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AnnotatedReferences:InformationLiteracyinCanada

Andrews,C.R.(2015).Embeddedlibrarianideas:Bestpracticesexploredandredefined.
TheInternational

JournalofEducationalOrganizationandLeadership
,
22
(2),114.
Retrievedfrom
http://academicworks.cuny.edu/bx_pubs/3/

Anoverviewofinitiativestargetedtoacademiclibrariesinhighereducationssettings,butcanalso
supportinterdisciplinaryteachingatsecondarylevels.Thepracticefocusesattentiontoprograming
informationliteracyintoaschoolscurriculumwithacademiclibrarianpedagogy,outreach,and
networkingstrategies(Andrews,2014,2).Recognizingresistanceasacommonissuethe
approachrequiresashiftintheidentityofthelibraryasaserviceentitytooneofapedagogical
partner.Thenotionofmarketingembeddedlibrarianshiptoallpotentialpartnersiscriticalincluding
thestudents,teachers,administrativeteam,andcommunitypartners.Surveys,rubrics,research
guides,learningmanagementplatformsandfacetofaceconnectionsareallnotedinsupporting
transparencybetweenthelearnersandtheinformationliteracyskills.Andrewsconcludes,Thisis
anexcitingtimetobealibrarianintheworldofacademiaournonlibrariancolleagues,fromK12to
highereducation,andtheprofessionalworldarebeginningtounderstandthatinformationliteracy
skillsareessentialforacademicsuccessaswellastheworldofwork.

Bradley,C.(2013).InformationliteracypolicydevelopmentinCanada:Isittime?.
Partnership:The

CanadianJournalofLibraryandInformationPracticeandResearch
,
8
(2),128.Retrievedfrom
http://gir.uoguelph.ca/index.php/perj/article/view/2489#.VZVvvlViko

Takingaworldviewofthestateofinformationliteracythiswellresearchedarticlepromotesthe
necessityforaCanadianInformationLiteracypolicythatwouldshapedecisionmakingandwork
towardsaninformationliteratepopulationinanincreasinglyknowledgebasedeconomy.Bradley
makesrecommendationsforlanguageandconceptstoincludeinCanadianpoliciesregarding
informationliteracyincludingtheideaofinformationliteracyasahumanright.AbriefhistoryofIL
andthecurrentstatusofpolicydevelopmentisdiscussedwithrecommendationsthatindividual
librariansstarttheprocessbybuildingawarenessandmakingconnections.CaraBradleyisa
TeachingandLearningLibrarianattheUniversityofRegina.Herresearchprovidesanextensive
referencelist.

Detlor,B.,Booker,L.,Serenko,A.,&Julien,H.(2012).Studentperceptionsofinformation
literacyinstruction:Theimportanceofactivelearning.
EducationforInformation
,
29
(2).Retrieved
from

http://www.researchgate.net/profile/Brian_Detlor/publication/234125953_Making_a_Difference_with
_Active_Information_Literacy_Instruction/links/0c96051cc716693835000000.pdf

Theauthors,facultymembersatOntariosMcMasterUniversityandLakeheadUniversity,andthe
UniversityofAlabama,presentfindingsfromtheirstudyofthebenefitsofactiveinformationliteracy
instruction.Undergraduatebusinessstudents,atMcMaster,weresurveyedafterreceivingboth
traditionallecturesandparticipatorylearningsessions,requiringanalysis,synthesisandevaluation.
Ahighpercentageofrespondents,whohadreceivedupto30minutesormoreofactiveILI,
reportedimprovementinILIoutcomes.Interestingly,morethan30minutesofinstructiondidnot
seemtoyieldgreaterimprovement.Results,althoughlocalized,indicatethatactiveinformation
literacyinstruction,eveninshortersessions,isbeneficialtostudentlearning.Furtherresearchis
necessarytodeterminewhetherresultsapplyinthebroaderspectrumandwhichtypesofILIwould
beofgreatestbenefit.

Johnson,M.(2012).Shapingdigitalcitizens:Preparingstudentstoworkandplayintheonlineworld.

SchoolLibrariesInCanada,30
(3),19.RetrievedfromAcademicSearchPremier.

Johnson,thedirectorofEducationattheCanadiannonprofit,Mediasmartsdiscussesthe
importanceoflearninginformationliteracyforstudents.Hecitesproblemswithinformationliteracy
andyouthastheyareoftenfluentatusingtechnologicaltoolsbutlacktheliteracyskillstogoalong
withthisfluency.Henotesthatwhilestudentsdohavesomeskillsrelatedtoinformationliteracy,
theyrequiremoreinstructioninkeyareassuchasevaluationofthereliabilityofsources.Heposits
thattheseskillsarenotjustimportantforlearninginschoolsbutforcitizenshipinourdigitalsociety.

Julien,H.&Hoffman,C.(2008).InformationliteracytraininginCanadaspubliclibraries.
LibraryQuarterly
,

78
(1),1941.doi:
10.1086/523908.

ThisarticledocumentsthesecondphaseofaCanadianinformationliteracyskillsstudy.Julienand
Hoffmanvisited5publiclibrariesrepresentingavarietyofregionalandeconomiccircumstances.
Observationsandinterviewswith25customersand28staffwereusedtogatherinformationon
digitalliteracypracticesuseoftechnology,skillsemployed,andinstructionavailable.Thestudy
concludeswitharecommendationthatthegovernmentdomoretosupportpubliclibrariesin
providinginformationliteracyinstruction.AtthetimeofwritingHeidiJulianwasanassociate
professorattheUniversityofAlbertasSchoolofLibraryandInformationStudiesandCameron
HoffmanalibrarianattheUniversityofLethbridgelibrary.

Julien,H.,Tan,M.,&Merillat,S.(2013).InstructionforinformationliteracyinCanadianacademiclibraries:
aLongitudinalanalysisofaims,methods,andsuccess.
CanadianJournalofInformationand

LibraryScience
,
37
(2),81102.Retrievedfrom
http://muse.jhu.edu/journals/canadian_journal_of_information_and_library_science/toc/ils.37.2.html

Thislongitudinalstudyreportsresultsofanextensivesurveyaboutinformationliteracypracticesin
Canadianpostsecondaryinstitutions.Itsurveyslibrariansworkingatcampusesacrossthecountry.
Itreportsonhowmuchinformationliteracyinstructionisbeingoffered,whatthebarrierstoofferingit
are,andwhytheseskillsareimportantforstudents.Someofthespecificbarrierstoinformation
literacyinstructionaretimeonthepartoflibrarians,timeallocatedbyfacultyfortheteachingof
theseskills,andalackoffunding.

Mediasmarts.(2014).
YoungCanadiansinawiredworld,PhaseIII:Expertsoramateurs?Gaugingyoung

Canadiansdigitalliteracyskills
.Retrievedfrom
http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Experts_or_Ama
teurs.pdf

Thisstudy,conductedbytheCanadiannonprofit,Mediasmarts,surveyedchildrenandteensabout
theirinformationliteracyskills.Thereportfindsthatwhilestudentsareproficientattheuseof
technologies,theyrelyonparentsandteachersinordertolearnaboutverifyingonlineinformation
andthelegalitiesofwhattheycanandcannotdoonline.Itreportsasignificantuseoftechnologyby
childrenandteensinpostingabouttheirsociallivesonlinebutverylittlesharingofcreativecontent.

Rempel,J.J.,&Cossarini,D.M.(2013).Communicatingtherelevanceofthelibraryintheage
ofGoogle:Improvingundergraduateresearchskillsandinformationliteracythroughnewmodelsof
libraryinstruction.
NordicJournalofInformationLiteracyinHigherEducation
,
5
(1),4953.
Retrievedfromhttps://noril.uib.no/index.php/noril/article/view/176/35

ThisarticlepresentsresultsofapilotILIprojectatSelkirkCollege,inB.C.,whichwasdevelopedin
responsetostudentsincreasingrelianceonGoogleforacademicresearch.Theauthors,librarians
atthecollege,providealiteraturereviewwhichstronglysupportstheideathatundergraduate
studentsaremorelikelytouseinternetsources,thanlibraryresourcesforreasonsofconvenience.
ProfessionalliteratureindicatesthatactiveILI,providedbylibrariansincollaborationwithfaculty,
canaddressthisissue.TheSelkirkpilot,however,showedlimitedsuccessinengagingstudentsin
ILI.Thismaybeattributedtolackofclarityoftheroleoflibrarians,lackofdefinedoutcomesand

assessmenttoolsandchallengeswithfacultybuyin.Theauthorsviewthisasalearningexperience
toimprovefutureILIdelivery.

Willer,D.,Marino,J.L.,&Eisenberg,M.B.(2014).Informingpolicy:Mappinginformationliteracyresearch
toeducationpolicy.In
iConference2014Proceedings
(p.538551).doi:10.9776/14134.Retrieved
fromhttps://www.ideals.illinois.edu/bitstream/handle/2142/47320/134_ready.pdf?sequence=2

AstudyconductedtoinvestigatetheclaimthattheCommonCoreStateStandards(CCSS)are
designedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatour
youngpeopleneedforsuccessincollegeandcareers(DavidWiller.etal.,2014,539).
ExaminationoftheBig6informationliteracyprocessbyEisenberg&Berkowitz(1990)isusedfora
frameworkofinformationliteracytodeterminevalidityoftheCCSSmodel.Informationliteracy
researchinformspedagogicalpracticeandeducationpolicy(DavidWiller.etal.,2014,540)and
thereforethisstudyishelpfulinlookingatcurriculumredesigninCanada.Ultimatelythefinding
fromthisstudywasthatinordertopreparestudentsfortheirfuturetheyneedtobeabletoidentify
andsolveillstructuredproblemsratherthanthewellstructuredproblemsthataretypically
presentedinformallearningenvironments.Therefore,thecriticalinformationliteracylearningare
notevidentinCCSS.Furtherquestionsincludewhetherornotteachingofinformationliteracyskills
occursiftheoutcomesarenotlistedexplicitlyintheCCSSstandards.

Yang,S.&MinChou.(2012).Promotingandteachinginformationliteracyonthe
internet:Surveyingthewebsitesof264academiclibrariesinNorthAmerica.
JournalofWeb

Librarianship,8
(1),88104.doi:10.1080/19322909.2014.855586.

Thissurveyof264academiclibrariesintheU.SandCanadawasundertakentodeterminehow
librariesusetheirwebpresencetopromoteorofferinformationliteracyinstruction.Usingcriteria
suchaswhethertheterminformationliteracywasusedandexplainedandifthelibraryprovided
onlineresearchguidesandinstructionaltutorials,thesurveyfoundthatapproximately65%of
librariespromotedand/orofferedILIontheirofficialwebsites.Only33%actuallyusedtheterm
informationliteracy,withthetermlibraryinstructionbeingmuchmorecommonlyused.30%of
librarywebsitesdidnotmarketorpromoteILIl.And17%seemednottoofferanyinformationliteracy
training,atall.FurtherstudymightrevealhowlibrariesareusingsocialmediatopromoteILI.All
academiclibrariesshouldpromoteandofferILIservices,ontheweb,tosupportstudent
achievement.
Thisarticleprovidesvaluabledataabouthowacademiclibrariesareoffering

webbasedILIandpromotingfacetofaceofferings,ontheirwebsites.