Recent Frameworks/Curricular Models
Association of College and Research Libraries (2015). Framework for information literacy for higher education.
[Available at: http://www.ala.org/acrl/standards/ilframework]
Coonan, E., & Secker, J. (2011). A new curriculum for information literacy: Reports and outputs. [Available at http://newcurriculum.wordpress.com/project-reports-and-outputs/]
Recent Publications: Teaching Information Literacy in a Higher Education Context
Andretta, S. (2005). Information literacy: A practitioner's guide. Oxford, Chandos. [Available at York U]
Cox. C.N. & Lindsay, E.B. (2008). Information literacy instruction handbook. Chicago, Association of College and Research Libraries. [Available at York U]
Grassian, E.S. & Kaplowitz, J.R. (2009) Information literacy instruction: Theory and practice. (2nd ed.). New York, Neal-Schuman. [Available at York U]
Secker, J & Coonan E. (Eds.). (2013) Rethinking information literacy: A practical framework for supporting learning. London, Facet Pub. [Available at York U]
Selected Research Studies: Undergraduate Students' Information Seeking Skills and Habits
Duke, L. M., & Asher, A. D. (2012). College libraries and student culture: What we now know. Chicago: American Library Association. (ERIAL PROJECT) [Available at York University Libraries]
Head, A.J. (2013) Project Information Literacy: What can be learned about the information-seeking behavior of today’s college students? ACRL Conference 2013 Proceedings. [Available at: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Head_Project.pdf]
Foster, N.F., & Gibbons, S. (Eds.). (2007). Studying students: the Undergraduate Research Project at the University of Rochester. Chicago: Association of College and Research Libraries. [Available at: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresources/digital/Foster-Gibbons_cmpd.pdf]
Selected Research Studies: Faculty Conceptions, Asumptions & Practices in the Domain of Information Literacy
Head, A.J. & Einsenberg, M.B. (2010). Assigning inquiry: How handouts for research assignments guide today's college students. Project Information Literacy. [Available at: http://projectinfolit.org/pdfs/PIL_Handout_Study_finalvJuly_2010.pdf]
Leckie, G. J. (1996). Desperately seeking citations: Uncovering faculty assumptions about the undergraduate research process. The Journal of Academic Librarianship, 22(3), 201-208. [Available full-text at York U]
McGuinness, C. (2006). What faculty think–exploring the barriers to information literacy development in undergraduate education. The Journal of Academic Librarianship, 32(6), 573-582. [Available full-text at York U]
DaCosta, J. W. (2010). Is there an information literacy skills gap to be bridged? An examination of faculty perceptions and activities relating to information literacy in the United States and England. College & Research Libraries, 71(3), 203-222. [Open access journal article]
Subject librarians are available to advise course instructors on effective pedagogical approaches for developing students’ critical thinking about information and the information-seeking process, including the ability to find, retrieve, evaluate, analyze, use and cite information. They are also available to provide tailored course-specific information literacy sessions on request.
Writing Department: York instructors can direct students to the Writing Centre (a division within the Writing Department) for help with academic writing. Assistance is available through appointments with writing tutors, small-group workshops, or online writing help (e-Tutor). In addition to offering credit courses, the Writing Department can be contacted by York instructors wishing to organize a tailored course-related writing-focussed session.
Learning Skills Services staff is available to consult with faculty, T.A.'s, staff or student groups about Learning Skills. On a limited first-come, first-served basis, a Learning Skills Specialist can visit individual classes or other campus events to provide sessions on academic skills. For more information, contact them at 416-736-5297.