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Media and Information Literacy in Higher Education

Book Description

Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students’ strengths and weaknesses regarding MIL.

This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education.

  • Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library
  • Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12)
  • Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities
  • Written by an international group of authors with firsthand experience of teaching MIL
  • Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. List of Contributors
  6. About the Authors
  7. Preface
  8. Chapter 1. Convergences of and for Media and Information Literacy Instruction in Higher Education
    1. Abstract
    2. 1.1 Introduction
    3. 1.2 MIL Instruction in School Libraries
    4. 1.3 MIL Instruction in Academic Libraries
    5. 1.4 Conclusion
    6. References
  9. Chapter 2. Teaching the Ethical Use of Information as an MIL Skill
    1. Abstract
    2. 2.1 Introduction
    3. 2.2 Ethics
    4. 2.3 Information Literacy
    5. 2.4 Placing Ethics in Information Literacy Competences
    6. 2.5 Ethical Principles for Information Literacy
    7. 2.6 Learning Environment
    8. 2.7 Teaching Ethics as a MIL Skill
    9. 2.8 Integrating Ethics in Teaching Information Literacy
    10. 2.9 Conclusion
    11. References
  10. Chapter 3. Promoting Civic Literacy in Teacher Education: A Framework for Personal and Professional Development
    1. Abstract
    2. 3.1 Introduction
    3. 3.2 Media and Information Literacy and Human Rights
    4. 3.3 Teacher Education in Norway
    5. 3.4 Educating the Information-Literate Teacher: A Pilot Project
    6. 3.5 The Construction of an MIL Approach in Teacher Education
    7. 3.6 Religious Education and MIL
    8. 3.7 Conclusion
    9. References
  11. Chapter 4. The School Library in Media and Information Literacy Education
    1. Abstract
    2. 4.1 Introduction
    3. 4.2 Media and Information Literacy: A Complex Set of Skills
    4. 4.3 Teaching Media and Information Literacy
    5. 4.4 Collaboration and Anchoring
    6. 4.5 Learning Environments and Resources
    7. 4.6 Integrating the Use of Libraries in Pedagogical Work
    8. 4.7 Concluding Remarks
    9. References
  12. Chapter 5. Teaching Faculty Collaborating With Academic Librarians: Developing Partnerships to Embed Information Literacy
    1. Abstract
    2. 5.1 Introduction
    3. 5.2 Faculty Collaborating With Librarians
    4. 5.3 Methodology
    5. 5.4 Faculty’s Experience of Collaboration
    6. 5.5 Motivating Factors and Challenges of Collaboration
    7. 5.6 Ways Librarians Can Become Embedded in Faculty’s Class Instruction
    8. 5.7 Recommendations for Practice
    9. 5.8 Conclusion
    10. Acknowledgments
    11. References
  13. Chapter 6. Teaching Source Criticism to Students in Higher Education: A Practical Approach
    1. Abstract
    2. 6.1 Introduction
    3. 6.2 Information Literacy and Different Learning Theories
    4. 6.3 One-Shot Instruction, Subject-Specific Adjustments, and Media and Information Literacy
    5. 6.4 Teaching Source Criticism as Part of Information Literacy: When Does One Start to Evaluate?
    6. 6.5 Teaching Students to Search for and Assess Sources
    7. 6.6 The Five Ws Approach to Source Criticism: Evaluating Sources and Assessing Search Results
    8. 6.7 Using the Five Ws in Library Instruction
    9. 6.8 The Citation Compass: Source Criticism Online
    10. 6.9 Academic Texts
    11. 6.10 The Internet as a Source for Information
    12. 6.11 Evaluating Nonacademic Sources and Identifying Their Source Value
    13. 6.12 Teaching Complex Skills in One-Shot Instruction
    14. 6.13 Source Consciousness
    15. 6.14 Conclusions
    16. References
  14. Chapter 7. Staff Development Programs on Teaching Skills and Curriculum Integration of Academic and Information Literacy at the University of Auckland
    1. Abstract
    2. 7.1 Introduction
    3. 7.2 The University of Auckland Libraries Learning Services
    4. 7.3 Presenter Training Program
    5. 7.4 Curriculum Integration of Academic and Information Literacy Program
    6. 7.5 Conclusion
    7. References
  15. Chapter 8. IMPACT Lessons: Strategically Embedding Media and Information Literacy Through Teacher Development in Higher Education
    1. Abstract
    2. 8.1 Introduction
    3. 8.2 Teacher Development Initiatives: A MIL Opportunity
    4. 8.3 Librarians as Information Consultants
    5. 8.4 Opportunities for MIL Through Instructional Design
    6. 8.5 Embedding MIL Through Consultation: IMPACT Librarian Reflections
    7. 8.6 Conclusion
    8. References
  16. Chapter 9. Action Research and Informed Learning for Transformative Professional Development About Information Literacy
    1. Abstract
    2. 9.1 Introduction
    3. 9.2 Informed Learning and Information Literacy
    4. 9.3 Research Questions
    5. 9.4 Methodology
    6. 9.5 Context and Participation
    7. 9.6 Action Research Project
    8. 9.7 Findings
    9. 9.8 Summary of Findings
    10. 9.9 Implications for Practice
    11. References
  17. Afterword
  18. Index