My 2016 Favorites, Part 2

Two roses
Image from freeimages.co.uk

2016 was a great professional reading year to the very end!  One last-minute item was so exciting that I moved an entry from last week’s post to this one (to maintain alphabetical order–I have a lot of Bs this year, don’t I?). In the new order here are my last five picks:

Bury, S. (2016). Learning from faculty voices on information literacy: Opportunities and challenges for undergraduate information literacy education.

Reference Services Review, 44(3), 237-252. doi: 10.1108/RSR-11-2015-0047

Bury listens to faculty as, they offer their thoughts on information literacy?  When you think of information literacy, what comes to mind?

Connolly-Brown, M., Mears, K., & Johnson, M.E. (2016). Reference for the remote user through embedded librarianship. The Reference Librarian,

57(3), 165-181. doi: 10.1080/02763877.2015.1131658

Articles about embedded librarianship usually get my attention.  Connolly-Brown and company managed to describe many tools available to embedded librarians while still maintaining the importance of relationships.

Dempsey, P. R., & Jagman, H. (2016). “I felt like such a freshman”: First-year students crossing the library threshold. Portal: Libraries and the

Academy, 16(1), 89-107. doi: 10.1353/pla.2016.0011

As experienced librarians we can easily forget how it feels to be a novice user.  Through Dempsey and Jagman we can learn from one set of novice users (their students).

Jarson, J. (2016, March 4). Information literacy strategies and student agency: Connecting the dots with “dissection” activities [Blog post]. Retrieved

from http://acrlog.org/2016/03/04/information-literacy-strategies-and-student-agency-connecting-the-dots-with-dissection-activities/

Jarson provides exercises on synthesizing information.  Library sessions often cover how to find information: We also need to think about what we do with that information.

Stonebraker, I., & Fundator, R. (2016). Use it or lose it? A longitudinal performance assessment of undergraduate business students’ information

literacy. The Journal of Academic Librarianship, 42(4), 438–444. doi: 10.1016/j.acalib.2016.04.004

When students have a library session, do they retain their newfound skills in the long term?  Stonebraker and Fundator explore this very question.

Check out last week’s post for the updated Part One.  Here’s wishing you a great 2017–professionally and otherwise!

Leave a Reply

Your email address will not be published. Required fields are marked *