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Espinosa de los Monteros\u003Cbr>Ohio State University, [espinosadelosmonteros.1@osu.edu](espinosadelosmonteros.1@osu.edu)\u003Cbr>Elizabeth L. Black\u003Cbr>Ohio State University, [black.367@osu.edu](black.367@osu.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nEspinosa de los Monteros, P. A., & Black, E. L. (2021) . Information Literacy for Global Inclusion: Designing an Annotated Bibliography for Global Search and Selection. Communications in Information Literacy, 15 (2), 208–226 . [https://doi.org/10.15760/comminfolit.2021.15.2.4](https://doi.org/10.15760/comminfolit.2021.15.2.4)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nInformation Literacy for Global Inclusion: Designing an Annotated Bibliography for Global Search and Selection  \nPamela A. Espinosa de los Monteros, Ohio State University Elizabeth L. Black, Ohio State University  \nAbstract  \nThe COVID-19 pandemic has reinforced the notion that our world is global and interdependent. Despite the ever-increasing connection of global with local, there continues to be formidable barriers in accessing information produced in different international contexts and languages. This Innovative Practices article details the redesign of an annotated bibliography assignment in an international studies course to support the inclusion of global perspectives into the information practices of undergraduate students. The redesign embedded explicit information literacy dispositions and global citizenship education competencies through the search and selection of global information sources. The authors discuss the instructional elements used, student outcomes, and the connection between information literacy and global citizenship pedagogies. The goal of this article is to support librarians in developing inclusive and global information literacy curriculum enabling students to connect to international voices.  \nKeywords: inclusive pedagogy, information literacy, global citizenship education, area studies  \nInnovative Practices  \nedited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nEspinosa de los Monteros, P. A., & Black, E. L. (2021). Information literacy for global inclusion: Designing an annotated bibliography for global search and selection. Communications in Information Literacy, 15(2), 208–226.  \nInformation Literacy for Global Inclusion: Designing an Annotated Bibliography for Global Search and Selection  \nToday’s multidirectional information landscape theoretically allows students to connect to the knowledge production of a global community with greater access, frequency, and costefficiency than any other time in history. However, what students know can be a product of what they can access, and more specifically, what they know how to find. Despite a perceived ubiquitous information landscape, both advanced information literacy (IL) skills and global citizenship education (GCE) competencies are often required to effectively navigate authoritative global information produced in different formats, languages, and divergent international contexts (Hull et al., 2010) . As globalization and information technology continues to transform the information landscape and higher education curriculum, librarians are now asked to prepare students to navigate an interconnected, interdependent kno","cbCaipoRmwKB7M4z","https://ap.wps.com/l/cbCaipoRmwKB7M4z","pdf",321819,"English","# Abstract\n# Introduction: Global inclusion and information access\n## Advanced information literacy and global citizenship competencies\n# Background: Connecting information literacy to global citizenship education\n# Innovative Practices: Redesign of the annotated bibliography assignment\n## Instructional elements and student outcomes\n# Supplementary materials: Assignment directions and rubrics","[{\"question\":\"What problem does the article address for global information access?\",\"answer\":\"Students can be limited by what they are able to access and, more specifically, what they know how to find. Barriers remain when information comes from different international contexts and languages.\"},{\"question\":\"How was the annotated bibliography assignment redesigned?\",\"answer\":\"The assignment was redesigned in an international studies course by embedding explicit information literacy dispositions and global citizenship education competencies through the search and selection of global information sources.\"},{\"question\":\"What instructional components supported students’ information literacy skills?\",\"answer\":\"The redesign used scaffolding, emphasized process, provided a rubric, and included multiple feedback loops to help students locate and critically assess global information sources.\"}]","Communications in Information Literacy - Volume 15 - Issue 2 - Article 4 - Information Literacy for Global Inclusion: Designing an Annotated Bibliography for Global Search and Selection | PDF",1792088501]