This week’s Spotlight on Scholarship features Kevin P. Seeber’s article “Teaching ‘format as a process’ in an era of Web-scale discovery” [paywall, pre-print openly available here (PDF)], published in Reference Services Review in Volume 43, Issue 1, 2015, pp. 19-30.
This article was written originally in 2014 as a conference paper at Library Instruction West (see pre-print linked above), when the Framework drafts were still available to the profession at large for review and feedback. It addresses the frame “information creation as a process” in the form it took in earlier drafts (i.e., “format as a process”), and considers the relationship between this concept and the present trend toward web-scale discovery systems in academic libraries. More specifically, Seeber unpacks in detail the concept “format as a process”; he then offers strategies for adapting and transforming library instruction in the areas of information search, evaluation, and creation, so that it equips students to transfer their understanding of the processes that result in information to contexts beyond the academic classroom. The article provides an in-depth look at one of the information literacy frames in light of the significant shift in methods of access brought on by the adoption of web-scale discovery systems, making it a valuable model for engaging the frames by putting them in dialogue with the actual material and digital contexts in which we teach.
Kevin P. Seeber is Foundational Experiences Librarian at Auraria Library, serving the students of University of Colorado Denver, Metropolitan State University of Denver, and Community College of Denver.
The “Framework Spotlight on Scholarship” column is a weekly post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.