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Ogutier at Pixabay.com [27 Jan 2021; 02 Dec 2021]. Available from: https://pixabay.com/photos/book-pages-ring-open-book-5941574/

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KUMAR BHARDWAJ, R. 2016. Information literacy literature in the social sciences and humanities: a bibliometric study. Information and Learning Science, 18(1). [online] Available from: https://www.emerald.com/insight/content/doi/10.1108/ILS-09-2016-0068/full/html [Accessed 28 November 2021]

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HEAD, A.J. 2008. Information Literacy from the Trenches: How Do Humanities and Social Science Majors Conduct Academic Research? College & Research Libraries, September 2008, pp. 427-445. [online] Available from: https://www.emerald.com/insight/content/doi/10.1108/RSR-08-2017-0028/full/html [Accessed 28 November 2021]

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This article explores the information-seeking behaviour of higher education students in the humanities and social sciences. It is useful because in order to design a discipline-specific information literacy program, practitioners need to understand the peculiarities of information seeking and use within that disciplinary area. The study makes use of a diverse range of information sources: data was gathered via the use of discussion groups, surveys, and content analysis of lecturers’ assignment briefs. The study found that students take ‘a hybrid approach’ to academic research, compensating for their low information literacy through the use of both human and digital resources. The findings indicate that humanities students everywhere are likely to encounter similar challenges in terms of decoding assignment briefs, choosing the most appropriate sources, and understanding the academic expectations within higher education. This insight could help lecturers and information professionals target information literacy courses at students within the humanities.

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aitoff at Pixabay.com [16 Jan 2021; 02 Dec 2021]. Available from: https://pixabay.com/photos/hiker-walker-rambler-lego-walk-1984421/

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ENCHEVA, M., TAMMARO, A.M. and KUMANOVA, A. 2020. Games to Improve Students Information Literacy Skills. International Information & Library Review, 55(2), pp.130-138. [online] Available from:  https://www.tandfonline.com/doi/full/10.1080/10572317.2020.1746024?scroll=top&needAccess=true [Accessed 28 November 2021]

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GDJ at Pixabay.com [07 Aug 2021; 02 Dec 2021]. Available from: https://pixabay.com/vectors/mars-ares-graces-ancient-greece-6522587/

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HARRINGTON, M.R., SICH, C. and GRAY, F. 2010. Embedded Information Literacy: An Arts and Humanities Model. Western Libraries Staff Presentations, Paper 18, Presented at Spring Perspectives 2010. [online] Available from: https://ir.lib.uwo.ca/wlpres/18/ [Accessed 28 November 2021]

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MADDEN, R. 2013. Information behaviour of humanities PhDs on an information literacy course. Reference Services Review, 42(1), pp. 90-107. [online] Available from: https://www.emerald.com/insight/content/doi/10.1108/RSR-07-2013-0034/full/html [Accessed 28 November 2021]

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This article presents the findings of Project NAVIGATE, which received Erasmus+ funding. It is an exploration of the potential to teach information literacy skills to humanities students through the underutilised medium of games. The information literacy skills of ‘digital natives’ should not be presumed to suffice simply because of their unprecedented access to technology, and there is an increasing need for them to learn how to avoid disinformation. This study highlights students' tendency to overestimate their research skills, and their lack of familiarity with academic library services. Using SCONUL's 7 Pillars of Information Literacy, similar skills gaps were found among ‘digital natives’ in Italy, Bulgaria and Sweden, suggesting that the problem is generalisable to other populations of current humanities students. The study concludes that educational games contribute to active learning by encouraging problem-solving and creative thinking. This paper is from 2020, so it has very high currency. It has already been cited in two other articles.

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ASSOCIATION OF COLLEGE & RESEARCH LIBRARIES (ACRL) 2015. Framework for information literacy for higher education. Guidelines, Standards, and Frameworks, 9 February 2015. [online] Available from: http://www.ala.org/acrl/standards/ilframework [Accessed 28 November 2021]

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CRAWFORD, N. and BROERTJES, A. 2010. Evaluation of a university online Information Literacy unit. The Australian Library Journal, 59(4), pp. 187-196. [online] Available from: https://www.tandfonline.com/doi/abs/10.1080/00049670.2010.10736024 [Accessed 28 November 2021]

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DAUGMAN, E., MCCALL, L. and MCMAHAN, K. 2012. Designing and Implementing an Information Literacy Course in the Humanities. Communications in Information Literacy, 5(2), pp. 127-143. [online] Available from: https://www.emerald.com/insight/content/doi/10.1108/RSR-07-2013-0034/full/html [Accessed 28 November 2021]

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This is a framework created by the Association of College & Research Libraries (ACRL), a division of the American Library Association (ALA). It is a progression from ACRL’s 2000 Information Literacy Competency Standards for Higher Education. The ALA is a large nonprofit organisation engaged in the international promotion of libraries and library education, and a well-known authoritative source. The 2015 framework presents six key frames for information literacy in higher education, followed by suggestions for implementation. These key frames would be a sound basis for designing an information literacy module for humanities students. Each of the six frames is defined in detail, and the knowledge practices and dispositions indicated for each are laid out clearly in bullet points. They are as follows: ‘Authority Is Constructed and Contextual’, ‘Information Creation as a Process’, ‘Information Has Value’, ‘Research as Inquiry’, ‘Scholarship as Conversation’ and ’Searching as Strategic Exploration’. This framework has been used as the guideline for an open source module-building tool (Dhyne 2017) which can be found on the GVSU website.

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This research paper was subject to a double-blind peer review process. The study used student surveys and university-held data to evaluate the effectiveness of the University of Western Australia (UWA)’s Arts IRIS (Introductory Research and Information Skills) module aimed at students in the Faculty of Arts, Humanities and Social Sciences. This study is interesting because it highlights improvements needed within an existing information literacy programme, and could help practitioners avoid certain problems. It provides clear implications for best practice on the very first page. The study’s findings include: encouraging early completion by running the module online pre-sessionally through to the middle of the semester; providing continued access to students who wish to revisit their training; embedding the information literacy module into a core first-year module; and engaging teaching staff in the promotion of the information literacy module. These findings would be instructive for the planning of a specialised information literacy unit for humanities students.

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This research article was published in Communications in Information Literacy (CIL), an open access peer-reviewed journal with a focus on information literacy for higher education. The article details the process of planning and establishing improvements to LIB100, a humanities-based information literacy course at Wake Forest University, a mid-sized liberal arts college in the United States. Particular emphasis is given to the benefits of interdisciplinary collaboration within a single faculty by way of information professionals who are also subject specialists in various humanities courses which the university offers. The introductory 100-level information literacy course proved so successful that advanced, discipline-specific 200-level courses were subsequently designed. This article could be persuasive to members of management who do not know the benefits of information literacy; discipline-specific research training modules; the retention of highly qualified information professionals; or the release of relevant staff from other obligations for the duration of the module design phase.

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This is a quantitative review of the available literature about information literacy in the humanities and social sciences. It lists the most common journals for information literacy research to be published in, and the countries which produce the highest number of papers. This is useful because it confirms the number of new publications per year, and which years to expect to find the most research from. The author notes that it is of benefit to researchers and librarians planning and designing information literacy programs because they need to know the most productive countries, most common journals, most prolific authors and institutions, which languages to expect to find literature in, and which countries collaborate with each other on research. He also notes the importance of collaboration between faculty members, students and librarians for the realisation of a high standard of information literacy. This resource would be very helpful for finding the most highly cited papers up to the mid-2010s.

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This presentation was given at Spring Perspectives 2010, which is Western Libraries’ annual teaching conference. The presentation slides are a straightforward, practical and engaging source of information. They describe a collaborative project between the Faculty of Arts & Humanities and the D.B. Weldon Library at the University of Western Ontario. Like in Crawford’s article, there is a specific focus on the process of embedding an information literacy module — this time, into a Classical Studies course. Sections of the presentation include an outline of course content (e.g. information retrieval); justifications for the inclusion of certain assessment tasks (e.g. an annotated bibliography); and methods by which the usefulness of the module has been evaluated (e.g. student surveys). Notably, the presentation includes examples of negative feedback provided by students, and highlights the intended next steps for improving the course. This is helpful because it shows other information professionals some pitfalls to avoid when planning a module.

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OPEN UNIVERSITY (n.d.) Key skill assessment unit: Information literacy. OpenLearn. [online] Available from: https://www.open.edu/openlearn/science-maths-technology/computing-ict/key-skill-assessment-unit-information-literacy/content-section-0?intro=1 [Accessed 28 November 2021]

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This is a free online introductory information literacy course provided by the Open University. It is designed to be studied for one hour per week over 50 weeks, but could be completed over any 50 hours. Due to the extensive time commitment, this course is better suited to somebody who is still preparing for higher education. The course description explains why information literacy skills are important, and how they differ from information communication technology skills. The OU provides information about possible next steps for students who have completed this course, but it does so primarily in its capacity as a commercial institute of higher education seeking fee-paying applicants. On the page itself, the OU provides less information about its free information literacy course than SUNY does. However, unlike SUNY, at the bottom of the page, the OU provides the full content of the course for download in 11 formats without the need to log in.

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This article considers the appropriateness of situating an information literacy module in the early stages of a humanities PhD program. The data was collected via a questionnaire distributed to students before the beginning of their course, and a follow-up questionnaire upon completion of the course. In order to gather more detailed information, six participants were also interviewed. The study found that even at PhD level, students initially struggle to investigate their research topic and identify reputable sources. Relevant details include students’ preference for face-to-face workshops; the usefulness of revisiting certain topics throughout the course; and the importance of delivering information literacy modules early on in the course. This article is useful because it demonstrates the consequences of failing to deliver information literacy modules at undergraduate level, and the benefits of continuing to support students with information literacy training during postgraduate study. Like Daugman’s article, it could persuade university management that investing in information literacy pays dividends.

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STATE UNIVERSITY OF NEW YORK (n.d.) Basic Information Literacy. Coursera. [online] Available from: https://www.coursera.org/learn/basic-information-literacy [Accessed 28 November 2021]

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This is a free online introductory information literacy course provided by the State University of New York (SUNY), which also offers Advanced Information Literacy and Digital Information Literacy. The course is taught by three Information Literacy Librarians and the Head of Education Services from SUNY’s Buffalo campus. This Basic Information Literacy course currently has a 4.8 star rating on Coursera, based on 35 individual ratings. It claims to teach critical thinking, evaluative and information seeking skills. Students can begin any time, and complete the course at their own pace. The course is delivered in spoken English, and subtitled in English. The sections of the course average 4 videos each, and have a variable number of readings and quizzes attached. Completing this course takes approximately 13 hours, so it would be best completed before the beginning of a student’s first semester. Analysis of the course content would help information professionals decide how best to streamline a training programme.

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This annotated bibliography presents 10 resources related to the topic of developing the information literacy skills of humanities students in higher education. The selected research considers humanities students’ information seeking habits, perspectives on information literacy, and particular disciplinary needs, as well as the practicalities of designing and delivering information literacy modules more generally. It includes peer-reviewed research articles, two examples of free-to-access online courses, a presentation, and a quantitative literature review. For reasons of currency, it only contains resources published between 2008 and 2021.