Document Type
Praxis
Abstract
Instruction librarians in higher education specialize in information literacy, which is the set of skills needed to interact effectively with information. The guiding document for library instruction, the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy, calls for imparting the foundational wisdom and self-awareness which underlie these skills. Unfortunately, most library instruction is delivered in 50- or 75-minute “one-shots” focusing on the technical skills of searching library resources, which makes deeper information literacy instruction a challenge. One way to meet this challenge is to utilize the Ignatian Pedagogical Paradigm (IPP), which shares with the ACRL Framework the aim of not merely imparting facts but holistically transforming the student. This article details the use of the IPP’s repeating cycle of five elements (context, experience, reflection, action, and evaluation) to guide the creation of a flipped library instruction module which provides more foundational information literacy instruction than is typically possible in a “one shot” library session.
Recommended Citation
Tardiff, Anthony
(2021)
"Ignatian Information Literacy: Applying the Ignatian Pedagogical Paradigm to Library Instruction,"
Jesuit Higher Education: A Journal: Vol. 10:
No.
1, Article 8.
Available at:
https://epublications.regis.edu/jhe/vol10/iss1/8
