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Journal articles on the topic 'Library literacy'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Johnson, Anna Marie. "Library instruction and information literacy." Reference Services Review 31, no. 4 (December 2003): 385–418. http://dx.doi.org/10.1108/00907320310505672.

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12

Sharma, Raj Kumar. "Library and Information Science Literacy in India: History- Development, Growth and Present Status of LIS Literacy in India." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 573–78. http://dx.doi.org/10.31142/ijtsrd21433.

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13

Taala, William, Filoteo B. Franco Jr., and Parisa H. Sta Teresa. "Library Literacy Program: Library as Battleground for Fighting Fakenews." OALib 06, no. 03 (2019): 1–16. http://dx.doi.org/10.4236/oalib.1105296.

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14

Contrada, Chelsea. "Information Literacy and Instruction: Reference and Information Literacy in the Community College Library." Reference & User Services Quarterly 59, no. 1 (December 11, 2019): 12. http://dx.doi.org/10.5860/rusq.59.1.7220.

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Library workers from libraries of all types can struggle with the challenges of juggling instructional responsibilities with other assigned duties. Library context can play a key role in the resources available to mitigate these challenges. In this article, Chelsea Contrada discusses information literacy instruction in a community college library context and how that context influences her approach to library instruction. She articulates some of the unique aspects of instruction in community colleges and how community college librarians take a different approach than many of their peers in four-year colleges and universities. Contrada makes a strong case for increased collaboration across library type and more robust opportunities for professional development and engagement for community college librarians.—Editor
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15

Booth, Char. "Sources: Information Literacy Meets Library 2.0." Reference & User Services Quarterly 48, no. 4 (March 1, 2009): 415–16. http://dx.doi.org/10.5860/rusq.48n4.415.

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16

Rockwell-Kincanon, Janeanne. "Got Library?: Musings Marketing Information Literacy." OLA Quarterly 7, no. 2 (2001): 16–17. http://dx.doi.org/10.7710/1093-7374.1581.

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17

Lee, Marta, and Sandra Yaegle. "Information Literacy at an Academic Library." Journal of Library & Information Services in Distance Learning 2, no. 3 (January 13, 2006): 33–44. http://dx.doi.org/10.1300/j192v02n03_04.

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18

Johnson, Wendell G. "Information Literacy Standards and Library Instruction." Community & Junior College Libraries 13, no. 1 (September 15, 2005): 25–35. http://dx.doi.org/10.1300/j107v13n01_05.

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19

Carlito, M. Delores. "Supporting multimodal literacy in library instruction." Reference Services Review 46, no. 2 (June 11, 2018): 164–77. http://dx.doi.org/10.1108/rsr-02-2018-0015.

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Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes. Findings Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design. Originality/value While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.
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20

Marie Johnson, Anna, Claudene Sproles, and Robert Detmering. "Library instruction and information literacy 2012." Reference Services Review 41, no. 4 (November 25, 2013): 675–784. http://dx.doi.org/10.1108/rsr-07-2013-0040.

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21

Detmering, Robert, Anna Marie Johnson, Claudene Sproles, Samantha McClellan, and Rosalinda Hernandez Linares. "Library instruction and information literacy 2013." Reference Services Review 42, no. 4 (November 10, 2014): 603–715. http://dx.doi.org/10.1108/rsr-07-2014-0028.

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Purpose – The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy. Design/methodology/approach – Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013. Findings – Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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22

Detmering, Robert, Anna Marie Johnson, Claudene Sproles, Samantha McClellan, and Rosalinda Hernandez Linares. "Library instruction and information literacy 2014." Reference Services Review 43, no. 4 (November 9, 2015): 533–642. http://dx.doi.org/10.1108/rsr-07-2015-0037.

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Purpose – This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types. Design/methodology/approach – It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014. Findings – It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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23

Johnson, Anna Marie, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford, and Sarah Drerup. "Library instruction and information literacy 2017." Reference Services Review 46, no. 4 (November 12, 2018): 628–734. http://dx.doi.org/10.1108/rsr-07-2018-0061.

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Purpose This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types. Design/methodology/approach This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources. Findings The paper provides a brief description for all 590 sources. Originality/value The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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24

Reynolds, Latisha, Samantha McClellan, Susan Finley, George Martinez, and Rosalinda Hernandez Linares. "Library instruction and information literacy 2015." Reference Services Review 44, no. 4 (November 14, 2016): 436–543. http://dx.doi.org/10.1108/rsr-08-2016-0051.

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Purpose This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types. Design/methodology/approach This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015. Findings This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions. Originality/value The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.
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Reynolds, Latisha, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares, and Elizabeth Alison Sterner. "Library instruction and information literacy 2016." Reference Services Review 45, no. 4 (November 13, 2017): 596–702. http://dx.doi.org/10.1108/rsr-08-2017-0028.

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Purpose This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types. Design/methodology/approach This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016. Findings The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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26

Withorn, Tessa, Carolyn Caffrey Gardner, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo, and Syann Lunsford. "Library instruction and information literacy 2018." Reference Services Review 47, no. 4 (November 11, 2019): 363–447. http://dx.doi.org/10.1108/rsr-08-2019-0047.

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Purpose This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types. Design/methodology/approach This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018. Findings The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions. Originality/value The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.
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27

Withorn, Tessa, Joanna Messer Kimmitt, Carolyn Caffrey Gardner, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, et al. "Library instruction and information literacy 2019." Reference Services Review 48, no. 4 (October 12, 2020): 601–82. http://dx.doi.org/10.1108/rsr-08-2020-0057.

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Purpose This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. Design/methodology/approach This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019. Findings The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions. Originality/value The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.
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28

Rader, Hannelore B. "Library instruction and information literacy —1995." Reference Services Review 24, no. 4 (April 1996): 77–96. http://dx.doi.org/10.1108/eb049298.

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29

Pierce, Deborah. "Information Literacy and the Music Library." Notes 60, no. 3 (2004): 613–15. http://dx.doi.org/10.1353/not.2004.0034.

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Rader, Hannelore B. "Library instruction and information literacy – 1999." Reference Services Review 28, no. 4 (December 2000): 378–400. http://dx.doi.org/10.1108/00907320010359740.

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Johnson, Anna Marie. "Library instruction and information literacy – 2000." Reference Services Review 29, no. 4 (December 2001): 338–62. http://dx.doi.org/10.1108/00907320110408465.

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Johnson, Anna Marie, and Hannelore B. Rader. "Library instruction and information literacy – 2001." Reference Services Review 30, no. 4 (December 2002): 359–89. http://dx.doi.org/10.1108/00907320210451376.

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Johnson, Anna Marie, and Sarah Jent. "Library instruction and information literacy – 2003." Reference Services Review 32, no. 4 (December 2004): 413–42. http://dx.doi.org/10.1108/00907320410569770.

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Johnson, Anna Marie, and Sarah Jent. "Library instruction and information literacy – 2004." Reference Services Review 33, no. 4 (December 2005): 487–530. http://dx.doi.org/10.1108/00907320510631599.

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Johnson, Anna Marie, and Sarah Jent. "Library instruction and information literacy – 2005." Reference Services Review 35, no. 1 (February 20, 2007): 137–86. http://dx.doi.org/10.1108/00907320710729427.

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Johnson, Anna Marie, Sarah Jent, and Latisha Reynolds. "Library instruction and information literacy 2006." Reference Services Review 35, no. 4 (November 13, 2007): 584–640. http://dx.doi.org/10.1108/00907320710838408.

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Johnson, Anna Marie, Sarah Jent, and Latisha Reynolds. "Library instruction and information literacy 2007." Reference Services Review 36, no. 4 (November 14, 2008): 450–514. http://dx.doi.org/10.1108/00907320810920405.

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Johnson, Anna Marie, Claudene Sproles, and Latisha Reynolds. "Library instruction and information literacy, 2008." Reference Services Review 37, no. 4 (November 13, 2009): 463–553. http://dx.doi.org/10.1108/00907320911007056.

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39

Johnson, Anna Marie, Claudene Sproles, and Robert Detmering. "Library instruction and information literacy 2009." Reference Services Review 38, no. 4 (November 16, 2010): 676–768. http://dx.doi.org/10.1108/00907321011090809.

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Johnson, Anna Marie, Claudene Sproles, and Robert Detmering. "Library instruction and information literacy 2010." Reference Services Review 39, no. 4 (November 15, 2011): 551–627. http://dx.doi.org/10.1108/00907321111186640.

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41

Johnson, Anna Marie, Claudene Sproles, Robert Detmering, and Jessica English. "Library instruction and information literacy 2011." Reference Services Review 40, no. 4 (November 9, 2012): 601–703. http://dx.doi.org/10.1108/00907321211277396.

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42

Rader, Hannelore B. "Library Instruction and Information Literacy–1996." Reference Services Review 25, no. 3/4 (December 1997): 103–18. http://dx.doi.org/10.1108/00907329710307246.

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43

Rader, Hannelore B. "Library Instruction and Information Literacy–1997." Reference Services Review 26, no. 3/4 (December 1998): 143–60. http://dx.doi.org/10.1108/00907329810307849.

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44

Marchis, Bogdana A. "Putting levity into literacy." Journal of Information Literacy 12, no. 2 (December 4, 2018): 113. http://dx.doi.org/10.11645/12.2.2488.

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Students believe that mandatory library workshops are boring and by default so are library instruction videos, but they do not have to be so. The Stanford Libraries have created a series of professionally produced videos, which are examples of effective ways to inject levity into literacy while conveying high-level academic content. Professor and student feedback confirmed that these videos held their attention and are therefore worth the expense incurred in creating them. This paper describes an original and effective method of introducing library services to students through engaging, professionally produced videos.
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45

Alufohai, Peace Joan, and Odion Alufohai. "Public Library Services & information Literacy Level for Curriculum Implementation: A Case Study of Language Education Students in Ambrose Ali University." Advances in Social Sciences Research Journal 7, no. 6 (July 3, 2020): 541–47. http://dx.doi.org/10.14738/assrj.76.8279.

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The study investigated some of the public library services and information literacy level amongst students. The study was guided by four research questions and one hypothesis. The study adopted the descriptive survey designs. The population for the study consisted of all the 718 English and French language education students while the sample consisted of 168 language education students who patronize the library. The instrument used for data collection is a questionnaire titled Public Library Services and Literary Level Questionnaire (PLSLLQ). The study adopted Descriptive survey design. Statistics of the mean and standard deviation were used to answer the research questions while the Pearson Product Moment Correlation was used to answer the hypothesis. The study revealed amongst others that there is a positive relationship between the services offered in the library and information literacy level, thus revealing that when the services are poor, information literacy will also be poor. Based on the findings, recommendations were made amongst which is that the Nigerian government and stakeholders should ensure adequate funding of public library
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46

Goodwin, Janina. "Creating Literacy Fairs: How Collaboration Helps Early Literacy Goals." Children and Libraries 13, no. 4 (December 7, 2015): 24. http://dx.doi.org/10.5860/cal13n4.24.

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Early literacy, outreach, and community partnerships are three constant initiatives of many public libraries. And the Youth Services department of the Pueblo City-County (CO) Library District (PCCLD) is no exception.
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47

Chua, May. "Special library in teacher training and information literacy." New Library World 115, no. 3/4 (March 4, 2014): 175–78. http://dx.doi.org/10.1108/nlw-03-2014-0024.

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Purpose – This paper aims to examine the underemphasized importance of libraries in cultivating information literacy habits in teacher trainees that in turn generate the multiplier effects of inculcating positive habits of information literacy of children in schools. Design/methodology/approach – By using Singapore's National Institute of Education (NIE) Library as a case study, this paper provides an overview of its institutional and cultural dynamics that create a favorable environment to cultivate information literacy in trainee teachers. Findings – NIE Library's unique embeddedness in the public education system and education research system allows it to provide world-class information literacy support for teacher trainees. Originality/value – Provides a description of how special libraries are vital in supporting a nation-wide effort in information literacy through the support of teacher trainee and education researchers.
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48

Tarigan, Bahagia, and Rudy Sofyan. "Building literacy awareness through a community library." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (December 18, 2019): 295–301. http://dx.doi.org/10.32734/abdimastalenta.v4i2.3824.

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Every individual needs to survive and even succeed in their life. One of the ways to achieve such success is to be literate. Literacy makes people civilized and knows the purpose of their life. People need to build their awareness of the importance of literacy, one of which is through building reading literacy awareness. This paper aims at building literacy awareness through a community library built for the people in Regaji Village, Karo Regency, North Sumatra. This is a descriptive study taking the local people living in Regaji Village as the participants. Observations, interviews, and documentation were used to collect the data related to the past and current reading literacy awareness in this village. The data were analyzed qualitatively. The results of the data analysis show that the reading literacy awareness of the local people was still relatively low. However, after the presence of the community library in this village, the literacy awareness of the local people, especially children, has grown, indicated by their increased reading habits. This current situation should be maintained and developed so that all the children in this village keep aware of the importance of reading literacy that eventually helps them get success in their future life.
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Alexander, Ross. "Political Literacy as Information Literacy." Comminfolit 3, no. 1 (2009): 9. http://dx.doi.org/10.15760/comminfolit.2009.3.1.64.

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Doerksen, Brad. "Institutional Literacy and Libraries: Addressing Library Anxiety with a Personal Librarian Program." Partnership: The Canadian Journal of Library and Information Practice and Research 15, no. 2 (April 6, 2021): 1–19. http://dx.doi.org/10.21083/partnership.v15i2.6098.

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This article considers institutional literacy as a lens through which to consider causes of library anxiety and the development of library programs. Institutional literacy is the ability to read and engage with the ways of being and doing that are -- often invisibly -- embedded into institutions of all kinds. This article posits that the ability of library users to confidently engage with library services is in part predicated on the level of institutional literacy these users have, both in the institution of the library itself and any larger host institution – such as a university. A setting such as a university requires a range of literacies, and those developing programs and services in such settings should not assume new and potential library users already have developed these literacies. While librarians are accustomed to considering information literacy as their contribution to this matrix, unfamiliar institutional literacy practices can present obstacles to new library users becoming information literate. A comparison of research on the effects of a lack of institutional literacy and research into library anxiety demonstrates parallels that suggest that low levels of institutional literacy are a contributing factor to library anxiety, creating one of the aforementioned obstacles. Acting as institutional literacy mediators is one way library workers can respond to this challenge. The article concludes with a description of how the theoretical lens thus developed was used to inform the development of a personal librarian program at the University of Regina, in part by positioning librarians as institutional literacy mediators.
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