Relevant bibliographies by topics / Library literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Library literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Library literacy"

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Cameron, Carol A., and Barbara A. Humes. "FUNDING LIBRARY LITERACY." Bottom Line 3, no. 4 (April 1990): 9–11. http://dx.doi.org/10.1108/eb025251.

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Anthes, Susan H., and Lawson Crowe. "Teaching “Library Literacy”." College Teaching 35, no. 3 (August 1987): 92–94. http://dx.doi.org/10.1080/87567555.1987.10532377.

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Arndt, Roxanne M. "Library and Information Literacy." Journal of Emergency Nursing 35, no. 4 (July 2009): 360–62. http://dx.doi.org/10.1016/j.jen.2009.03.011.

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Duval, Beverly K., and Linda Main. "Library education for literacy librarians." Education for Information 11, no. 2 (April 1, 1993): 105–21. http://dx.doi.org/10.3233/efi-1993-11203.

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Brown, Lesley J. "Acquiring Literacy: A Library Exhibit." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 14, no. 2 (September 1, 2013): 82–91. http://dx.doi.org/10.5860/rbm.14.2.403.

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Research libraries acquire materials in a broad range of subject areas with the aim of developing a diverse collection addressing the varied needs and interests of a wide range of users. Large libraries can house millions of volumes, most of which are not highly visible to library patrons; instead, they are used by a small number of patrons conducting research on a specific topic. This is where library exhibits make a big difference, publicizing resources that can get lost in a large collection. Libraries often display materials to promote special collections, rare and other valuable items, and to show the . . .
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Gregorian, Vartan. "The Book, the Library, Literacy." Public Library Quarterly 6, no. 1 (June 19, 1985): 13–16. http://dx.doi.org/10.1300/j118v06n01_04.

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Russell, Fiona. "Information literacy beyond library 2.0." Australian Academic & Research Libraries 44, no. 1 (March 2013): 67–68. http://dx.doi.org/10.1080/00048623.2013.773870.

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Baldwin, Virginia. "Library Organization Information Literacy Units." Science & Technology Libraries 27, no. 4 (August 20, 2007): 93–106. http://dx.doi.org/10.1300/j122v27n04_08.

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Olsen, Jan Kennedy. "The electronic library and literacy." New Directions for Higher Education 1992, no. 78 (1992): 91–102. http://dx.doi.org/10.1002/he.36919927812.

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Massis, Bruce E. "Post‐literacy and the library." New Library World 113, no. 5/6 (May 11, 2012): 300–303. http://dx.doi.org/10.1108/03074801211226382.

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PurposeThe purpose of this paper is to examine the notion of “post‐literacy,” a presumption that posits reading will be transformed by electronic devices into an experience rather different than printed text readers encounter, and that, perhaps, a level of post‐literacy has already been reached given the plethora of e‐reading devices currently available.Design/methodology/approachThe paper uses a literature review and commentary on this topic that has been addressed by writers and researchers.FindingsLibrarians would agree that there is increasing evidence of a digital shift in the reading habits of their patrons, thus supporting the premise of a post‐literate environment. In order to meet the challenge within this change environment, libraries will need to plan their collections and services expeditiously and measure their expenditures differently each year to serve a public keen on an interest in digital reading materials.Originality/valueThe value in addressing this issue is to consider some of the evidence suggesting that the transformation of reading from a traditional print engagement with text to a model that will be largely digital is currently underway.
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Dissertations / Theses on the topic "Library literacy"

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Beheshti, Jamshid. "Library and Information Studies Curriculum." ALA, 1999. http://hdl.handle.net/10150/105051.

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Based on a presentation at the 27th Annual Conference of the Canadian Association for Information Science, June 9 - 12, 1999.
This exploratory study attempts to map the curricula of the ALA accredited LIS programs to provide a better understanding of the nature of LIS education as is currently prevalent in the United States and Canada. The mapping methodology is based on clustering keywords of individual course titles and course descriptions from each LIS program. Hence, the study provides a relatively accurate snapshot of the curricula through a concept intensity map of the subjects being presently taught in LIS programs. It is hoped that the map will contribute to discussions in designing a more cohesive LIS education.
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Walden, Rachel R. "Incorporating Health Literacy Concepts in Medical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8832.

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Walsh, John Barry. "The Effects Of Targeted, Connectivism-Based Information Literacy Instruction On Latino Students Information Literacy Skills And Library Usage Behavior." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312502.

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The United States is experiencing a socio-demographic shift in population and education. Latinos are the fastest growing segment of the population on the national level and in higher education. The Latino student population growth rate and Latino college completion rate are not reciprocal. While Latino students are the fastest growing demographic group in higher education, they continue to have the lowest persistence and retention rates. Latino students are more at risk for dropping out of college than any other ethnic group. Latinos decreasing persistence rates have caused an academic achievement gap in higher education (Long, 2011). Literature has correlated the gap with Latinos limited IL competency and low library usage (Long, 2011).This quasi-experimental research examined the effects of a targeted information literacy (IL) instructional method on Latino community college students IL skills and library usage. The study also introduced the idea of using a connectivism based targeted instruction to influence Latinos IL skills and library usage. The intent of the study was to investigate the development of information literacy instruction (ILI) which targets Latino students and uses the principles of connectivism. Connectivism posits that students' learn by connecting to information along their personal learning networks (Siemens, 2005). Connectivism helps position the library within Latino students' personal learning networks. This positioning may increase their library usage and by extension their IL skills. Specifically, this quantitative study assessed the effect of the instruction on IL skills and library usage behavior of Latino community college students. A pretest/posttest control group design was used for this study. A sample of 92 Latino male and female students completed the pretest and posttest. They were recruited from a diverse population of community college students who were registered for Introductory English classes. Data was collected through instrumentation that included an Information Literacy Rubric, an Information Literacy Skills Test, a Library Usage Survey/Demographic Identification Form, and a Citation Analysis Form. Though two of the hypotheses were not supported, the data collected allowed the researcher to accomplish two of the purposes of this study, to design and assess a targeted ILI that increases Latino students' IL skills and library usage, and to advance the research that grounds the emerging learning theory of connectivism. The more connections students made to information sources the higher their overall IL skill score were. This data suggests that as students make connections to information resources they are learning IL skills and the more sources they connect to, the more they learn. Though TI did not emerge as the more effective method, it is effective at increasing library usage and IL skills in Latino community college students'. The results of this study may lead to a better understanding of how students acquire IL skills. Instruction has become increasingly important in librarianship and recently has even eclipsed traditional reference service. (Grassian & Kaplowitz, xix, 2009). More and more academic libraries are being held accountable for their contribution to student learning. The findings of this study provide evidence that the instructional efforts of the library are influencing student learning outcomes.
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Watson, Dana L. Schamber Linda. "Assessment of a library learning theory by measuring library skills of students completing an online library instruction tutorial." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3599.

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Jackson, Carolyn M. Rhodes Dent. "The high school library web site scaffolding information literacy skills /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276395781&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154031&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent Rhodes (chair), Tom Crumpler, Cheri Toledo, Bobb Darnell. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.
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Taylor, Pamela Denise. "Promoting Information Literacy through Teacher - School Library Media Specialist Collaboration." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1718.

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Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.
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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Introduction." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620823.

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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Acknowledgments." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620824.

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Revercomb, Pamela Lipe. "Internet information literacy a study of older adults /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Howell, Amy van Dusen. "Comparative literacies: Families' literacy practices at home and the public library." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273818.

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Books on the topic "Library literacy"

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1947-, Salter Charles A., ed. Literacy and the library. Englewood, Colo: Libraries Unlimited, 1991.

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Library, Washington State. Washington State Library literacy plan. Olympia, WA: Washington State Library, Library Planning and Development Division, 1990.

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Monsour, Margaret. Library-based family literacy projects. Chicago: American Library Association, 1993.

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Michaels, Carolyn Leopold. Library literacy means lifelong learning. Metuchen, N.J: Scarecrow Press, 1985.

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Gaber-Katz, Elaine. Libraries for literacy: The 1987 Toronto Public Library literacy study. Toronto: Toronto Public Library, 1987.

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Seager, Andrew J. Learning from public library literacy programs. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Library Programs, 1993.

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Breivik, Patricia Senn. Information literacy: Revolution in the library. New York: American Council on Education, 1989.

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Seager, Andrew J. Learning from public library literacy programs. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Library Programs, 1993.

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United States. Office of Educational Research and Improvement. Library Programs, ed. Learning from public library literacy programs. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Library Programs, 1993.

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Seager, Andrew J. Learning from public library literacy programs. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Library Programs, 1993.

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Book chapters on the topic "Library literacy"

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Berendt, Bettina. "Data Mining for Information Literacy." In Intelligent Systems Reference Library, 265–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-23151-3_12.

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Tao, Xingzhi. "The Little Teacher and the Literacy Movement." In China Academic Library, 83–84. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0271-9_9.

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Jones, Susan. "The Local Library: Literacy and Capital." In Portraits of Everyday Literacy for Social Justice, 59–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75945-6_4.

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Phelps, Jason, Steve Van Tuyl, Gladys Joy E., Martin Julius V. Perez, Joseph M. Yap, Lihong Zhou, Yiwei Wang, and Han Jiang. "A Group Discussion on Information Literacy." In Library and Information Sciences, 21–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54812-3_3.

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Nielsen, Bo Gerner, and Pia Borlund. "Information Literacy and the Public Library: Danish Librarians’ Views on Information Literacy." In Communications in Computer and Information Science, 632–38. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_85.

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Wright, Alease J. "So What’s the Big Deal With Information Literacy in the United States?" In Library and Information Sciences, 9–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54812-3_2.

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Roy, Loriene, Jain Orr, and Laura Gienger. "The Searching Circle: Library Instruction for Tribal College Students." In Information Literacy: Key to an Inclusive Society, 21–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_3.

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Pihl, Joron. "Can Library Use Enhance Intercultural Education?" In Teacher and Librarian Partnerships in Literacy Education in the 21st Century, 33–44. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_3.

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"Literacy Spaces—Library Design." In Libr@ries, 65–84. Routledge, 2013. http://dx.doi.org/10.4324/9780203928639-11.

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Gibbons, Patti, and Carol Ng-He. "Library Exhibitions and Visual Literacy." In Visual Literacy in The Virtual Realm: The Book of Selected Readings 2021, 30–38. International Visual Literacy Association, 2021. http://dx.doi.org/10.52917/ivlatbsr.2021.014.

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Library exhibitions showcase collections and can be laboratories where users apply key visual literacy skills, such as making close observations, practicing interpretation, and challenging assumptions. Library exhibitions facilitate self-directed inquiry and have a wide pedagogical range. At academic libraries, faculty include exhibition curation and viewing in their curriculum to promote scholarship and activism. Public libraries use exhibitions to cultivate civic interest and encourage intergenerational and multi-cultural learning. Across settings, exhibition experiences support visual learning, prompt critical thinking, and mobilize change. Through examining contemporary library engagement models such as the American College and Research Library’s Visual Literacy Competency Standards for Higher Education, this paper provides examples of exhibits that illustrate ACRL’s visual literacy benchmarks. Additionally, the paper provides a brief overview of recommendations for partnering with libraries to expand opportunities for visual learning.
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Conference papers on the topic "Library literacy"

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Powers, Audrey, and Marc Powers. "Reconsidering Literacy." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317184.

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Literacy, until recently, was defined as the ability to read printed text and to understand the nuances of both the form and content of that printed text. More recently there has been a focus on subsets of literacy – data literacy, numeracy, visual literacy, media literacy, etc. – that recognizes the means of communicating ideas and facts are not limited to the printed text and that there are multiple means which may be more powerful ways of communicating in our world. In recent years, higher education has been redefining what it means to be educated – from a focus on specific bodies of knowledge, or disciplines, to a focus on developing and mastering skills for varying modes of inquiry. Simultaneously, there has been a growing focus on expanding how students and faculty communicate knowledge – what was once strictly the term paper approach is being replaced by the oral presentation, the poster session, or the artistic response. In a world where ideas are more readily communicated via social media such as YouTube, Instagram, Facebook and Twitter, the ability to accurately assess additional modes of communication is critical. This paper will explore different subsets of literacy, describe a method for developing mastery of those literacies in higher education, and advocate for academic library professionals to become specialists focused on literacies as much, if not more, than on content.
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Doane, Bernetta, and Rosaline Odom. "Easy Technology Tools for Engaging First Year Students in Information Literacy." In American Library Association Annual Conference, 2011. Atlanta University Center Robert W. Woodruff Library, 2011. http://dx.doi.org/10.22595/libpubs.00017.

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Bowler, Leanne, and Manuela Aronofsky. "Teen engagements with data in an after-school data literacy programme at the public library." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2015.

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Introduction. The study presents a preliminary model of teen engagement with data in the context of data literacy activities at the public library. The model contributes to knowledge in the area of human data interaction, specifically as relates to the affective domain, to data literacy, and to the special context of informal learning at the public library. Method. The study takes a critical data literacy stance and is framed by theory about interest and engagement drawn from the field of informal learning. Analysis. Data analysis was inductive and iterative, proceeding through multiple stages. Open coding of feedback forms and the observation notes from twenty-seven data literacy workshops for teens revealed facets of teen engagement with data in the public library. Results. Feedback forms completed by teen participants suggest high interest and engagement with data during the data literacy activities. Themes derived from analysis help to tell the story of youth engagement with data literacy at the public library, including: personal connections to data, embodied learning, interactions with data through facilitation techniques (analogy as one such example), opportunities for inquiry and discovery, social arrangements that encourage interaction, and adopting a playful attitude to learning. Conclusions. Future research in youth data literacy programmes at the public library should further explore the variables of engagement identified in this study.
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Yarmi, Gusti, Ika Lestari, and Yufiarti Yufiarti. "Building Culture of Literacy through Child Fun Library." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.113.

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Tallolli, Somaraya B., and K. R. Mulla. "Periodicals Content Literacy Through Library Extended Activities: A Case Study of DBIT Library." In Third International Conference on Current Trends in Engineering Science and Technology ICCTEST-2017. Grenze Scientific Society, 2017. http://dx.doi.org/10.21647/icctest/2017/49066.

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Xu, Mei-hua. "User Information Literacy Education Based on the Library Website." In 2010 International Conference on Internet Technology and Applications (iTAP). IEEE, 2010. http://dx.doi.org/10.1109/itapp.2010.5566161.

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Jixia Cao, Runliang Tian, Qinzhen Li, Junwei Zhai, and Jinsong Wang. "Utility of library in Information Literacy Education in university." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607535.

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Kaplan, Nancy, Yoram Chisik, Kendra Knudtzon, Rahul Kulkarni, Stuart Moulthrop, Kathryn Summers, and Holly Weeks. "Supporting sociable literacy in the international children's digital library." In Proceeding of the 2004 conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1017833.1017845.

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Langley, Dorothy. "Treasure Hunt in the Library: An Exercise in Academic Literacy." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3092.

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This paper presents an Academic Literacy course designed for first year students in our department. The course is based on a set of relevant reading materials and covers knowledge levels and classification systems, logical and physical library organization principles, physical and virtual search for publications, bibliographic citations and referencing methods and purposes. The paper describes two, out-of-class, activities related to the academic and public libraries in the information age. The first activity, the “Book Hunt”, organizes the students’ conceptions of the variety of functions being served and the impact of information technology on retrieving academic publications. Students’ response to a reflective assignment dealing with concepts and impressions is described. The second activity “Visiting a public library”, involves interviewing the librarian and writing a report on the structure and functions of the library. The paper discusses features of students’ reports and indicates the contribution of the activities to the students’ academic world view.
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Kanabar, Dina, and Vijay Kanabar. "Informing Library Patrons about Internet Technology." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2394.

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In order to introduce Internet technology literacy in the town of Westford (Boston Suburb) a new series of workshops were introduced during the winter of2000. This paper describes the strategy used to inform Westford community about the workshop and also presents an outline of the course topics and summary of research results generated from the participant's feedback and their experiences with the workshop.
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Reports on the topic "Library literacy"

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Bracke, Marianne, and Michael Fosmire. Teaching Data Information Literacy Skills in a Library Workshop Setting: A Case Study in Agricultural and Biological Engineering. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315478.

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Pebly, Melissa. Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6881.

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Tymoshyk, Mykola. LONDON MAGAZINE «LIBERATION WAY» AND ITS PLACE IN THE HISTORY OF UKRAINIAN JOURNALISM ABROAD. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11057.

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One of the leading Western Ukrainian diaspora journals – London «Liberation Way», founded in January 1949, has become the subject of the study for the first time in journalism. Archival documents and materials of the Ukrainian Publishing Union in London and the British National Library (British Library) were also observed. The peculiarities of the magazine’s formation and the specifics of the editorial policy, founders and publishers are clarified. A group of OUN members who survived Hitler’s concentration camps and ended up in Great Britain after the end of World War II initiated the foundation of the magazine. Until April 1951, including issue 42, the Board of Foreign Parts of the Organization of Ukrainian Nationalists were the publishers of the magazine. From 1951 to the beginning of 2000 it was a socio-political monthly of the Ukrainian Publishing Union. From the mid-60’s of the twentieth century – a socio-political and scientific-literary monthly. In analyzing the programmatic principles of the magazine, the most acute issues of the Ukrainian national liberation movement, which have long separated the forces of Ukrainian emigration and from which the founders and publishers of the magazine from the beginning had clearly defined positions, namely: ideology of Ukrainian nationalism, the idea of ​​unity of Ukraine and Ukrainians, internal inter-party struggle among Ukrainian emigrants have been singled out. The review and systematization of the thematic palette of the magazine’s publications makes it possible to distinguish the following main semantic accents: the formation of the nationalist movement in exile; historical Ukrainian themes; the situation in sub-Soviet Ukraine; the problem of the unity of Ukrainians in the Western diaspora; mission and tasks of Ukrainian emigration in the context of its responsibilities to the Motherland. It also particularizes the peculiarities of the formation of the author’s assets of the magazine and its place in the history of Ukrainian national journalism.
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