Michael Flierl

Motivating learners through information literacy

This paper introduces a model for creating information literacy learning activities that motivate students. The model draws from informed learning, an approach to information literacy that emphasizes the role that information plays in fostering learning about a subject. Self-determination theory, a motivational theory that focuses on enabling self-determined learners, is applied within the informed learning framework. The results of the investigation outline characteristics of motivating learning activities that enable learning subject content through engagement with information. The model is intended to be used by librarians when working with classroom teachers to foster greater student learning gains through creative and reflective engagement with information.

Chapter 8 – IMPACT Lessons: Strategically Embedding Media and Information Literacy Through Teacher Development in Higher Education

Embedding media and information literacy (MIL) meaningfully and thoughtfully into curricula is a powerful way to create richer learning experiences for students. Building on the relationship between MIL and learning, this chapter describes how librarians at Purdue University leverage opportunities afforded by the IMPACT (Instruction Matters: Purdue Academic Course Transformation) teacher development program. Through IMPACT, librarians work to empower higher education teachers to strategically embed MIL in foundational courses. The chapter discusses the shifting role of librarians, adopting the strategies of an information consultant working with teachers to develop shared goals across disciplinary boundaries. IMPACT librarians adopt an informed learning approach to MIL that focuses on how information is used to address a teacher’s goals for student learning. An instructional design process provides specific targets for conversations about how students can use information more creatively and reflectively to learn. The chapter concludes with two reflections from librarians working with teachers in IMPACT that demonstrate the use of these strategies to successfully embed MIL into a communication and a technology course.

Information Literacy Dialogue as a Wittgensteinian Language-Game: Embedding IL into Curricula

Finding common ground on which to communicate with instructors about embedding information literacy (IL) into curricula is a challenging but worthwhile goal. To address this issue of communication, this paper proposes viewing librarian-instructor dialogue about information literacy as a “language-game,” a concept from the philosopher Ludwig Wittgenstein, where librarians must first understand the meaning of information literacy from an instructor’s disciplinary and cultural perspective. How IL can function as a language-game and librarian perspectives on IL are discussed first. Next, two case studies are analyzed using a language-game approach, highlighting successful and unsuccessful attempts of embedding IL into curricula. Finally, a methodology, similar to a reference interview, is introduced describing how librarians can better understand teacher perceptions of IL in relation to their discipline and pedagogy. A language-game approach to IL can enable librarians to engage in more meaningful dialogue about embedding IL into curricula.

Information Literacy and Learning in Higher Education: A Thought Experiment

The nature of the relationship between information literacy (IL) and learning is important for academic librarianship and higher education. This paper will use a philosophical tool to investigate this relationship – a thought experiment. This is a type of creative narrative meant to advocate for or against a certain idea. The thought experiment will provide evidence for a strong connection between IL and learning. This suggests that one’s theoretical IL position implies certain commitments with regard to what learning is and how it should be fostered in higher education. Therefore, one method to progress IL theory is to look to learning theory. Explicit considerations on the nature of learning can yield more nuanced understandings of IL.