fetsko, Assistant to the Dean of the Library, kym.fetsko@scranton.edu

Proposals will be reviewed by the Library Advisory Committee’s Information Literacy Subcommittee for evidence of the following components:

  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Collaboration and consultation with a librarian before submission

Stipends are subject to taxes. At the completion of the course, a final report documenting the impact of the information literacy component on student learning outcomes must be submitted to the Dean of the Library. This report will be posted on the Library’s website.

If you are interested, consult with the subject liaison librarian for your department as you prepare your proposal; find your liaison librarian at www.scranton.edu/library/liaisons. Examples of previous successful stipend projects can be accessed at www.scranton.edu/informationliteracystipends.

Questions? Contact Donna Witek, Information Literacy Coordinator, at donna.witek@scranton.edu.

Enhancing Student Research Abilities: Intersession/Spring 2021 Information Literacy Stipends

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September 30, 2020

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Do you want to enhance your students’ research abilities? Then consider applying for an Information Literacy Stipend for your course.

The Weinberg Memorial Library will be awarding up to two (2) $1,000.00 stipends for courses taught during Intersession 2021 or Spring 2021. Recipients will collaborate with a faculty librarian to develop assignments and assessments that focus on information literacy. The stipend will be awarded upon submission of a final report. Both full- and part-time faculty are eligible.

What is information literacy?

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. (ACRL, 2016)

The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (2016) provides ideas to help faculty integrate information literacy into their courses.

TO APPLY: Submit a proposal, not to exceed two pages, that includes the following:

  • Course name and number
  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Projected Timeline (Intersession 2021 or Spring 2021)
  • Name of the faculty librarian who has agreed to collaborate with you

Application Deadline: Friday, October 23, 2020 

Submit proposals via email attachment to: Kym Balthazar Fetsko, Assistant to the Dean of the Library, kym.fetsko@scranton.edu

Proposals will be reviewed by the Library Advisory Committee’s Information Literacy Subcommittee for evidence of the following components:

  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Collaboration and consultation with a librarian before submission

Stipends are subject to taxes. At the completion of the course, a final report documenting the impact of the information literacy component on student learning outcomes must be submitted to the Interim Dean of the Library. This report will be posted on the Library’s website.

If you are interested, consult with the subject liaison librarian for your department as you prepare your proposal; find your liaison librarian at www.scranton.edu/library/liaisons. Examples of previous successful stipend projects can be accessed at www.scranton.edu/informationliteracystipends.

Questions? Contact Donna Witek, Information Literacy Coordinator, at donna.witek@scranton.edu.

Remote Information Literacy Support Available

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June 8, 2020

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Faculty in need of information literacy instructional support in their remote courses can send inquiries to the Library by completing the online request form (found here) or by emailing Donna Witek, Information Literacy Coordinator, at donna.witek@scranton.edu.

Note that both synchronous and asynchronous options are available for integrating information literacy support into your courses.

Faculty can also reach out directly to their subject liaison librarian to inquire about information literacy support; consult our Librarians by Subject and Specialty list to identify the faculty librarian assigned to your subject area.

The Library’s existing online research guides are another resource that can be integrated into your remote courses to support information literacy teaching and learning.

For additional information about the Library’s remote services visit our Library Remote Services online guide.

Enhancing Student Research Abilities: Summer/Fall 2020 Information Literacy Stipends

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February 19, 2020

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Do you want to enhance your students’ research abilities? Then consider applying for an Information Literacy Stipend for your course.

The Weinberg Memorial Library will be awarding up to two (2) $1,000.00 stipends for courses taught during Summer 2020 or Fall 2020. Recipients will collaborate with a faculty librarian to develop assignments and assessments that focus on information literacy. The stipend will be awarded upon submission of a final report.

What is information literacy?

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. (ACRL, 2016)

The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (2016) provides ideas to help faculty integrate information literacy into their courses.

TO APPLY: Submit a proposal, not to exceed two pages, that includes the following:

  • Course name and number
  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Projected Timeline (Summer 2020 or Fall 2020)
  • Name of the faculty librarian who has agreed to collaborate with you

Proposals will be reviewed by the Library Advisory Committee’s Information Literacy Subcommittee for evidence of the following components:

  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Collaboration and consultation with a librarian before submission

Stipends are subject to taxes. At the completion of the course, a final report documenting the impact of the information literacy component on student learning outcomes must be submitted to the Interim Dean of the Library. This report will be posted on the Library’s website.

If you are interested, consult with the subject liaison librarian for your department as you prepare your proposal; find your liaison librarian here. Examples of previous successful stipend projects and links to the ACRL Framework for Information Literacy can be accessed here.

Application deadline: Friday, March 27, 2020

Please submit proposals via campus mail or email to:

Kym Balthazar Fetsko, Assistant to the Dean of the Library
Weinberg Memorial Library – Room 406
570-941-7816
kym.fetsko@scranton.edu

Questions? Contact Donna Witek, Information Literacy Coordinator, at donna.witek@scranton.edu or 570-941-4000.

Enhancing Student Research Abilities: Information Literacy Stipends for 2020

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September 19, 2019

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Do you want to enhance your students’ research abilities? Then consider applying for an Information Literacy Stipend for your course.

The Weinberg Memorial Library will be awarding up to two (2) $1,000.00 stipends to full- or part-time faculty for courses taught during Intersession 2020 or Spring 2020. There will be another call for proposals in the spring for courses taught during Summer 2020 or Fall 2020. Recipients will collaborate with a faculty librarian to develop assignments and assessments that focus on information literacy. The stipend will be awarded upon submission of a final report.

What is information literacy?

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. (ACRL, 2016)

The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (2016) provides ideas to help faculty integrate information literacy into their courses.

TO APPLY: Submit a proposal, not to exceed two pages, that includes the following:

  • Course name and number
  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Projected Timeline (Intersession 2020 or Spring 2020)
  • Name of the faculty librarian who has agreed to collaborate with you

Proposals will be reviewed by the Library Advisory Committee’s Information Literacy Subcommittee for evidence of the following components:

  • Student learning outcomes related to information literacy
  • Assessment plan to determine how student learning outcomes will be evaluated
  • Collaboration and consultation with a librarian before submission

Stipends are subject to taxes. At the completion of the course, a final report documenting the impact of the information literacy component on student learning outcomes must be submitted to the Dean of the Library and Information Fluency. This report will be posted on the Library’s website.

If you are interested, consult with the subject liaison librarian for your department as you prepare your proposal; find your liaison librarian here. Examples of previous successful stipend projects and links to the ACRL Framework for Information Literacy can be accessed here.

Application deadline: Friday, November 1, 2019

Please submit proposals via campus mail or email to:

Charles Kratz, Dean of Library and Information Fluency
Weinberg Memorial Library
570-941-4008
charles.kratz@scranton.edu

Questions? Contact Donna Witek, Information Literacy Coordinator, at donna.witek@scranton.edu or 570-941-4000.

Apply Now for the Bonnie W. Oldham Library Research Prize!

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April 19, 2018

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Are you working on a research project this semester? Did you use the library’s resources, services, collections, or spaces in order to complete your research? Then the Bonnie W. Oldham Library Research Prize is for you!

The Bonnie W. Oldham Library Research Prize recognizes excellence in research projects that show evidence of significant knowledge in the methods of research and the information gathering process and use of library resources, tools, and services.

New this year:  Three prizes of $500.00 each will be awarded to the winning individual student and/or group in the following categories: Undergraduate Foundational (100-level courses), Undergraduate Upper-level (200- to 400-level courses), and Graduate. If won by a group, the award will be split equally among the group members. All you need to do is write a 500- to 700-word essay describing your research process and how you used the library in completing the project. Click here for some tips on how to craft the best 500- to 700-word essay you can about your research. 

The application deadline for projects completed during Intersession or Spring 2018 is Monday, April 30, 2018 at 4:00 pm. Winners will be announced at the end of the Spring 2018 semester.

A statement of faculty support from the instructor who assigned the research project is also required for each submission.

For additional information on how to apply, what to include in a completed application, and to access the application, visit the Bonnie W. Oldham Library Research Prize page:  www.scranton.edu/libraryresearchprize

Apply Now for the Bonnie W. Oldham Library Research Prize!

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March 29, 2018

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Are you working on a research project this semester? Did you use the library’s resources, services, collections, or spaces in order to complete your research? Then the Bonnie W. Oldham Library Research Prize is for you!

The Bonnie W. Oldham Library Research Prize recognizes excellence in research projects that show evidence of significant knowledge in the methods of research and the information gathering process and use of library resources, tools, and services.

New this year:  Three prizes of $500.00 each will be awarded to the winning individual student and/or group in the following categories: Undergraduate Foundational (100-level courses), Undergraduate Upper-level (200- to 400-level courses), and Graduate. If won by a group, the award will be split equally among the group members. All you need to do is write a 500- to 700-word essay describing your research process and how you used the library in completing the project. Click here for some tips on how to craft the best 500- to 700-word essay you can about your research. 

The application deadline for projects completed during Intersession or Spring 2018 is Monday, April 30, 2018 at 4:00 pm. Winners will be announced at the end of the Spring 2018 semester.

A statement of faculty support from the instructor who assigned the research project is also required for each submission.

For additional information on how to apply, what to include in a completed application, and to access the application, visit the Bonnie W. Oldham Library Research Prize page:  www.scranton.edu/libraryresearchprize

Library Research Prize Winners!

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May 13, 2016

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Chrissy and Marjorie3Christina Gavalas and Marjorie Toron, seniors in the Occupational Therapy program, are the winners of the 2016 Library Research Prize for Undergraduate students. They completed a group project for OT 494: Evidence-Based Research.

The Weinberg Memorial Library inaugurated the prize in 2011 to recognize excellence in research projects that show evidence of significant knowledge of the methods of research and the information gathering process, and use of library resources, tools, and services.

Honorable Mention awards in the undergraduate category included Alyssa Rodemann, a senior Psychology major; Emily Pocius, a junior English major; and Tim Zinna, a sophomore Finance major.

Allison2

 

The winner of the 2016 Library Research Prize for Graduate students is Allison Ferullo. She is a student in the Nurse Anesthesia Graduate Program and is certified as a Critical Care Registered Nurse (CCRN) as well as in Trauma Nursing Critical Care. Her individual project for NURS 593: Research Methodology was a literature review on distractions in the operating room.

Prize winners were honored at a reception on Thursday, May 12, 2016 in the Heritage Room of the Weinberg Memorial Library.

Information about the Library Research Prize can be found on the website: http://www.scranton.edu/libraryresearchprize

Information Literacy

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April 18, 2016

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Information_Graphic_RGBIn 1989, the American Library Association defined Information literacy as a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

This definition has informed library professionals at every level for more than 25 years.  On January 11, 2016, in conjunction with the adoption by the Board of Directors of the Association of College & Research Libraries (ACRL) of the Framework for Information Literacy for Higher Education, an updated definition of information literacy was introduced. “This revised definition of information literacy emphasizes the importance of discourse communities within academic disciplines and the need for placing information literacy in the proper context within those communities.”1

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.²

The Framework document identifies a cluster of six  interconnected core concepts or “frames” through which to understand, teach, and develop information literacy. These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned.

Authority is Constructed and Contextual

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.

Information Creation as a Process

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

Information Has Value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.

Research as Inquiry

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

Scholarship as Conversation

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

Searching as Strategic Exploration

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

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¹Ariew, Susan. 2014. “How We Got Here.” Communications in Information Literacy 8 (2): 208-224.
²“Framework for Information Literacy for Higher Education,” Association of College and Research Libraries (ACRL), accessed April 15, 2016, www.ala.org/acrl/standards/ilframework

 

 

Basic Literacy

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April 5, 2016

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Basic
On its simplest level. . .the ability to read and write. The other four literacies depend on basic literacy.

 

Reading is Fundamental, a non-profit literacy organization that gives books to children, lists the following statisitcs:

    • There are 93 million adults in the U.S. who read at or below the basic level needed to contribute successfully to society.
    • 34 percent of children entering kindergarten lack the basic language skills needed to read.65 percent of fourth graders read at or below the basic level

Additionally, PA Forward, an initiative of Pennsylvania libraries, indicates that 13 percent of Pennsylvanians lack basic literacy skills such as the abilty to read a newspaper or a brochure.

In Lackawanna County, about 20 percent of adults are functionally illiterate. That means that while they are able to read and write, these skills are so basic that they struggle managing the requirements of their jobs or sometimes routine tasks of daily living. This statistic is provided by SCOLA Volunteers for Literacy, a division of the United Neighborhood Centers of Northeastern Pennsylvania. They offer more than 60 programs such as reading, comprehension, life skills, typing, math, vocabulary, spelling, grammar, as well as ESL (English as a Second Language). SCOLA offers tutoring opportunities for volunteers.

Faculty  at The University of Scranton have been collaborating with the Scranton School District to increase literacy in the region. They also want to raise awareness about illiteracy among local doctors and school nurese through the Reach Out and Read program.