One way I stay up-to-date with the general discourse  of academic librarianship (and, specifically, information literacy) is by regularly reviewing scholarly publications. While blogs, Twitter, and other online networks let me know what librarians are thinking at this very moment and offer a more organic approach to peer learning, refereed publications clue me in to issues that are significant enough that someone was willing to spend months, possibly years, or their professional life investigating them.

Unfortunately, my life is an out-of-control batting machine right now, I’m the poor schmuck locked in the cage. The four articles below have been sitting on my desk for few weeks now. Hopefully, I’ll have the chance to read them more closely, but in the meantime, I wanted to call your attention to them.

Carlson, J., Fosmire, M., Miller, C.C., & Nelson, M.S. (2011). Determining data information literacy needs: A study of students and research faculty. Portal: Librarias and the Academy, 11(2), 629-657.

From Abstract: “This paper articulates the need for a data information literacy program (DIL) to prepare students to engage in such an “e-research” environment. Assessments of faculty interviews and student performance in a geoinformatics course provide complementary sources of information, which are then filtered through the perspective of ACRL’s information literacy competency standards to produce a draft set of outcomes for a data information literacy program.”

Daugherty, A.L. & Russo, M.F. (2011). An assessment of the lasting effects of a stand-alone information literacy course: The students’ perspective. The Journal of Academic Librarianship, 37(4), 319-326.

From Abstract: “The authors wished to measure the degree to which a library information literacy course establishes a foundation for life-long learning.”

Mestre, L.S., Baures L., Niedbala, M., Bishop, C., Cantrell, S., Perez, A., & Silfen, K. (2011). Learning objects as tools for teaching information literacy online: A survey of librarian usage. College & Research Libraries, 72(3), 236-252.

From Abstract: “Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section’s Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. […] A description of a ‘Toolkit for Online Learning’ created by the Online Learning Research Committee is provided.”

Snavely, L. & Dewald, N. (2011). Developing and implementing peer review of academic librarians’ teaching: An overview and case report. The Journal of Academic Librarianship, 37(4), 343-351.

From Introduction: “This article is intended to explore peer evaluation of teaching in higher education in general and of library instruction in particular, then propose a methodology for the development of a set of practices of peer review of course-related library instruction for an individual institution […].”