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1 }, { "tag": "Academic Librarians", "type": 1 }, { "tag": "Association of College and Research Libraries", "type": 1 }, { "tag": "Objectives", "type": 1 }, { "tag": "Statement", "type": 1 }, { "tag": "information literacy", "type": 1 }, { "tag": "instruction section", "type": 1 } ], "collections": [ "9W54SEZB" ], "relations": {}, "dateAdded": "2013-12-19T20:46:16Z", "dateModified": "2013-12-19T20:46:16Z" } }, { "key": "R6VRWMP9", "version": 2, "library": { "type": "group", "id": 238696, "name": "Clarke Library", "links": { "alternate": { "href": "https://www.zotero.org/groups/clarke_library", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/238696/items/R6VRWMP9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clarke_library/items/R6VRWMP9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1375765, "username": "jennymarieparker", "name": "", "links": { "alternate": { "href": 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The imperative of lifelong learning has meant that information literacy is now the signature pedagogical practice for resource-based learning in school libraries. This article uses poststructuralist ideas to critique the notion of information literacy being a neutral 'skill', and to show how it is incompatible with emergent epistemologies for on-line environments. Whilst necessary for learning, it is not sufficient, and far from contributing to equitable educational outcomes, used uncritically for school library research, information literacy approaches and methods can mask exclusionary ideologies.", "publicationTitle": "Educational Theory", "publisher": "", "place": "", "date": "December 1, 2003", "volume": "53", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "37-53", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Educational Theory", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=phl&AN=PHL1711572&site=ehost-live", "accessDate": "2013-12-19T20:28:52Z", "PMID": "", "PMCID": "", "ISSN": "0013-2004", "archive": "", "archiveLocation": "", "shortTitle": "'In'formation Literacy", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "9W54SEZB" ], "relations": {}, "dateAdded": "2013-12-19T20:46:16Z", "dateModified": "2013-12-19T20:46:16Z" } }, { "key": "XV926K4A", "version": 2, "library": { "type": "group", "id": 238696, "name": "Clarke Library", "links": { "alternate": { "href": "https://www.zotero.org/groups/clarke_library", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/238696/items/XV926K4A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clarke_library/items/XV926K4A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1375765, "username": "jennymarieparker", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jennymarieparker", "type": "text/html" } } }, "creatorSummary": "Reddy and Andrade", "parsedDate": "2010-07", "numChildren": 1 }, "data": { "key": "XV926K4A", "version": 2, "itemType": "journalArticle", "title": "A review of rubric use in higher education", "creators": [ { "creatorType": "author", "firstName": "Y. 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Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts.", "publicationTitle": "Assessment & Evaluation in Higher Education", "publisher": "", "place": "", "date": "July 2010", "volume": "35", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "435-448", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Assessment & Evaluation in Higher Education", "DOI": "10.1080/02602930902862859", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=51095602&site=ehost-live", "accessDate": "2013-12-19T20:18:16Z", "PMID": "", "PMCID": "", "ISSN": "02602938", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement", "type": 1 }, { "tag": "ACTIVITY programs in education", "type": 1 }, { "tag": "ALTERNATIVE assessment (Education)", "type": 1 }, { "tag": "EDUCATIONAL tests & measurements", "type": 1 }, { "tag": "EMPIRICAL research", "type": 1 }, { "tag": "FORMATIVE tests", "type": 1 }, { "tag": "HIGHER education", "type": 1 }, { "tag": "POSTSECONDARY education", "type": 1 }, { "tag": "SCORING rubrics", "type": 1 }, { "tag": "TEST validity", "type": 1 }, { "tag": "effects on performance", "type": 1 }, { "tag": "formative assessment", "type": 1 }, { "tag": "programme assessment", "type": 1 }, { "tag": "reliability and validity", "type": 1 }, { "tag": "review of empirical research", "type": 1 }, { "tag": "rubric", "type": 1 }, { "tag": "user perceptions", "type": 1 } ], "collections": [ "9W54SEZB" ], "relations": {}, "dateAdded": "2013-12-19T20:46:16Z", "dateModified": "2013-12-19T20:46:16Z" } }, { "key": "CCVI2QBR", "version": 2, "library": { "type": "group", "id": 238696, "name": "Clarke Library", "links": { "alternate": { "href": "https://www.zotero.org/groups/clarke_library", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/238696/items/CCVI2QBR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clarke_library/items/CCVI2QBR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1375765, "username": "jennymarieparker", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jennymarieparker", "type": "text/html" } } }, "creatorSummary": "Oakleaf", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "CCVI2QBR", "version": 2, "itemType": "journalArticle", "title": "Staying On Track With Rubric Assessment: Five Institutions Investigate Information Literacy Learning", "creators": [ { "creatorType": "author", "firstName": "Megan", "lastName": "Oakleaf" } ], "abstractNote": "The article discusses the significance of the development of an information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric in evaluating information literacy learning. It states that information literacy VALUE was an important advance in information literacy assessment because it addressed problems to information literacy assessment. It highlights the 400,000 funding awarded by the Institute of Museum and Library Services to support a three-year project called Rubric Assessment of Information Literacy Skills (RAILS).", "publicationTitle": "Peer Review", "publisher": "", "place": "", "date": "2011///Fall2011/Winter2012", "volume": "13/14", "issue": "4/1", "section": "", "partNumber": "", "partTitle": "", "pages": "18-21", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Peer Review", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=71944250&site=ehost-live", "accessDate": "2013-12-19T20:17:26Z", "PMID": "", "PMCID": "", "ISSN": "15411389", "archive": "", "archiveLocation": "", "shortTitle": "Staying On Track With Rubric Assessment", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement", "type": 1 }, { "tag": "EDUCATIONAL evaluation", "type": 1 }, { "tag": "EDUCATIONAL outcomes", "type": 1 }, { "tag": "EDUCATIONAL standards", "type": 1 }, { "tag": "HIGHER education -- Finance", "type": 1 }, { "tag": "INFORMATION skills", "type": 1 }, { "tag": "LEARNING -- Evaluation", "type": 1 }, { "tag": "PROGRAM effectiveness (Education)", "type": 1 }, { "tag": "information literacy", "type": 1 } ], "collections": [ "9W54SEZB" ], "relations": {}, "dateAdded": "2013-12-19T20:46:16Z", "dateModified": "2013-12-19T20:46:16Z" } }, { "key": "VUDHEWBD", "version": 2, "library": { "type": "group", "id": 238696, "name": "Clarke Library", "links": { "alternate": { "href": "https://www.zotero.org/groups/clarke_library", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/238696/items/VUDHEWBD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clarke_library/items/VUDHEWBD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1375765, "username": "jennymarieparker", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jennymarieparker", "type": "text/html" } } }, "numChildren": 1 }, "data": { "key": "VUDHEWBD", "version": 2, "itemType": "webpage", "title": "Finding a New Rhythm: Using Programming to Build Community on Campus", "creators": [], "abstractNote": "IPAL Presentation Spring 2013", "websiteTitle": "prezi.com", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://prezi.com/le7gnhsbamz6/finding-a-new-rhythm-using-programming-to-build-community-on-campus/", "accessDate": "2013-12-19T20:11:51Z", "shortTitle": "Finding a New Rhythm", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "9W54SEZB" ], "relations": {}, "dateAdded": "2013-12-19T20:46:16Z", "dateModified": "2013-12-19T20:46:16Z" } }, { "key": "Z7EDZIJU", "version": 2, "library": { "type": "group", "id": 238696, "name": "Clarke Library", "links": { "alternate": { "href": "https://www.zotero.org/groups/clarke_library", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/238696/items/Z7EDZIJU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clarke_library/items/Z7EDZIJU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1375765, "username": "jennymarieparker", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jennymarieparker", "type": "text/html" } } }, "creatorSummary": "Wilder", "parsedDate": "2013-07-12", "numChildren": 1 }, "data": { "key": "Z7EDZIJU", "version": 2, "itemType": "journalArticle", "title": "A Reconsideration of Information Literacy", "creators": [ { "creatorType": "author", "firstName": "Stanley J.", "lastName": "Wilder" } ], "abstractNote": "A Reconsideration of Information Literacy", "publicationTitle": "Communications in Information Literacy", "publisher": "", "place": "", "date": "07/12/2013", "volume": "7", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "150-153", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.7548/cil.v7i2.247", "citationKey": "", "url": "http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v7i2p150", "accessDate": "2013-12-19T20:10:20Z", "PMID": "", "PMCID": "", "ISSN": "1933-5954", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "www.comminfolit.org", "callNumber": "", "rights": "Copyright for articles published in CIL is retained by the authors. Authors grant first publication rights to the journal and acknowledge that \"first publication\" includes publication in both print and electronic media, as well as the right to make the work available through an open access archive. Authors also extend to the Editors of Communications in Information Literacy the right to redistribute their articles via other scholarly resources and bibliographic databases at their discretion. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License . \t \t\t \t \t -->", "extra": "This article is a reflection on the author's 2005 Chronicle of Higher Education article \"Information Literacy Makes All the Wrong Assumptions.\" In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's \"vertical\" disciplinary agendas, while information literacy serves its \"horizontal\" institution-wide agenda.", "tags": [ { "tag": "Instruction", "type": 1 }, { "tag": "information literacy", "type": 1 }, { "tag": "strategic positioning", "type": 1 } ], "collections": [ "9W54SEZB" ], "relations": {}, "dateAdded": "2013-12-19T20:46:16Z", "dateModified": "2013-12-19T20:46:16Z" } }, { "key": "I6SIPSQN", "version": 2, "library": { "type": "group", "id": 238696, "name": "Clarke Library", "links": { "alternate": { "href": "https://www.zotero.org/groups/clarke_library", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/238696/items/I6SIPSQN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/clarke_library/items/I6SIPSQN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1375765, "username": "jennymarieparker", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jennymarieparker", "type": "text/html" } } }, "creatorSummary": "Cahoy et al.", "parsedDate": "2013-10-12", "numChildren": 1 }, "data": { "key": "I6SIPSQN", "version": 2, "itemType": "journalArticle", "title": "Moving Forward: A Discussion on the Revision of the ACRL Information Literacy Standards for Higher Education", "creators": [ { "creatorType": "author", "firstName": "Ellysa Stern", "lastName": "Cahoy" }, { "creatorType": "author", "firstName": "Craig", "lastName": "Gibson" }, { "creatorType": "author", "firstName": "Trudi E.", "lastName": "Jacobson" } ], "abstractNote": "Moving Forward: A Discussion on the Revision of the ACRL Information Literacy Standards for Higher Education", "publicationTitle": "Communications in Information Literacy", "publisher": "", "place": "", "date": "10/12/2013", "volume": "7", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "189-201", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.7548/cil.v7i2.273", "citationKey": "", "url": "http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v7i2p189", "accessDate": "2013-12-19T20:08:57Z", "PMID": "", "PMCID": "", "ISSN": "1933-5954", "archive": "", "archiveLocation": "", "shortTitle": "Moving Forward", "language": "en", "libraryCatalog": "www.comminfolit.org", "callNumber": "", "rights": "Copyright for articles published in CIL is retained by the authors. Authors grant first publication rights to the journal and acknowledge that \"first publication\" includes publication in both print and electronic media, as well as the right to make the work available through an open access archive. Authors also extend to the Editors of Communications in Information Literacy the right to redistribute their articles via other scholarly resources and bibliographic databases at their discretion. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License . \t \t\t \t \t -->", "extra": "Abstract: The first PA Forward Information Literacy Summit was held in State College at the Pennsylvania State University, University Park campus, on Wednesday, July 24, 2013. This summit brought together K-12 and academic librarians from Pennsylvania to discuss current issues in information literacy. This text is a transcript of a discussion between Ellysa Cahoy, past chair of the of the ACRL Information Literacy Competency Standards Committee, and the ACRL Information Literacy Competency Standards Review Task Force, and Craig Gibson and Trudi Jacobson who are currently co-chairs of the ACRL Information Literacy Standards Revision Task Force. This Task Force is charged with reviewing and revising the current ACRL Information Literacy Competency Standards for Higher Education, that were originally adopted by ACRL in 2000. This discussion was about the process by which the Standards came to be under review, some of the issues involved in the review, and the time line for the review and librarian feedback and comment on the process. 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