Information Literacy: Reaching Diverse Populations
An Annotated Bibliography
LACUNY Institute 2001
Last year’s LACUNY Institute, Information Literacy: Laying the Foundations, offered an excellent foundation on the topic of Information Literacy. The keynote speakers helped to further define information literacy and discussed ways for academic libraries to build partnerships and begin to assess and evaluate the information literacy skills we are offering students.
This year’s Institute, Information Literacy: Reaching Diverse Populations, takes these themes further and reflects on the need to explore not only what we are teaching, but whom are we teaching. As our classrooms become more culturally and linguistically diverse, our conceptions of diversity may foster information literacy or hinder it. There is a definite correlation between culture, education and learning, so our teaching strategies and methods may need to change.
This bibliography is divided into two parts. The first part, Information Literacy, includes the most recent articles on Core Documents, Assessment and Collaboration. The bibliography from last year’s conference, Information Literacy: Laying the Foundations is cited. The library, education and sociological literatures were searched for the years 2000-2001 to see what new research has emerged. We are happy to note that findings on implementation, collaboration, and evaluation programs are beginning to appear in the literature.
The second section of the bibliography begins with a section on Teaching and Learning. These articles provide practical teaching techniques and also present research on the relationship between culture and education. The last part includes material dealing with diverse populations: ESL students, graduate students, people with disabilities, adult learners, international students, first-year college students, and distance education students. These citations also compliment the Library Instruction for Diverse Populations: A Selective Annotated Bibliography by the 1998-2001 ALA/ACRL Instruction for Diverse Populations Committee cited on page 12.
We wish to thank the members of the LACUNY Institute Committee for the opportunity to undertake this project. We would also like to express appreciation to our colleagues in The William and Anita Newman Library of Baruch College and The Ursula C. Schwerin Library of New York City Technical College for their support and assistance during the compilation of this bibliography.
Devine, Jane and Francine Egger-Sider, compilers, Louise Fluk, ed. LACUNY
Institute 2000: A Selective Information Literacy Bibliography. May 2000. 10
May 2001 <http://lacuny.cuny.edu/institute/links.html>.
This bibliography, prepared for last year’s LACUNY Institute, is a selected list of materials, print and electronic, on the concept of information literacy and on the challenges of implementing an information literacy program. The items are chiefly conceptual, definitional, organizational, and truly about "laying the foundations."
The main body of the bibliography is preceded by a section of "Core Documents," listed in chronological order to trace the institutional history of the information literacy movement. The final sections list "Resources" for further discussion and reading; key "Organizations"; and important "Projects" implementing librarians' information literacy goals. In addition, there are materials on "Partnerships with Faculty/Collaborations" and "Assessment."
ADDITIONS TO CORE DOCUMENTS
"ACRL in Chicago: Highlights of ACRL programs at the ALA Annual Conference."College & Research Libraries News 61.8 (2000): 666-76.
Association of College and Research Libraries. Instruction Sect. TeachingMethods Committee. Tips for Developing Effective Web-Based Library Instruction. 17 July 2000. 4 May 2001 <http://www.lib.vt.edu/istm/WebTutorialsTips.html>.
Bruce, Christine. "Information Literacy Programs and Research: An International Review." The Australian Library Journal 49.3 (2000): 209+. Infotrac Expanded Academic ASAP. Gale Group. Newman Lib. Baruch College.30 April 2001 <http://infotrac.galegroup.com/itweb/cuny_baruch>.
Haycock, Ken. "What Librarians Can Learn from Librarian Educators: Information Literacy a Key Connector for Libraries." Adelaide 3 - 5 Dec. 1999. Fourth National Information Literacy Conference organized by the University of South Australia and ALIA Information Literacy Special Interest Group. National Forum on Information Literacy. 4 May 2001 <http://www.infolit.org/documents/librarians.html>.
National Forum on Information Literacy. A Comprehensive Assessment of Public Information Dissemination 26 Jan. 2001. 4 May 2001<http://www.nclis.gov/govt/assess/assess.html>.
"Objectives for Information Literacy Instruction: ACRL Guidelines."
College & Research Library News 62.4 ( 2001): 416-428.
In 1997 ACRL’S Instruction Section created a task force to review the 1987 "Model Statement of Objectives for Academic Bibliographic Instruction." This publication updates and replaces the 1987 document.
Rader, Hannelore B. "A Silver Anniversary: 25 Years of Reviewing theLiterature Related to User Instruction." Reference Services Review 28.3 (2000): 290-297.
Rader, Hannelore B. "Library Instruction and Information Literacy –
1999." Reference Services Review 28.4 (2000): 378-99.
The University Librarian of the University of Louisville has produced an annotated list of materials dealing with information literacy, including instructions in the use of information resources, research and technology, and skills related to retrieving, using and evaluating information. Review, the 26th to be published in Reference Services Review, includes all items published in 1999.
Rochester Regional Library Council. Information Literacy. 6 April 2001. Rochester Regional Library Council. 8 May 2001<http://www.rrlc.org/infolit/infolit.html>.
Roth, Lorie. "Educating the Cut-and-Paste Generation." Library Journal 124.18 (1999): 42-44. ABI Inform Global. Newman Lib. Baruch College. 3 May 2001<http://proquest.umi.com/pqdweb> .
University Libraries @ Ohio University. Information Competency. 30 March 2000. Ohio State. 8 May 2001<http://www.library.ohiou.edu/libinfo/librarydocs/infocomp/infocomp.htm>.
IMPLEMENTATION, ASSESSMENT, AND COLLABORATION
Daragan, Patricia and Gwendolyn Stevens. "Developing Lifelong Learners:
An Integrative and Developmental Approach to Information Literacy." Research
Strategies 14 (1996): 68-81.
Article discusses first component of a four-year, course-integrated library instruction
Eisenberg, Michael B. and Robert E. Berkowitz. The Big6 Collection.
Worthington, OH: Linworth, 2000.
Offers the best from the Big6 Newsletter and provides educators with a variety of material to help them implement the model of information problem solving into their curriculum. A case study provides an example of how the model was implemented across the state of Utah.
Haycock, Ken. "Fostering Collaboration, Leadership and Information
Literacy: Common Behaviors of Uncommon Principals and Faculties." NASSP
Bulletin 83:605 (1999): 82-7. EJ585580.
Author believes principals are the key factor in developing an effective, integrated, collaborative school library program by integrating the library into instructional programs, encouraging student use, and establishing written-evaluation procedures.
Huerta, Deborah and Victoria E. McMillan. "Collaborative Instruction by Writing and Library Faculty: A Two-Tiered Approach to the Teaching of Scientific Writing." Issues in Science and Technology Librarianship 28 Fall (2000). 8 May 2001 <http://www.library.ucsb.edu/istl/00-fall/article1.html>.
Kutner, Laurie. "Library Instruction in an Interdisciplinary Environmental Studies Program: Challenges, Opportunities and Reflections." Issues in Science and Technology Librarianship28 Fall (2000). 8 May 2001<http://www.library.ucsb.edu/istl/00-fall/article2.html>.
Laherty, Jennifer. "Promoting Information Literacy for Science Education Programs: Correlating the National Science Education Content Standards with the Association of College and Research Libraries Information Competency Standards for Higher Education." Issues in Science and Technology Librarianship 28 Fall (2000). 13 May 2001 <http://www.library.ucsb.edu/istl/00-fall/article3.html>.
MacDonald, Mary C., Andree F. Rathemacher and Joanna M. Burkhardt. "Challenges in Building an Incremental, Multi-year Information Literacy Plan." Reference Services Review 28.3 (2000): 240-7. Emerald, Electronic Management Research Library Database, MCB Univ. Press. Newman Lib. Baruch College. 30 April 2001 <http://www.emerald-library.com>.
Maughan, Patricia Davitt. "Assessing Information Literacy AmongUndergraduates: A Discussion of the Literature and the University of California-Berkeley Assessment Experience." College & Research Libraries 62.1 (2001): 71-85.
Nichols, Janet. "Building Bridges: High School and University
Partnerships for Information Literacy." NASSP Bulletin 83:605
(1999): 75-81 EJ585579.
As part of a special issue on information literacy, details a successful pilot project with Wayne State University librarians and staff discussing expectations for incoming freshmen, mainly from Detroit-area high schools, and providing high school/university curriculum articulation.
Pollot, Nan, revisor. Annotated Selected Bibliography on the Effectiveness of Library Instruction. Spring 1999. SUNY Librarians Association. Library Instruction Committee. Binghamton University Libraries. 5 May 2001<http://library.lib.binghamton.edu/sunyla/sunylabid.html>.
Raspa, Dick and Dane Ward, eds. The Collaborative Imperative: Librarians
and Faculty Working Together in the Information Universe. Chicago:
Association of College and Research Libraries, 2000.
Series of essays explores the possibilities of librarians working across disciplines and
Ricker, Alison Scott and Robert Q. Thompson. "Teaching Chemical
Information in a Liberal Arts Curriculum." Journal of Chemical Education
76.11 (1999): 1590-3.
Authors describe the strategy used to teach a course on chemical information at Ohio's
Smith, Kenneth R. "New Roles and Responsibilities for the University
Library: Advancing Student Learning Through Outcomes Assessment." ARL
213 (2000): 2-5.
Smith proposes that we rethink the curriculum, moving from a model I, which we package knowledge around the experience of the faculty, to a model based on the learning outcomes realized by students. These outcomes include not only what students know, but also the skills they develop, what they are able to do, and the attitudes of mind that characterize the way they will approach their work over a lifetime of change.
University Planning & Analysis North Carolina State University. Internet Resources for Higher Education Outcomes Assessment 9 April 2001. North Carolina State University. 5 May 2001 <http://www2.acs.ncsu.edu/UPA/assmt/resource.htm>.
Verhey, Marilyn P. "Information Literacy in an Undergraduate Nursing
Curriculum: Development, Implementation, and Evaluation." Journal of
Nursing Education 38.6 (1999): 252-9.
Discusses the integrated information literacy program of the San Francisco State University School of Nursing
Young, Rosemary M. and Stephena Harmony. Working with Faculty to Design
Undergraduate Information Literacy Programs. How-to-do-it Manuals for
Librarians Ser. 90. New York: Neal Schuman, 1999.
Work is aimed at undergraduate academic librarians and faculty members who are committed to helping students develop information-seeking skills. Provides practical guidance in creating an information literacy program. Separate chapters are devoted to integrated, nonintegrated, and full credit information literacy courses, the creation of an evaluation process, the use of instruction technologies, and handling the daily operation of an information literacy program, from scheduling sessions to creating annual reports.
TEACHING AND LEARNING THEORY
Bonwell, Charles C. The Active Learning Site-Bibliographies: Recent Active Learning Articles (1995 to 1998) and Large Class Bibliography. Active Learning Workshops. 5 May 2001 <http://www.active-learning-site.com/bib1.htm>.
"Bringing Web Literacy to Faculty." THE Journal 27.10
In response to a faculty development requirement to be met by widely dispersed adjunct faculty and emerging training needs, Austin Community College in Texas has created an Electronic Information Literacy (EIL) program for faculty. Part I (one-hour) covers basic electronic information skills. Multiple face-to-face workshops introduce adjunct faculty to the Internet and Web browsers. Part II (three hours) focuses on accessing electronic resources. Expanded program includes film discussion series including Making Underserved Students Successful (Stand and Deliver), Student-Centered Instruction (Good Will Hunting) and Technology, Instruction and Freedom (The Matrix), and workshops that include the pedagogy of teaching online, student retention strategies, and learning styles and multiple intelligences. Details are available at <
Brisk, Maria Estela and Margaret M. Harrington. Literacy and Bilingualism: A Handbook for All Teachers. Mahwah, N.J.: L. Erlbaum Associates, 2000.
The Center for Critical Thinking. Foundation for Critical Thinking. 5 May 2001 <http://www.criticalthinking.org>.
Cohen, Laura, and Tara Hoag and Kimberly S. Davies,
revisors. Annotated Selected Bibliography of Full-Text Web-Based Articles
Relating to Library Instruction. June 2000. SUNY Librarians
Association. Library Instruction Committee. 8 May 2001 <http://library.lib.binghamton.edu/sunyla/fulltext.html>.
Provides annotations and links to recent theme issues and individual articles on distance education, evaluation and assessment, recommended sources, teaching methodology, technology in the classroom, and evaluating Internet resources.
Curzon, Susan Carol. "Developing a Program of Information Literacy." College & Research Libraries News 61.6 (2000): 483-86, 491.
Eckerman, Anne-Katrin. One Classroom, Many Cultures: Teaching Strategies
for Culturally Different Children. St. Leonards, Australia: Allen &
Unwin Australia Pty Ltd., 1994.
Although the group studied for this research consisted of children, this book provides an interesting look at culture and education. Eckerman examines a variety of teaching strategies, curriculum developments and organizational innovations, with particular emphasis on language, mathematics and science programs, and school—community relations.
Fowler, Clara S. and Elizabeth A. Dupuis. "What Have We Done? TILT’s
Impact on Our Instruction Program." Reference Services Review 28. 4
In response to the large number of students needing library instruction, The Digital Information Literacy Office at the University of Texas at Austin created TILT (Texas Information Literacy Tutorial). This article discusses the drawbacks of implementing the tutorial, and also the positive impact the tutorial has had on student learning.
Gay, Geneva. Culturally Responsive Teaching: Theory, Research and Practice. Multicultural Education Ser. New York: Teachers College Press, 2000.
Hollins, Etta R., Joyce E. King, and Warren C. Hayman, eds. Teaching
Diverse Populations: Formulating a Knowledge Base. SUNY Series, the Social
Context of Education. Albany: State University of New York Press, 1994.
Volume presents a review of the literature on schooling for culturally diverse populations. This publication addresses the importance of including a knowledge base for teacher preparation solidly founded on what is known about teaching diverse populations. Formulating such a knowledge base for teacher preparation requires a synthesis of existing knowledge about teaching culturally diverse populations and a determination of what more needs to be known. Focus of this monograph is on indigenous populations who have been traditionally undeserved in schools. The ethnic minority populations include African-Americans, Appalachians, Native Alaskan, Native American, and Latino-American.
Hones, Donald F. and Cher Shou Cha. Educating New Americans: Immigrant
Lives and Learning. Mahwah, NJ : L. Erlbaum Associates, 1999.
This book examines what it means to be an American through the life history of Shou Cha, a refugee from Laos. Cha speaks about his experiences as an immigrant and the immigrant identity in school and society.
Landsberger, Joe. Critical Thinking. 5 March 2001. University of St. Thomas, St. Paul, MN. 8 May 2001 <http://www.iss.stthomas.edu/studyguides/crtthn.htm>.
McAndrew, Rosemary. "Immersion 2000: Making Learning Happen." College
& Research Libraries News 61.10 ( 2000): 909-911.
This article discusses the activities of the ACRL Institute for Information Literacy Immersion 2000 program held at the University of Washington, Seattle in July 2000.
Meskill, Carla and Jonathan Mossop and Richard Bates. "Bilingualism, CognitiveFlexibility, and Electronic Literacy." Bilingual Research Journal 23.2-3 (1999): 235- 247.
Murray, Janet. "Applying Big6 Skills and Information Literacy Standards to Internet Research." Book Report 19.3 (2000): 33-5.
Nieuwenhuysen, Paul. "Information Literacy Courses for University Students: SomeExperiments and Some Experience." Campus-Wide Information Systems 17.5 (2000). Brussels: Vrije Universiteit.
Patrick, Diane and Judy Reinhartz. "The Role of Collaboration in Teacher Preparationto Meet the Needs of Diversity." Education 119 (1999): 388- 95.
Pernat, Marie. "Widening the Net: Monash University Library’s Flexible, Student-Centered Information Services." Australian Library and Information Association 30.3 (1999): 200+. Infotrac Expanded Academic ASAP. Gale Group. Newman Lib. Baruch College. 5 May 2001<http://web5.infotrac.galegroup.com/itw/session>.
Smith, Dorothy Louise White. Teacher Characteristics for Culturally Diverse Schools: Implications for Teacher Training. Diss. University of Southern California, 1992.DAI-A 53/04 (Oct 1992): 1083.
Starr, Glenn Ellen and Paul Gaskill. "The Community Study Assignment for
Leisure Studies: Integrating Information Literacy, Leisure Theory, and Critical
Thinking." Research Strategies 15.3 (1997): 205-16.
The Appalachian State University Leisure Studies Program’s Community Study Assignment, a major writing assignment, involves close collaboration between teaching faculty and reference librarians. Authors discuss library instruction for the assignment and provide examples of critical thinking from recommendations and conclusions of students’ papers.
Teaching in the Diverse Classroom. Produced by The Center for
Instructional Development and Research and Instructional Media Services,
University of Washington. Seattle, WA : University of Washington, 1993.
Video presents an overview of instructional techniques suitable for college instructors when teaching an ethnically diverse student body.
Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the
Needs of All Learners. Alexandria, VA : Association for Supervision and
Curriculum Development, 1999.
Author concludes foreword stating the book is about writing one’s history as a teacher—one day at a time, one increment of growth at a time, and one collegial partnership at a time. Discusses how to reach out effectively to students to be a catalyst for maximizing talents in all students.
"What Were They Thinking? Aligning Perceptions With Faculty Expectations." The Professor’s Craft. Feb. 2001. The Center for Effective Teaching and Learning. University of Texas at El Paso. 8 May 2001 <http://www.utep.edu/cetal/PC_feb_2001.htm>.
DIVERSE POPULATIONS – ASIAN-AMERICAN, AFRICAN-AMERICAN, HISPANIC-AMERICAN AND NATIVE-AMERICAN
The four major minority groupings in the United States include Asian-Americans, African-Americans, Hispanic-Americans and Native Americans. Few articles in the recent literature deal with information competency in library instruction in academic libraries specific to these communities. The information available has mostly focused on serving the needs of these communities at the public library level. More research on teaching strategies and information literacy instruction methodology for culturally and linguistically diverse students is needed. The following selective annotated bibliography by the 1998-2001 ALA-ACRL Instruction for Diverse Population Committee provides references to works published since 1987.
Library Instruction for Diverse Populations: A Selective Annotated Bibliography. 1998-2001 ALA-ACRL Instruction for Diverse Population Committee. 6 Aug. 2000. Marywood University, Scranton, PA. 30 April 2001 <http://www.marywood.edu/www2/libweb/diversebib.htm>.
Harris Taylor, Rhonda and Lotsee Patterson. "Getting the ‘Indian’ Out of the Cupboard: Using Information Literacy to Promote Critical Thinking." Teacher Librarian Dec. 2000. 22 April 2001 <http://www.teacherlibrarian.com/taylor-patterson.html>.
La Guardia, Cheryl and Christine Oka. "Accessing America’s
Minorities." Library Journal 121.1 (2001): S40- 46.
Highlights the products available online that offer a new range of information on the historical and cultural lives and contributions of minorities in the United Stares. The products reviewed are "General Interest Files Discovering Collection" (
Pewewardy, Cornel. Culturally Responsive Teaching For American Indian Students. 21 Dec. 1998. 4Directions Organization. 5 May 2001 <http://www.4directions.org/legacy/Culture>.
DIVERSE POPULATIONS--ESL Students
Bosher, Susan and Jenise Rowekamp. "The Refugee/Immigrant in Higher Education: The Role of Educational Background." College ESL 8.1 (1998): 23- 42. New York: The City University of New York.
Chandler, Jean, Richard Lissome, and Marianne Rowe. "Adapting Teaching
Methods to Learners’ Preferences, Strategies and Needs." College ESL
8.1 (1998): 48-9. New York: The City University of New York.
This article describes research into students’ language learning preferences and strategies, conducted by three ESL teachers at three different postsecondary institutions. It looks at how students’ preferences and strategies vary by student ethnicity, language background, goals of study, proficiency, level, and gender.
Association of College and Research Libraries. Women’s Studies Section Collection Development Committee. Women's Studies Collection Development Resources. 27 June 2000. University of Tennessee at Knoxville. 5 May 2001 <http://aztec.lib.utk.edu/~shrode/wss98.htm>.
Broidy, Ellen. "Celebrating Diversity, Ten Years Later." Reference
Services Review. 27.3 (1999): 266-70.
Broidy looks at the political/social changes that have impacted library instruction, particularly in academic libraries in California, over the years since her keynote address at the 1988 LOEX Conference.
Bull, K. S., D. Montgomery and S. L. Kimball. Identifying & Retaining At-Risk Students. 19 June 2000. Oklahoma State University. 8 May 2001 <http://home.okstate.edu/homepages.nsf/toc/EDUC5110iep6>.
Calderhead, Veronica. "Reflections on Information Confusion in Chemistry Information Learning: The Meaning of the Shift from Library Instruction to Information Literacy." Research Strategies 16.4 (1998): 285-99. Science Direct. Newman Lib. Baruch College. 22 April2001 <http://www.sciencedirect.com>.
Downing, K.E., MacAdam, B. and D.P. Nichols. Reaching a Multicultural
Student Community: A Handbook for Academic Librarians. Westport, CT:
Greenwood Press, 1999.
Handbook, based on the Peer Information Counseling program at the University of Michigan, is intended for academic librarians who are interested in establishing peer outreach programs for minority students on their campuses. Chapters include an overview of the unique challenges facing academic institutions and libraries today in serving minority populations, suggestions for working effectively and practical guidelines for specific program design, implementation, and evaluation.
Jacobson, Trudi E. and Helene C. Williams, eds. Teaching the New Library
to Today’s Users: Reaching International, Minority, Senior Citizens,
Gay/Lesbian, First-Generation, At-Risk, Graduate and Returning Students and
Distance Learners. The New Library Ser. 4. New York: Neal-Schuman, 2000.
Contributors to this book show how linguistic, cultural, age, and gender differences among
Leckie, Gloria and Anne Fullerton. "Information Literacy in Science and
Engineering Undergraduate Education: Faculty Attitudes and Pedagogical
Practices." College and Research Libraries 60.1 (1999): 9-29.
Leckie and Fullerton surveyed and interviewed science and engineering faculty at two Ontario universities, the University of Waterloo and the University of Western Ontario, regarding their perceptions of students' information-literacy skills and their own pedagogical practices. Faculty awareness of, and support for, bibliographic instruction methods, and the perceived role of science and engineering librarians were also investigated.
Lehman, Jeffrey, ed. Gale Encyclopedia for Multicultural America: Primary
Documents. Detroit: Gale Research Inc, 1999.
Reference book offers personal perspectives into the key events and every day lives of different ethnic groups and individuals. This is a rich source of historical and cultural information on the United States immigration experience.
Maple, Amanda, Beth Christensen and Kathleen A. Abromeit. "Information Literacy for Undergraduate Music Students: A Conceptual Framework." Notes 52.3 (1996): 744-53. Expanded Academic ASAP. Gale Group. Newman Lib. Baruch College. 22 April 2001 <http://web5.infotrac.galegroup.com/itw/session>.
Menshing, Teresa B., ed. Reaching and Teaching
Diverse Library User Groups: Papers Presented at the Sixteenth National LOEX
Library Instruction Conference. Ann Arbor, MI: Pierian Press, 1989.
Volume is a compilation of the papers presented at the Sixteenth National LOEX Library Instruction Conference held at Bowling Green State University in May 1988. The theme of the conference was "Reaching and Teaching Diverse Library User Groups."
NCLE (National Center for ESL Literacy Education). 4 April 2001. Center for Applied Linguistics. 8 May2001 <http://www.cal.org/ncle>.
Rod Library. Diversity and Multiculturalism. 7 March 2000. University of Northern Iowa. 8 May2001 <http://www.library.uni.edu/subject/interdis.html>.
Winston, Mark D. "Diversity: More Than Just a Blip." College & ResearchLibraries 62.1 (2001): 6-8.
DIVERSE POPULATIONS--FIRST-YEAR STUDENTS
Bender, Laura J. Bender and Jeffrey M. Rosen. "Working Toward Scalable
Instruction: Creating the RIO tutorial at the University of Arizona Library. Research
Strategies 16.4 (1998): 315-25. 22 April 2001.
How do 7,000 entering university freshmen become information literate? Article describes the process used to design and create RIO (Research Instruction Online),
Branch, Katherine and Debra Gilchrist. "Library Instruction and
Information Literacy in Community and Technical Colleges." RQ
Column provides information on strong tradition of library instruction and information literacy in community and technical colleges. Discusses the challenges of meeting the needs of a varied and diverse student body where the institutional focus is on teaching and learning. Innovative programs and collaboration and partnerships are detailed.
Emons, Mark. "First Impressions, Lasting Impact: Introducing the
First-Year Student to the Academic Library." Against the Grain 12.5
A paper delivered at the 28th National LOEX Conference on working with first-year undergraduate students.
Jacobson, Trudi E. and Beth L. Mark. "Separating Wheat from Chaff:
Helping First-Year Students Become Information Savvy: Programs at the University
of Albany and Messiah College." The Journal of General Education
The University at Albany, State University of New York, and Messiah College, Grantham, PA, have programs that integrate first-year library instruction for information literacy into general education courses. The University at Albany has a first-year living/learning experience program known as Project Renaissance that focuses on inquiry, community service work, and the development of writing and online searching and other technological
DIVERSE POPULATIONS--GRADUATE STUDENTS
Brown, Cecelia M. "Information Literacy of Physical Science Graduate
Students in the Information Age." College & Research Libraries
60.5 (1999): 426-38.
Brown, an Assistant Professor and the Chemistry-Mathematics Librarian at the University of Oklahoma, reports on survey findings exploring the information literacy of physical science graduate students. Brown found that physical science graduate students form an information-literate microcosm despite a lack of formal library instruction. Report also describes the graduate students' perceptions of the physical and psychological components that enhance or detract from their ability to find, appraise, and use information and how they feel during the various stages of an information search. Includes recommendations for outreach to graduate students who are not native speakers of English and makes suggestions for library instruction that is specifically designed for, and attracts a greater number of, physical science graduate students.
Fitzgerald, Mary Ann. "The Cognitive Process of Information Evaluation
in Doctoral Students: A Collective Case Study." Journal of Education for
Library and Information Science 41.3 (2000): 170-86.
Study reveals that the participants, two women and three men, ages 30 to 40, who were followed through an information search process involving a topic of personal relevance, used evaluation as part of a complex cognitive process, using varied and numerous evaluative strategies. Evaluation began with a discrete initial event, progressed through three distinct deliberative phases, and ended with a decision in the form of a judgment.
Giannini, Grace. "'Drop-in' Sessions: Information Literacy Responding to Student Needs." Australian Academic and Research Libraries 30.3 (1999): 212-18. Infotrac Expanded Academic ASAP. Gale Group. Newman Lib. Baruch College. 30 April 2001<http://web5.infotrac.galegroup.com/itw/session>
DIVERSE POPULATIONS--INTERNATIONAL AND MULTICULTURAL STUDENTS
Petro, Allison. "International Teaching Assistants:Bridging the Cultural Gap." Feb./March 2000 TESOL Matters 5 May 2001 <http://www.tesol.org/isaffil/intsec/columns/200002-ita.html>.
Sarkodie-Mensah, Kwasi. "International Students in
the U.S.: Trends, Cultural Adjustments, and Solutions for a Better
Experience." Journal of Education for Library and Information Science
39.2 (1998): 214-22.
Author believes libraries and information science institutions need to work closer with various campus units to assist international students in adjusting to life in the United States. Believes all departments should encourage their students to attend orientations, and international graduate students should attend workshops, seminars, and training sessions on effective teaching.
DIVERSE POPULATIONS--NON-TRADITIONAL ADULT STUDENTS
Baron, Sarah and Alexia Strout-Dapaz. "A Close Encounter Model for Reference Services to Adult Learners: The Value of Flexibility and Variance." The Reference Librarian 69/70 (2000): 95-102.
Caravello, Patti Schifter. "Library Instruction and Information Literacy for the Adult Learner: A Course and Its Lessons for Reference Work." The Reference Librarian 69/70 (2000): 259-269. Caravello describes a librarian-taught course at UCLA that incorporates the teaching of electronic resources with active learning methods to instruct the adult learner on how to use the library. The course includes lectures and online demonstrations with active learning exercises.
Currie, C. Lyn. "Facilitating Adult Learning: The Role of the AcademicLibrarian." The Reference Librarian 69/70 (2000): 219-231.
Duff, Viola M. "Returning to School to a Baccalaureate Program: Is Therean Easy Way to Learn?" Journal of Nursing Education 36 (Oct. 1997): 390-392.
Fidishun, Dolores. "Teaching Adult Students to Use Computerized
Resources: Utilizing Lawler's Keys to Adult Learning to Make Instruction More
Effective." Information Technology and Libraries 19 (Sept. 2000):
Article promotes the need for librarians to learn how to make their instruction effective by recognizing that adults learn differently from other college students. Fidishun uses Lawler's "six keys" to demonstrate how librarians can learn to understand the needs of adult students and instruct them effectively. These six keys include understanding and reducing anxiety, eliciting and incorporating student expectations, acknowledging and utilizing student experience, providing and encouraging student participation, identifying and incorporating relevant content, and facilitating change and growth.
Hammond, Carol Burroughs. "Nontraditional Students and the Library:
Opinions, Preferences, and Behaviors." College & Research Libraries
55 (July 1994): 323-341.
This article examines the characteristics and special needs of nontraditional students as shown through a survey. It examines how they used the library, when they wanted to use the library, which library services they felt were important, and how they evaluated some library services. It also looks at some service adjustments that libraries could consider to better accommodate the nontraditional student.
Harrison, Naomi. "Breaking the Mold: Using Educational Pedagogy in
Designing Library Instruction of Adult Learners." The Reference
Librarian 69/70 (2000): 287-298.
Describes a practical, effective educational model of pedagogy, the "4MAT system," to teach adult students active learning processes and strategies. It shows a systematic approach to delivering instruction that especially addresses the learning styles of adult students.
Jayne, Elaine Anderson. "The Librarian as Bricoleur: Meeting the Needs
of Distance Learners." The Reference Librarian 69/70 (2000):
Discusses the importance of having a variety of tools and instructional strategies to address the needs of the adult learner. Jayne examines how one university library uses a variety of tools in order to provide instruction to the adult students. The adult students are given flyers, handouts, detailed library guides, contact and referral information, and open lab sessions.
Kerka, Sandra. "Extending Information Literacy in Electronic Environments." New Directions for Adult and Continuing Education 88 (Winter 2000): 27-38. Wilson Web Education Full Text. Newman Lib. Baruch College. 22 April 2001<http://hwwilsonweb.com>.
King-Blandford, Marcia. "Adult Students: Wandering the Web with a
Purpose." The Reference Librarian 69/70 (2000): 271-285.
Describes how an Adult Liberal Studies Program invited proposals for the design and development of a credit course to help adult learners navigate electronic resources in the library including CD-ROMs, the Internet, and the Web.
Kinsella, Susan. "A Cross-Discipline Study of Traditional and
Nontraditional College Students." College Student Journal 32.4
Details a study that showed that nontraditional students seemed to favor and
Leverence, Mari Ellen. "A Study of Nontraditional Students' Perceptions
of Their Library Research Skills." Reference Librarian 55 (1994):
Survey results show that nontraditional students admit to initial anxiety when it comes to using the library and its resources, and do not hesitate to ask for assistance and/or instruction from available staff. Suggests that librarians need to plan extensive and varied ways to advertise available services, and promote ways of accessing such services remotely.
Moslander, Charlotte Diana. "Helping Adult Undergraduates Make the Best
of Emerging Technologies." The Reference Librarian 69/70 (2000):
Discusses the importance of taking into account the adult student's experiences. It examines the academic and social needs as well as life experiences of different traditional-aged undergraduates.
Nebraska Institute for the Study of Adult Literacy. The Importance of Context in Adult Learning. 27 Sept. 1999. The Nebraska Institute for the Study of Adult Literacy. 8 May 2001<http://archon.educ.kent.edu/~nebraska/curric/ttim1/art4.html>.
Phelps, Marcy. "Designing Web-based Library
Instruction for Adult Learners." Colorado Libraries 26 (2000):
Provides a description of a web-based tutorial developed for adult students. The tutorial, based on the "Big 6" curriculum, contains six modules. Students participate by following the hyperlinks to complete worksheets. There is also an outline of the design document and a template for the modules. This makes it easier for librarians to make use of the templates.
Roy, Loriene and Eric Novotny. "How Do We Learn? Contributions of
Learning Theory to Reference Service and Library Instruction." The
Reference Librarian 69/70 (2000): 129-139.
Authors focus on major contributions from learning theory and discuss how these impact the way adults learn. The factors that they think affect learning include attention, perception, memory, continuity, and practice. Article presents five recommendations from learning theory that can be incorporated into instruction.
Sarkodie-Menash, Kwasi, ed. Reference Services for the Adult Learner:
Challenging Issues for the Traditional and Technological Era. Binghamton,
NY: Haworth Press, 2000.
Offers librarians and educators effective approaches for teaching adult patrons how and where to locate information. Information literacy and issues such as technophobia and technostress are addressed.
Tomaiuolo, Nicholas G. "Reconsidering Bibliographic Instruction to Adult
Reentry Students: Emphasizing the Practical." Reference Resources Review
18.1 (1990): 49-54.
Title speaks for the article--librarians should build on the adult student's experience, and understand the need for illustration and direction in the assistance they provide.
Service that provides education information, including lesson plans and other useful resources for those planning presentations to adult students. Each section has a brief introduction, followed by the annotations of 10-12 items.
ERIC Clearinghouse on Adult, Career, and Vocation Education. <http://www.ericacve.org>
Gives access to publications and journals. Among other things, gives links to the U.S. Department of Education and the National Library of Education.
DIVERSE POPULATIONS--TEACHING STUDENTS WITH HANDICAPS/DISABILITIES
Applin, Mary E. "Instructional Services for Students with Disabilities." Journal of Academic Librarianship 25.2 (1999): 139-141. Although libraries have moved to remedy most physical obstacles impeding access to their facilities, may have not restructured service provision such as bibliographic instruction. Applin offers ways to meet the needs of students with special needs so they can participate actively in their education and find success.
Landau, Steven and Karen Gourgey. "Development of a Talking Tactile Tablet." Information Technology and Disabilities 7.2 (2001). 5 May 2001 <http://www.rit.edu/~easi/itd/itdv07n2/tablet.htm>. Audio-tactile strategies offer immense promise to open interactive learning and entertainment to people whose vision problems preclude their use of a mouse or a video monitor. Touch Graphics, established in 1997 and created in cooperation with Baruch College’s Computer Center for Visually Impaired People, has created a prototype Talking Tactile Tablet (TTT) and three interactive programs for use with it. Article describes the hardware and operation of the TTT. The three applications are described: "The Match Game," a tactile/audio memory game for children; the first unit in a one-year curriculum on Pre-Calculus, in which audio-tactile computing is used to describe concepts that must be mastered, and a Talking Tactile Atlas of World Maps. Additional applications for the TTT system under consideration are explained. The developers look forward to a time when blind and visually impaired people have the same opportunities for education, entertainment, and camaraderie that the sighted world enjoys through the introduction of accessible computerized multimedia materials.
Mates, Barbara T. Adaptive Technology for the Internet : Making Electronic
Resources Accessible to All. Chicago : American Library Association, 2000.
Provides a guide to information providers in establishing accessible websites and acquiring the hardware and software needed by people with disabilities. The book focuses on access to the Internet using large print, voice and Braille.
Schmetzke, Axel. "Online Distance Education – ‘Anytime, Anywhere’
But Not for Everyone." Information Technology and Disabilities 7.2
April 2001. 5 May 2001 <http://www.rit.edu/~easi/itd/itdv07n2/axel.htm>.
Inaccessible design of online resources puts all people with print disabilities at a disadvantage, regardless if they study on-campus or off-campus. The impact is most drastic in an online distance education environment. Goal of author’s study is to gauge web accessibility at two selected sets of distance education sites. Results of study revealed major accessibility problems. Author suggests reasons for the low degree of accessibility.
Sileo, Thomas W. and Mary Anne Prater. "Preparing Professionals for
Partnerships with Parents of Students with Disabilities: Textbook Considerations
Regarding Cultural Diversity." Exceptional Children 64.4 (1998):
Article discusses the need for collaboration between family and school indicating that these strong bonds are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, and cultural backgrounds.
Adaptive Technology Resource Center <www.utoronto.ca/atrc>
Total resource site for information concerning access to information. Contains papers, vendor information and reviews.
American Foundation for the Blind (AFB) <www.igc.apc.org/afb>
A leading national resource for people who are blind or visually impaired, the organizations that serve them, and the general public.
Equal Access to Software and Information (EASI) <http://www.rit.edu/~easi/>
Includes information on adaptive hardware and software resources, adaptive technology publications, and designing Web pages for universal design.
Library of Congress – The National Library Service for the Blind and
Physically Handicapped (NLS) <http://lcweb.loc.gov/nls/nls.html>
NLS administers a free library program for Braille and recorded materials circulating to eligible borrowers through a network of cooperating libraries.
National Adult Literacy and Learning Disabilities Center (NALLDC) <novel.nifl.gov/nalld/nalld_states.html>
Publications, hot topics, and links regarding learning disabilities and adult literacy and access.
The World Wide Web information repository for people with disabilities and accessibility solution providers. Provides links to many disability Websites.
Wasik, Joann M., compiler. "Digital Reference Resources." The Virtual Reference Desk 4 April 2001. Information Institute of Syracuse. 9 May 2001 <http://vrd.org/pubinfo/proceedings99_bib.html>. Originally published in Digital Reference Service in the New Millennium: Planning, Management, and Evaluation (Neal-Schuman Publishers, 2000), the bibliography is updated regularly on the VRD Web site. For easier user navigation, resources are listed by category.
Wasik, Joann M. Building and Maintaining Digital Reference Services. ERIC Digest. Syracuse: ERIC Clearinghouse on Information and Technology, 1999. EDO IR9904
Dewald, Nancy, Ann Scholz-Crane, Austin Booth, and Cynthia Levine.
"Information Literacy at a Distance: Instructional Design Issues." The
Journal of Academic Librarianship 26.1 (2000): 33-44.
To develop effective information literacy instruction for distance education students, academic librarians should consider instructional design issues, including important factors in the selection of distance education technologies, the incorporation of active learning, and the assessment of learning to improve instruction.
"Distance Education Daily Updates." The Chronicle of Higher Education. 5 May 2001 <http://chronicle.merit.edu/distance>.
Jackson, Robert J. Web-Based Learning Resources Library. 7 May 2001. University of Tennessee at Knoxville. 8 May 2001 <http://www.outreach.utk.edu/weblearning>.
Wright, Carol A. "Information Literacy Within the General Education
Program: Implications for Distance Education." The Journal of General
Education 49.1 (2000): 23-33.
Wright discusses elements of successful information literacy programs and the challenges of teaching information literacy in the new electronic environments, including providing support for distance education.