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Sample records for teaching information literacy

  1. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    Science.gov (United States)

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  2. Information Portals: A New Tool for Teaching Information Literacy Skills

    OpenAIRE

    Kolah, Debra; Fosmire, Michael

    2010-01-01

    Librarians at Rice and Purdue Universities created novel assignments to teach students important information literacy skills. The assignments required the students to use a third-party web site, PageFlakes and NetVibes, respectively, to create a dynamically updated portal to information they needed for their research and class projects. The use of off-the-shelf web 2.0 technology to enable students to discover the latest information in their subject areas of interest provides an engaging, han...

  3. Teaching Digital Natives: Promoting Information Literacy and Addressing Instructional Challenges

    Science.gov (United States)

    Neumann, Crystal

    2016-01-01

    Technology must be used as a teaching and learning tool to help students succeed. However, educators must be proactive in identifying some of the pitfalls of technology, such as information illiteracy. The phenomenological study covers how English instructors from Indianapolis, who teach first year students, address information literacy and the…

  4. Teaching Information Literacy through "Un-Research"

    Science.gov (United States)

    Hosier, Allison

    2015-01-01

    Students who write essays on research topics in which no outside sources are cited and where accuracy is treated as negotiable should generally not expect to receive good grades, especially in an information literacy course. However, asking students to do just this was the first step in the "un-research project," a twist on the familiar…

  5. Teaching Information Literacy to Generation Y.

    Science.gov (United States)

    Manuel, Kate

    2002-01-01

    Discusses how to change library information literacy classes for Generation Y students (born after 1981) to accommodate their learning styles and preferences, based on experiences at California State University, Hayward. Topics include positive outlooks toward technology; orientation toward images, not linear text; low thresholds for boredom and…

  6. Peer Evaluation of Teaching in an Online Information Literacy Course

    Science.gov (United States)

    Vega García, Susan A.; Stacy-Bates, Kristine K.; Alger, Jeff; Marupova, Rano

    2017-01-01

    This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using…

  7. Teaching for Transfer: Reconciling the Framework with Disciplinary Information Literacy

    Science.gov (United States)

    Kuglitsch, Rebecca Z.

    2015-01-01

    This article explores the tension between information literacy as a generalizable skill and as a skill within the disciplines. The new ACRL Framework for Information Literacy for Higher Education addresses many challenges facing the previous ACRL Information Literacy Competency Standards for Higher Education, but the tension between disciplinary…

  8. The role of veterinary medical librarians in teaching information literacy.

    Science.gov (United States)

    Dinkelman, Andrea L; Viera, Ann R; Bickett-Weddle, Danelle A

    2011-01-01

    This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum.

  9. Teaching information literacy skills to sophomore-level biology majors.

    Science.gov (United States)

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

  10. Information Power Goes Online: Teaching Information Literacy to Distance Learners.

    Science.gov (United States)

    Parise, Pierina

    1998-01-01

    Describes how a course, "Information Power," at Marylhurst University (Oregon) was developed into an online version. Presents an overview of Web access in distance learning. Discusses instructional delivery through the WebCT software program; specific components of the online Information Power class; measuring learning outcomes; and pros and cons…

  11. Who Teaches Information Literacy Competencies? Report of a Study of Faculty

    Science.gov (United States)

    Weiner, Sharon A.

    2014-01-01

    Information literacy is recognized as an essential competency for educational success. It relates to all disciplines but is not a separate discipline, so it is not clear who takes responsibility for teaching this competency to undergraduates. This is a report of a survey conducted to better understand the extent to which teaching information…

  12. A case study for teaching information literacy skills.

    Science.gov (United States)

    Kingsley, Karla V; Kingsley, Karl

    2009-01-29

    The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

  13. A case study for teaching information literacy skills

    Science.gov (United States)

    Kingsley, Karla V; Kingsley, Karl

    2009-01-01

    Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum. PMID:19178715

  14. A case study for teaching information literacy skills

    Directory of Open Access Journals (Sweden)

    Kingsley Karl

    2009-01-01

    Full Text Available Abstract Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78 was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54% were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race. Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

  15. E-learning objects and actor-networks as configuring information literacy teaching

    DEFF Research Database (Denmark)

    Schreiber, Trine Louise

    2017-01-01

    Introduction. With actor-network theory (ANT) as the theoretical lens the aim of the paper is to examine attempts to build network for shaping information literacy teaching. Method. The paper is based on a study of a project in 2014-2016 where information professionals representing ten educational...... libraries produced and implemented e-learning objects in information literacy teaching. The material was collected through interviews, observations, documents and feedback sessions. Analysis. Latour´s concept of translation and Callon´s four translation moments are used to analyze the network building...... that a network configuring information literacy teaching based on new interactive roles has not been stabilized. Conclusion. The paper concludes that the strength of ANT is first of all the mediation of an overview of different kinds of actors involved in network building. Further, the paper proposes to combine...

  16. Information Literacy

    African Journals Online (AJOL)

    ian

    Institutions are consequently introducing information literacy programmes in their curricula in a bid to ..... Brazil, Chile and Mexico (Lau 2007:31). Lau (2007) reported that these initiatives rarely involve IL inclusion in curricula and are scattered ...

  17. Information Literacy

    OpenAIRE

    Basili, Carla

    2015-01-01

    Information literacy is a concept which is well established in theory while in practice it is only slowly breaking ground in accordance with the understanding of its significance and the possibilities of its realisation. Based on fundamental works, the characteristics of information literacy, its cognitive foundations and significance for individuals as well as for society, are argumented in the article. The analyzed content of this concept is connected with the content of a librarian’s knowl...

  18. A Study on the Effects of Teachers' Information Literacy on Information Technology Integrated Instruction and Teaching Effectiveness

    Science.gov (United States)

    Xu, Anxin; Chen, Guisong

    2016-01-01

    The approach of information digitalization era has largely changed the teaching environment on campus. The application of information technology to education has become a concern in modern education.Traditional basic literacy of reading, writing, and algorithm could no longer cope with the demands in information societies that the information…

  19. The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Sara Arnold-Garza

    2014-07-01

    Full Text Available The “flipped classroom” teaching model has emerged in a variety of educational settings. It provides many advantages for students and exploits the affordances of modern technology. This article describes some of the pedagogical and logistical characteristics of the flipped teaching model. It situates the flipped classroom in higher education and library instruction, and make the case that there are characteristics of information literacy instruction that fit well with the flipped teaching model, in addition to providing some unique challenges.

  20. The Intersection of Information and Science Literacy

    Science.gov (United States)

    Klucevsek, Kristin

    2017-01-01

    To achieve higher science literacy, both students and the public require discipline-specific information literacy in the sciences. Scientific information literacy is a core component of the scientific process. In addition to teaching how to find and evaluate resources, scientific information literacy should include teaching the process of…

  1. Threshold Concepts and Information Literacy

    Science.gov (United States)

    Townsend, Lori; Brunetti, Korey; Hofer, Amy R.

    2011-01-01

    What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying…

  2. Political Literacy as Information Literacy

    OpenAIRE

    Ross Cory Alexander

    2009-01-01

    This paper contends that political literacy and information literacy are compatible concepts that are inextricably linked and should therefore be taught and stressed simultaneously to students in the classroom. Improving the information literacy and political literacy skills of students will allow them to not only perform better academically, but also empower them to become better citizens who form opinions and make decisions based on appropriate and quality information.

  3. Information Literacy

    African Journals Online (AJOL)

    ian

    The paper also discusses some challenges faced in the teaching ... groups, language and cultural barriers and time and lack of computers. The paper ... administrative staff, researchers and librarians work with information. ...... The role of Information and Communication Technologies in Harnessing Information for women in.

  4. Factors Affecting the Integration of Information Literacy in the Teaching and Learning Processes of General Education Courses

    Directory of Open Access Journals (Sweden)

    Therdsak Maitaouthong

    2011-11-01

    Full Text Available This article presents the factors affecting the integration of information literacy in the teaching and learning processes of general education courses at an undergraduate level, where information literacy is used as a tool in the student-centered teaching approach. The research was divided into two phases: (1 The study of factors affecting at a policy level – a qualitative research method conducted through an in-depth interview of the vice president for academic affairs and the Director of the General Education Management Center, and (2 The survey of factors affecting in the teaching and learning processes, which is concluded through the questioning of lecturers of general education courses, and librarians. The qualitative data was analyzed on content, and the quantitative data was analyzed through the use of descriptive statistics, weight of score prioritization and percentage. Two major categories were found to have an impact on integrating information literacy in the teaching and learning of general education courses at an undergraduate level. (1 Six factors at a policy level, namely, institutional policy, administrative structure and system, administrators’ roles, resources and infrastructures, learning resources and supporting programs, and teacher evaluation and development. (2 There are eleven instructional factors: roles of lecturers, roles of librarians, roles of learners, knowledge and understanding of information literacy of lecturers and librarians, cooperation between librarians and lecturers, learning outcomes, teaching plans, teaching methods, teaching activities, teaching aids, and student assessment and evaluation.

  5. Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities

    Directory of Open Access Journals (Sweden)

    Alexandria Chisholm

    2017-05-01

    Full Text Available Kinesthetic pedagogy uses physical movement to stimulate learning; recent studies in higher education increasingly reveal the effectiveness of kinesthetic activities (KAs in college teaching. Accordingly, this paper suggests that academic librarians explore the use of kinesthetic activities in their instruction. Librarians have designed many excellent classroom activities based on other active learning pedagogies that happen to provide opportunities for some student movement. However, few librarians have intentionally incorporated KAs into their instructional design or contextualized their efforts within kinesthetic pedagogy. Nevertheless, some existing teaching methodologies discussed in library literature can offer a starting point for kinesthetic-conscious information literacy (IL teachers. This article presents librarians with a menu of effective, evidence-based library activities documented in the literature along with practical advice from our trial-and-error experiences to enhance the kinesthetic benefits of these activities and manage student movement in the classroom.

  6. Teaching information literacy- for the benefit of the future profession and lifelong learning?

    Directory of Open Access Journals (Sweden)

    Madeleine du Toit

    2013-12-01

    Full Text Available What opportunities do dental hygienists have to search for information in his or her daily professional life? Do dental technicians continue to update their skills after graduation? Do private dental practitioners have access to databases? Are graduating students experiencing that training in information literacy is relevant in their professional life? These questions gave birth to the idea to study if and in what ways dental hygienists, dental technicians and dentists are searching for information in their professional life, and which information resources they have access to. Through a study of this kind we were hoping to evaluate our work with teaching information literacy. We sent a survey to 164 students that had graduated from the Faculty of Odontology during the years 2005-2009, and got 97 responses. From the responses we have seen that the most frequently used resources were Google, books, colleagues and journals. A far larger percentage of those who work within the public sector and universities have access to a library than those within the private sector. We have observed differences between the three professional groups in terms of search patterns and choice of sources. 79 % of the respondents answered that they benefit from what they learned through the library's instruction and guidance in their work. Thus, the lack of time often determines how often, and where, the information searching is done. Many expressed that they have forgotten what they learned during their studies and comment that refreshing these skills would be beneficial. The results made us think about how we could adjust our teaching in order to prepare the students for their professional life, without cutting down on the regular teaching which the students need in order to manage their studies. How do we highlight the future usefulness of information literacy? The students who graduate from Malmo University will be a part of the surrounding society with which the

  7. Teaching the Next Generation of Information Literacy Educators: Pedagogy and Learning

    Directory of Open Access Journals (Sweden)

    Sheila Webber

    2016-12-01

    Full Text Available The aim of this presentation is to compare key aspects of learning in two core information literacy (IL modules, one delivered to a face-to-face cohort (MA Librarianship and one to distance learners (MA Library and Information Service Management. Graduates of these programmes (delivered by the University of Sheffield iSchool, UK often pursue careers that require excellent personal Information Literacy (IL and the ability to teach IL to others. Inskip’s research (2015 identified that these are subjects that library and information (LIS students want to learn, and Saunders et al.’s (2015 international study found that LIS students’ IL requires development. Our modules aim to develop the students’ understanding of themselves as information literate citizens and teachers, and introduce them to theories and models in the fields of IL and information behavior, teaching and learning. The modules include a practical strand (searching, evaluating, using (etc. information and assessment is through coursework. Using Entwistle et al.’s (2004 model of the Teaching and Learning Environment (TLE, we will map key elements (e.g. learner characteristics, approaches of teachers, course design relevant to the quality of learning. We will also look at three “layers” of teaching: (1 overall pedagogic beliefs and institutional policies, (2 design for learning (overall planning for achieving learning outcomes, and (3 techniques, tools and methods used. We will draw on documentation, reflection and (with cooperation from learners material created by learners during, and subsequent to, the modules. Through the use of the TLE model we will surface differences in the experience of face-to-face and distance learners and also differences in development of their personal IL and pedagogic knowledge for IL.  References at https://docs.google.com/document/d/1JwNCYU-Uh9e-AIyRwTnMyU6Qooab0Tn8vYC-kzd1_Mw/edit?usp=sharing The PowerPoint slides that accompany this

  8. Information literacy: Educate through literacy

    OpenAIRE

    Atjo, Nur Amanah Ilham; Pratama, Muhammad Fadhil

    2017-01-01

    The concepts and terms about “Information Literacy” has become general study in education studies. Information literacy is pivotal in this global world where the information literacy equip a person’s ability to access, understand and use the information intelligently. In higher education, in the learning process, students should be able to get used to a new way in education. Students must independently by finding, training themselves and absorbing the education material from lecturers. The de...

  9. Framing Information Literacy

    Directory of Open Access Journals (Sweden)

    Anneke Dirkx

    2016-12-01

    Full Text Available In 2000 the Association of College & Research Libraries (ACRL published the Standards for Information Literacy. After 15 years these standards were in desperate need of revision. Instead of releasing a revised edition of the Standards, in 2015 ACRL presented a completely new vision on information literacy in higher education. In this keynote we will explore the new ACRL Framework for Information Literacy in all its glory. We will compare it to the old standards. Is this new American Framework an opportunity for librarians to promote their courses to faculty in a new light, with the aim to integrate them into the curriculum? Do we really need a framework for information literacy to achieve this integration? Or is there another way? We will take a closer look at an interesting British alternative: the Researcher Development Framework from Vitae and The Society of College, National and University Libraries (SCONUL. We will compare both frameworks and list the pros and cons. It is a complicated situation: there are Standards, there is a new Framework in an early stage of implementation and there is this Researcher Development Framework. What do we, the librarians, have to do? Should we bid the old standards farewell and switch to the new framework? Or does the Researcher Development Framework provide a better alternative? We have to think and talk about our teaching role in our institutions. At this conference we can think and spar with our colleague librarians, putting one of the ACRL framework concepts, “scholarship as conversation”, into practice.

  10. A Pilot Project – From Illiteracy to Computer Literacy: Teaching and Learning Using Information Technology

    Directory of Open Access Journals (Sweden)

    Mohamad Adnan Al-Alaoui

    2008-09-01

    Full Text Available This paper addresses the use of information and communication technologies, ICT or IT for brevity, to combat illiteracy and move participants directly from illiteracy to computer literacy. The resulting assistive technology and instructional software and hardware can be employed to speed up literacy programs and make them more attractive and effective. The approach provides an interactive, self-paced, autonomous and entertaining learning experience, eases entry and exit in and out of the program, and permits monitoring and updating progress status. The hallmark of the proposed approach is the integration of speech and handwriting recognition, as well as audio and visual aids into the flow.

  11. Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills

    Science.gov (United States)

    Dinkelman, Andrea L.; Aune, Jeanine E.; Nonnecke, Gail R.

    2010-01-01

    For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and…

  12. Framing Information Literacy

    OpenAIRE

    Anneke Dirkx

    2016-01-01

    In 2000 the Association of College & Research Libraries (ACRL) published the Standards for Information Literacy. After 15 years these standards were in desperate need of revision. Instead of releasing a revised edition of the Standards, in 2015 ACRL presented a completely new vision on information literacy in higher education. In this keynote we will explore the new ACRL Framework for Information Literacy in all its glory. We will compare it to the old standards. Is this new American Fram...

  13. Marketing Information Literacy

    Science.gov (United States)

    Seale, Maura

    2013-01-01

    In 2012, more than a decade after the original Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (hereafter the Standards) were institutionalized as the goal of academic library instruction, the Information Literacy Competency Standards Review Task Force convened by ACRL recommended…

  14. Institutionalizing Information Literacy

    Science.gov (United States)

    Weiner, Sharon A.

    2012-01-01

    There is increasing recognition that information literacy is essential for individual and community empowerment, workforce readiness, and global competitiveness. However, there is a history of difficulty in integrating information literacy with the postsecondary educational process. This paper posits that a greater understanding of the…

  15. Why Information Literacy Is Invisible

    Directory of Open Access Journals (Sweden)

    William Badke

    2011-03-01

    Full Text Available Despite the many information literacy programs on higher education campuses, the literature of information literacy and the concept of information literacy as a viable academic subject remain hidden to most professors and academic administrators. Information literacy is invisible to academia because it is misunderstood, academic administrators have not put it on their institutions' agendas, the literature of information literacy remains in the library silo, there is a false belief that information literacy is acquired only by experience, there is a false assumption that technological ability is the same as information literacy, faculty culture makes information literacy less significant than other educational pursuits, faculty have a limited perception of the ability of librarians. and accrediting bodies have not yet advanced information literacy to a viable position in higher education. The new information age demands that these barriers be overcome and information literacy take a prominent place within the academic experience.

  16. Why Information Literacy Is Invisible

    OpenAIRE

    William Badke

    2011-01-01

    Despite the many information literacy programs on higher education campuses, the literature of information literacy and the concept of information literacy as a viable academic subject remain hidden to most professors and academic administrators. Information literacy is invisible to academia because it is misunderstood, academic administrators have not put it on their institutions' agendas, the literature of information literacy remains in the library silo, there is a false belief that infor...

  17. Intercultural Teaching through Translation: An Information and Communication Technologies (ICT) Literacy Course Case in Afghanistan

    Science.gov (United States)

    Parlakkilic, Alaattin

    2016-01-01

    The purpose of this study was to teach and evaluate the effectiveness of an Information and Communication Technologies (ICT) course through translation to students in Afghanistan. First, an interview was conducted to determine students' computer skills. It was concluded that the students had almost no computer skills. The course was delivered to…

  18. Reconsidering Information Literacy in the 21st Century: The Redesign of an Information Literacy Class

    Science.gov (United States)

    McBride, Mark F.

    2012-01-01

    The response to the countless forms of information delivery and creation has been the catalyst for the development of the new literacies that are being researched and implemented into teaching by educators around the world. This article will examine information literacy courses being taught at colleges and universities and how the courses…

  19. A Historical Reflection on Literacy, Gender and Opportunity: Implications for the Teaching of Literacy in Early Childhood Education

    Science.gov (United States)

    Levy, Rachael

    2016-01-01

    This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls' achievement in literacy, in comparison with boys', women continue to earn…

  20. Mainstreaming academic literacy teaching: Implications for how ...

    African Journals Online (AJOL)

    This article draws on research into the role of academic literacies within a range of disciplines and its implications for academic literacy teaching in Higher Education. The study explored ways of transforming current academic literacy teaching practices with a view to developing better synergy between the academic ...

  1. Teaching Financial Literacy with Max and Ruby

    Science.gov (United States)

    Brown, Natalya; Ferguson, Kristen

    2017-01-01

    Teaching financial literacy is important at all stages of life, but is often neglected with elementary students. In this article, the authors describe a strategy for teaching financial literacy using the books about Max and Ruby by Rosemary Wells. These books can help introduce the five key concepts of financial literacy: scarcity, exchange,…

  2. Literacy in an Information Society.

    Science.gov (United States)

    Breivik, Patricia Senn

    1991-01-01

    Today's definition of literacy must include the ability to find and evaluate needed information. Proposes a national literacy agenda to change the way information is used in educational settings and provide greater access to expanding information resources. Considers information literacy a means of personal and national empowerment. (DMM)

  3. Adapting to Teach Climate Literacy

    Science.gov (United States)

    Wilkening, B.; Schwartz, K. L.

    2017-12-01

    Adaptation is a key strategy to deal with the effects of climate change, and it can also be a key strategy in teaching climate literacy. Adapting curriculum to include utilizing new instructional practices, modifying existing lessons, evaluating evidence and engaging students in real-world projects are strategies employed in Recharge the Rain. Arizona Project WET and Watershed Management Group developed the Recharge the Rain project, through a NOAA Environmental Literacy Grant, to build community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Sixth through twelfth grade teachers, students and the public will move through a continuum from awareness, to knowledge gain, to conceptual understanding, to action. During the first year of the project, through professional development and ongoing guidance, teachers developed a climate literacy curriculum to use in their classrooms. Using systems thinking language and structure from the Cabrera Research Labs, teachers and students gain the thinking tools necessary to increase understanding of Earth's climate system. Lessons and resources for teaching about climate change are abundant and many, such as those on the Climate Literacy Education Awareness Network (CLEAN), have gone through an extensive review process. By cataloguing online resources and sharing these with teachers through a social bookmarking tool, wakelet.com, teachers are easily able to find appropriate teaching material. Engaging students in evaluating evidence requires the data to be relevant to their everyday lives. Online data resources are readily available from NOAA and other sources at both the global and local levels. When teachers, students and the public contribute to the data collection process in citizen science projects such as CoCoRaHS, iSeeChange, and USA National Phenology Network, the data empowers them to act in ways to mitigate the climate threats in their community. Adapting to teach climate

  4. Learning Information Literacy

    Science.gov (United States)

    Diehm, Rae-Anne; Lupton, Mandy

    2014-01-01

    Introduction: This paper reports on university students' experiences of learning information literacy. Method: Phenomenography was selected as the research approach as it describes the experience from the perspective of the study participants, which in this case is a mixture of undergraduate and postgraduate students studying education at an…

  5. Information Literacy: A Bogus Bandwagon?

    Science.gov (United States)

    McCrank, Lawrence J.

    1991-01-01

    Discusses the concept of information literacy and its target audience of library users. Topics discussed include the relationship of information literacy to bibliographic instruction (BI) and other library instruction; the role of librarians; terminology problems in librarianship; and the effects of information literacy on the value of information…

  6. Teaching information seeking

    Directory of Open Access Journals (Sweden)

    Louise Limberg

    2006-01-01

    Full Text Available Introduction. The article argues for a closer association between information seeking research and the practices of teaching information seeking. Findings are presented from a research project on information seeking, didactics and learning (IDOL investigating librarians' and teachers' experiences of teaching information seeking. Method. Thirteen teachers and five librarians, teaching 12-19 year-old students in three schools, participated. Forty-five interviews were conducted over a period of three years. Analysis. The IDOL project adopted a phenomenographic approach with the purpose of describing patterns of variation in experiences. The findings were also analysed by way of relating them to four competing approaches to the mediation of information literacy. Results. A gap was identified between experiences of teaching content that focused on sources and order, and experiences of assessment criteria applied to students' work that focused on the importance of correct facts and the analysis of information. These findings indicate a highly restricted range of teaching contents when compared with the four theoretical approaches to the mediation of information literacy. Conclusion. Teaching information seeking might be enhanced by a wider repertoire of contents reflecting more varied theoretical understanding developed in information seeking research, particularly as regards the importance of content and context related to user perspectives.

  7. Co-teaching in information literacy during work placements: the librarian’s role

    Directory of Open Access Journals (Sweden)

    Anett Kristin Kolstad

    2015-12-01

    Full Text Available Introduction: This article presents findings from a development project designed to improve Information Literacy (IL education by linking it to nursing students’ application of evidence-based practice during work placements. The Learning Centre at Oslo University College in Norway aimed to find out, what interactions and conditions influenced the librarian’s role in the context of interdisciplinary supervision of nursing students’ assignments and the development of a common supervision culture. Research Design: The librarian involved in the initiative had a dual role as both researcher and practitioner. Besides direct experiences from being a participant in the project, the empirical material consists of observation notes, meeting notes, presentations, guideline in IL, e-mails, an interview, 285 comments from students, nurse educators, nurse supervisors and librarians, through blog and the Wiki Learning Management System (LMS. The evidence on which this article is based involved analysis of both oral and written communication, framed in practice-oriented approaches. Findings: The conditions influencing the changing position of the librarian from an ‘outsider’ to becoming a member of the community of practice with common structures for the collaboration and supervision included meetings, a blog and a Wiki. Multidisciplinary, complementary skills in the supervision teams provided improved quality of supervision and led to a new joint supervision community. Conclusion: Together with the nurse educators and the nurse supervisors, the librarian was able to be a partner and a catalyst of IL workplace learning. The LMS was a decisive tool in the process. However, to be successful, this changed role for the librarian may require further pedagogical training and expertise in the development of interdisciplinary educational supervision.

  8. Information Literacy in the 21st Century Multicultural Classroom: Using Sociocultural Literacy

    Science.gov (United States)

    Blas, Elise A.

    2014-01-01

    Sociocultural literacy guides an instructor's pedagogy in the multicultural university classroom. By employing sociocultural literacy in the information literacy classroom, the instruction librarian can better teach students from all cultures including international students, first generation students, or students from a wide array of…

  9. Information Literacy and Digital Literacy: Competing or Complementary?

    OpenAIRE

    Rosanne Marie Cordell

    2013-01-01

    Digital Literacy is a more recent term than Information Literacy and is used for multiple categories of library users in multiple types of libraries. Determining the relationship between Information Literacy and Digital Literacy is essential before revision of the Information Literacy Standards can proceed.

  10. Health workers' ICT literacy in a Nigerian University Teaching Hospital

    African Journals Online (AJOL)

    This study investigated the ICT literacy among the health workers of Igbinedion University Teaching Hospital. The emergence of Internet for Telemedicine and health information revolution necessitates that issue of computer and other communication technology literacy among the health workers of Igbinedion University ...

  11. Information Literacy and Employability

    OpenAIRE

    O'Keeffe, Colin

    2016-01-01

    Information Literacy (IL) and its relationship to third level graduates’ employability has gained more attention in recent years. This article examines how IL has evolved from skills initially associated with academic libraries into a key workplace skill set of the knowledge economy. It outlines the challenges interviewees encounter when selling IL to employers, how IL can be utilised when preparing for upcoming interviews and suggests a distinction between workplace IL and employability IL. ...

  12. New Setting, Same Skill: Teaching Geography Students to Transfer Information Literacy Skills from Familiar to Unfamiliar Contexts

    Science.gov (United States)

    Allison, Caleb; Laxman, Kumar; Lai, Mei

    2016-01-01

    Existing research shows that high school students do not possess information literacy skills adequate to function in a high-tech society that relies so heavily on information. If students are taught these skills, they struggle to apply them. This small-scale intervention focused on helping Geography students at a low-socioeconomic high school in…

  13. A Reconsideration of Information Literacy

    Directory of Open Access Journals (Sweden)

    Stanley J. Wilder

    2013-12-01

    Full Text Available This article is a reflection on the author's 2005 Chronicle of Higher Education article "Information Literacy Makes All the Wrong Assumptions." In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's "vertical" disciplinary agendas, while information literacy serves its "horizontal" institution-wide agenda.

  14. Improving English Language Arts and Mathematics Teachers' Capabilities for Teaching Integrated Information Literacy Skills

    Science.gov (United States)

    Ballard, Kevin

    2013-01-01

    Teachers in a large Illinois suburban school district will soon have to integrate the teaching of the Common Core State Standards into their content classes and may not feel prepared to do this effectively. Stephenson's definition of capability was used as the conceptual framework for this study, which holds that capable teachers are those who…

  15. Practice of New Style Information Literacy Education Attached Internet Enviroment

    OpenAIRE

    堀内, 泰輔

    1996-01-01

    Nowadays, to say nothing of importance of Information education. And Internet technology is developed more and more. Accordingly, at elemental information processing education, it is important to teach not only information literacy but also network literacy. In this paper, we describe about practice of new style information literacy education for freshman of our technical college, and we mention about the results and problems of this education.

  16. Teaching Matters: Is There a Text in This Class? E-readers, E-books, and Information Literacy

    Directory of Open Access Journals (Sweden)

    Janelle M. Zauha

    2012-04-01

    Full Text Available This column explores current issues with e-books and e-readers in academic classrooms. It suggests ways the academic library can explore and meet the information literacy needs of students, faculty, and staff who are using these new devices or seeing them in use in their classrooms.

  17. Experiencing information literacy in Second Life

    Directory of Open Access Journals (Sweden)

    Denyse B Rodrigues

    2008-06-01

    Full Text Available Brave or naive, but aware of the research, teaching and play potential, the authorsplunged into teaching part of an employee communication course at Mount SaintVincent University in Halifax, Nova Scotia in Second Life, a virtual environment. Usingthe analytical tools of observational protocols, and discourse analysis of rhetoricalaccounts found in student and teacher reaction logs, discussion transcripts and focusgroup interviews, we situated ourselves among the learners to explore the thresholdconcept of information literacy in our classroom in Second Life.

  18. Information Literacy and Digital Literacy: Competing or Complementary?

    Science.gov (United States)

    Cordell, Rosanne Marie

    2013-01-01

    Digital literacy is a more recent concept than information literacy and can relate to multiple categories of library users in multiple types of libraries. Determining the relationship between information literacy and digital literacy is essential before revision of the ACRL "Standards" can proceed.

  19. Factors in Information Literacy Education

    Science.gov (United States)

    Williams, Michelle Hale; Evans, Jocelyn Jones

    2008-01-01

    Information literacy has long been discussed in the field of library science but is only recently becoming applied in specific academic disciplines. This article assesses student learning of information literacy skills analyzing data collected from three semesters of the Introduction to Comparative Politics course. Variables such as major…

  20. Information Literacy: Partnerships for Power.

    Science.gov (United States)

    Breivik, Patricia Senn; Senn, J. A.

    1993-01-01

    Describes the partnerships between teacher-librarians and principals, teachers, community members, public librarians, and businesses that school children need to gain information literacy skills. Descriptions, which are adapted from the forthcoming book "Information Literacy: Resources for Elementary School Leaders," include the…

  1. A Reconsideration of Information Literacy

    Science.gov (United States)

    Wilder, Stanley J.

    2013-01-01

    This article is a reflection on the author's 2005 Chronicle of Higher Education article "Information Literacy Makes All the Wrong Assumptions." In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student…

  2. Internet at school: possibility for information literacy

    Directory of Open Access Journals (Sweden)

    Maria Conceição da Silva Linhares

    2015-06-01

    Full Text Available In this work the contribution of teaching practices using social networking tools and computer literacy of high school students the Internet is analyzed. According to authors like Gasque (2012, Cervero (2007 Area (2006, Smith (2002 and Freire (1987, knowing how to use the information and the means to express it, a creative approach, understanding of what we read in conjunction keywords, concepts and ideas on how to intertextuality. This knowledge is evaluative in today's society, adjective by the exponential increase of information available in various formats and languages device through information and communication, including Internet technologies. The qualitative approach in the perspective of participant observation is the option that the object of this study suits to consider in its analysis, the relationships between subjects and cultural mediations, objectified by Internet spaces and tools to illuminate computer literacy. Develop pedagogical practices using social media and Internet tools for computer literacy work contributes to a significant experience with information.

  3. Research to Go: Taking an Information Literacy Credit Course Online

    Science.gov (United States)

    Long, Jessica; Burke, John J.; Tumbleson, Beth

    2012-01-01

    Adapting an existing face-to-face information literacy course that teaches undergraduates how to successfully conduct research and creating an online or hybrid version is a multi-step process. It begins with a desire to reach more students and help them achieve academic success. The primary learning outcomes for any information literacy course are…

  4. Academic Librarians' Perceptions on Information Literacy: The Israeli Perspective

    Science.gov (United States)

    Aharony, Noa; Bronstein, Jenny

    2014-01-01

    Information literacy (IL) is a necessary skill crucial for effective functioning in today's knowledge society. This study seeks to explore Israeli librarians' perspectives toward major components of information literacy. Do librarians find there is a need to redefine the concept? Who do they think should teach it? How do they think Web 2.0…

  5. Changing Our Aim: Infiltrating Faculty with Information Literacy

    Science.gov (United States)

    Cowan, Sandra; Eva, Nicole

    2016-01-01

    Librarians are stretched thin these days--budget cuts and decreasing numbers are forcing us to look at new ways of doing things. While the embedded information literacy model has gained popularity in the past number of years, it may be time for a new model of information literacy. We must arm teaching faculty with the tools they need to teach…

  6. Measuring Practicing Clinicians’ Information Literacy

    Science.gov (United States)

    Barboza, Katherine; Jensen, Ashley E.; Bennett, Katelyn J.; Sherman, Scott E.; Schwartz, Mark D.

    2017-01-01

    Summary Background As healthcare moves towards technology-driven population health management, clinicians must adopt complex digital platforms to access health information and document care. Objectives This study explored information literacy, a set of skills required to effectively navigate population health information systems, among primary care providers in one Veterans’ Affairs (VA) medical center. Methods Information literacy was assessed during an 8-month randomized trial that tested a population health (panel) management intervention. Providers were asked about their use and comfort with two VA digital tools for panel management at baseline, 16 weeks, and post-intervention. An 8-item scale (range 0-40) was used to measure information literacy (Cronbach’s a=0.84). Scores between study arms and provider types were compared using paired t-tests and ANOVAs. Associations between self-reported digital tool use and information literacy were measured via Pearson’s correlations. Results Providers showed moderate levels of information literacy (M= 27.4, SD 6.5). There were no significant differences in mean information literacy between physicians (M=26.4, SD 6.7) and nurses (M=30.5, SD 5.2, p=0.57 for difference), or between intervention (M=28.4, SD 6.5) and control groups (M=25.1, SD 6.2, p=0.12 for difference). Information literacy was correlated with higher rates of self-reported information system usage (r=0.547, p=0.001). Clinicians identified data access, accuracy, and interpretability as potential information literacy barriers. Conclusions While exploratory in nature, cautioning generalizability, the study suggests that measuring and improving clinicians’ information literacy may play a significant role in the implementation and use of digital information tools, as these tools are rapidly being deployed to enhance communication among care teams, improve health care outcomes, and reduce overall costs. PMID:28197620

  7. Science Seeker: A New Model for Teaching Information Literacy to Entry-Level Biology Undergraduates

    Science.gov (United States)

    Petzold, Jacquelyn; Winterman, Brian; Montooth, Kristi

    2010-01-01

    In order to integrate library instruction seamlessly into an introductory biology course, two librarians collaborated with a biology faculty member to create a three-part series of instruction sessions known as the Science Seeker. The Science Seeker taught students about the structure of scientific information by tracing the path that discoveries…

  8. “Turn Your Cell Phones on”: Mobile Phone Polling as a Tool for Teaching Information Literacy

    Directory of Open Access Journals (Sweden)

    Andy Burkhardt

    2013-02-01

    Full Text Available While mobile technologies are ubiquitous among students and increasingly used in many aspects of libraries, they have yet to gain traction in information literacy instruction. Librarians at Champlain College piloted mobile phone polling in a first-year classroom as a less expensive and more versatile alternative to clickers. By utilizing a technology that virtually all students have in their pockets librarians found that it increased engagement from previous iterations of the session. In addition, by asking poll questions about students’ experiences, librarians were able to facilitate in-depth inquiry into information literacy topics. Ultimately, from direct experience in over 30 different classes, we found that mobile phone polling is a useful tool for any librarian to have in their pedagogical toolbox.

  9. Writing Information Literacy Assessment Plans: A Guide to Best Practice

    Directory of Open Access Journals (Sweden)

    Megan Oakleaf

    2010-03-01

    Full Text Available Academic librarians throughout higher education add value to the teaching and learning missions of their institutions though information literacy instruction. To demonstrate the full impact of librarians on students in higher education, librarians need comprehensive information literacy assessment plans, composed of instructional program-level and outcome-level components, that summarize the purpose of information literacy assessment, emphasize the theoretical basis of their assessment efforts, articulate specific information literacy goals and outcomes, describe the major assessment methods and tools used to capture evidence of student learning, report assessment results, and highlight improvements made as a consequence of learning assessment.

  10. Black Lives Matter in Information Literacy

    OpenAIRE

    Angela Pashia

    2016-01-01

    The institutional racism addressed by the Black Lives Matter movement is encoded in many of the structures of academia, including academic libraries. As a librarian who teaches information literacy, I ask students to think about which voices are represented in the scholarly literature, make explicit the implicit biases of the way scholarly materials are organized in the library and research databases, and examine the way their own biases affect their evaluations of information. In this articl...

  11. WRITING ACTIVITIES IN A LITERACY BASED TEACHING

    Directory of Open Access Journals (Sweden)

    Yentri Anggeraini

    2017-12-01

    Full Text Available Literacy brings students to current and future learning, and for participation in the communication, society and workforce. As well as providing access to personal enrichment through literature, culture and social interaction. It provides access to material enrichment through further education, training and skilled employment. One of parts of literacy based teaching is writing. Writing is a principal form of communication, necessary in everyday life, in business, in creativity, in scholarly pursuits; in short, it is not a just tool of living, it is a tool of survival. It is the key activity in fostering language learners` awareness of how purpose audience and context affect the design of texts. In order to help the students to write effectively, the teacher should provide some interesting and useful activities. This paper aims at explaining what the literacy based teaching is and writing activities that can be used a literacy based teaching such as letter writing, journal writing, and creative writing

  12. Information Literacy at Augustana: A Programmatic Approach

    Directory of Open Access Journals (Sweden)

    Nancy E. Goebel

    2007-05-01

    Full Text Available Information literacy programs, and the factors that influence their development and structure, can vary significantly from institution to institution. Credit-bearing discipline-specific information literacy courses are a rare and valuable component of an undergraduate educational experience and form the basis of Augustana's information literacy program. This article provides an overview of the development, implementation, successes, and drawbacks of the credit-bearing discipline-specific information literacy courses at the Augustana Campus of the University of Alberta (Camrose, Alberta, Canada. Additional program components including Augustana's annual information literacy workshop, information literacy awards, information literacy DVD, and marketing/branding, are discussed.

  13. Black Lives Matter in Information Literacy

    Directory of Open Access Journals (Sweden)

    Angela Pashia

    2016-11-01

    Full Text Available The institutional racism addressed by the Black Lives Matter movement is encoded in many of the structures of academia, including academic libraries. As a librarian who teaches information literacy, I ask students to think about which voices are represented in the scholarly literature, make explicit the implicit biases of the way scholarly materials are organized in the library and research databases, and examine the way their own biases affect their evaluations of information. In this article, I examine some of the ways racism is build into the structure of the library and describe ways I teach students to recognize inequities in the sources they rely on for college level research.

  14. Preservice Teachers' Knowledge of Information Literacy and Their Perceptions of the School Library Program

    Science.gov (United States)

    Lee, Elizabeth A.; Reed, Brenda; Laverty, Corinne

    2012-01-01

    Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a…

  15. Linguistic Ethnography, Literacy Teaching and Teacher Training

    DEFF Research Database (Denmark)

    Dolmer, Grete; Nielsen, Henrik Balle

    in current attempts to research-base teacher education. Lefstein, A. & J. Snell. 2014. Better than best practice. Developing teaching and learning through dialogue. London: Routledge. Keywords: literacy teaching classroom dialogue teacher feedback linguistic ethnography research-based teacher education...... material consists of field notes and video observations from the literacy classroom combined with reflective interviews with the literacy teacher and analyses of pupils’ oral and written texts. Taking a linguistic ethnographic approach, the case study investigates the interplay between teacher, pupil...... eclecticism, openness and systematicity characteristic of a linguistic ethnographic analysis (Lefstein & Snell 2014, 185-86). In the poster, we will focus on emergent data analysis. Our main points of interest are 1) the classroom dialogue between teacher and pupils and 2) the literacy teacher’s assessment...

  16. Teaching OOP with Financial Literacy

    Science.gov (United States)

    Zhu, Hongwei

    2011-01-01

    Students lose interest in learning programming when the materials are not related to their lives. A challenge facing most students is that they lack the financial literacy necessary to manage their debts. An approach is developed to integrate financial literacy into an object-oriented programming (OOP) course. The approach is effective in…

  17. Refreshing Information Literacy: Learning from Recent British Information Literacy Models

    Science.gov (United States)

    Martin, Justine

    2013-01-01

    Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy…

  18. Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

    Science.gov (United States)

    Franzen, Susan; Bannon, Colleen M.

    2016-01-01

    The ACRL's "Framework for Information Literacy for Higher Education" offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded "Information Literacy Competency Standards for Higher Education" correlate with the preferred research and decision-making model of the health…

  19. Information literacy dimension seeking learning quality in university education

    OpenAIRE

    Vaičiūnienė, Vilhelmina; Gedvilienė, Genutė

    2009-01-01

    Education in Lithuania is undergoing great transformations that are affecting higher education. Today's education at large experiences challenges caused by new technologies, abundance of information resources, thus being forced to search for new and effective methods of teaching / learning. The issue of information literacy at university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key questio...

  20. Information Literacy in the workplace

    OpenAIRE

    Inskip, C.

    2015-01-01

    This talk aims to provide an overview of thinking and practice in workplace information literacy, an important developing area. It will consider the semantic gap between education and workplace settings and identify key issues around the challenges to library and information professionals in bridging that gap.

  1. Students’ Information Literacy: A Perspective from Mathematical Literacy

    OpenAIRE

    Ariyadi Wijaya

    2016-01-01

    Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics ...

  2. Teaching Embedded System Concepts for Technological Literacy

    Science.gov (United States)

    Winzker, M.; Schwandt, A.

    2011-01-01

    A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…

  3. Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-Analysis

    Directory of Open Access Journals (Sweden)

    Denise Koufogiannakis

    2006-09-01

    Full Text Available Objective The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge. The study sought to address the following questions: 1 What is the overall state of research on this topic? 2 Which teaching methods are more effective? Methods This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author‐defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was a final group of 16 studies with sufficient information to enable meta-analyses and calculations of standardized mean differences. Results The overwhelming majority of studies were conducted in the United States (88%. Experimental or quasi-experimental research methods were used in 79 studies (65%. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI, and self‐directed independent learning (SDIL. Studies measured outcomes that correlated with Bloom’s lower levels of learning (‘Remember’, ‘Understand’, ‘Apply’. Sixteen studies compared traditional instruction (TI with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI, and 9 of these showed

  4. Information Literacy for the Skeptical Library Director.

    Science.gov (United States)

    Breivik, Patricia S.

    This paper begins by providing background on the information literacy movement, including the educational reform efforts of the 1980s, a higher education summit conference, and the 1989 American Library Association (ALA) Presidential Committee on Information Literacy Final Report. Other highlights include: the information literacy triangle;…

  5. Promoting Learning in Libraries through Information Literacy.

    Science.gov (United States)

    Breivik, Patricia Senn; Ford, Barbara J.

    1993-01-01

    Discusses information literacy and describes activities under the sponsorship of the National Forum on Information Literacy (NFIL) that promotes information literacy in schools and libraries. Activities of member organizations of the NFIL are described, including policy formation, publications, and programs; and the role of the American Library…

  6. Critical Literacy? Information!

    OpenAIRE

    Heather Davis

    2010-01-01

    Picture it, a higher education institution, 2009. The sun is shining. It’s a warm summer day. Your iced coffee perspires on the desk in front of you. You are a faculty librarian participating in a workshop with other faculty members on outcomes-based assessment for teaching and learning. You’re excited to make the leap from routine [...

  7. Students’ Information Literacy: A Perspective from Mathematical Literacy

    Directory of Open Access Journals (Sweden)

    Ariyadi Wijaya

    2016-09-01

    Full Text Available Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students’ low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA DOI: http://dx.doi.org/10.22342/jme.7.2.3532.73-82

  8. Promoting media and information literacy in libraries

    NARCIS (Netherlands)

    Huysmans, F.; Franke, M.

    2016-01-01

    Librarians and (public) libraries are active in promoting information literacy and (more recently) media literacy. After a brief historical sketch, this document describes how public libraries assist patrons and educational institutions in enhancing knowledge, skills and attitudes needed to

  9. The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

    Directory of Open Access Journals (Sweden)

    Barbara Anne Sen

    2014-07-01

    Full Text Available Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources, ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion, and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities.

  10. National Institute for Literacy. Literacy Information and Communication System ("LINCS")

    Science.gov (United States)

    National Institute for Literacy, 2010

    2010-01-01

    Each month, the Literacy Information and Communication System ("LINCS") will feature one of the three LINCS Resource Collections--Basic Skills, Program Management, and Workforce Competitiveness--and introduce research-based resources that practitioners can use in their adult and family literacy programs and classrooms. This edition features the…

  11. Challenges for information literacy education at a university of ...

    African Journals Online (AJOL)

    The article reports on an action research project to investigate the effectiveness of an information literacy intervention for first-year engineering students at the Cape Peninsula University of Technology (CPUT). The intervention consisted of two workshops which aimed at teaching the students to find information relevant to ...

  12. Information and Communications Technology Literacy

    Directory of Open Access Journals (Sweden)

    Syarifuddin Syarifuddin

    2014-12-01

    Full Text Available Development of information and communication technology (ICT has brought changes for the people of Indonesia. With ICT, community can easily access a variety of information and support jobs. But the problem that arises is the uneven penetration of ICT in all parts of Indonesia, including in South Sulawesi. Giving rise to the digital divide as well as the weakness of ICT literacy. Therefore, this study aims to determine the ICT literacy community in South Sulawesi. The method used in this study is a survey with a quantitative approach. The results show that ICT (computer, mobile phone, and internet has been used by communities in South Sulawesi. Among the three media, mobile phone has the highest number of penetration followed by computer and the internet. The majority of respondents have also entered into 5 levels of ICT literacy mobile phones and computers as an integral part of daily activities. While the internet was still in level 3 where they have been used but not significantly.

  13. Beyond the Hyperbole: Information Literacy Reconsidered

    OpenAIRE

    Heidi Julien

    2016-01-01

    Information literacy, as a concept, has suffered from terminological confusion and has been burdened with untenable expectations. In addition, insufficient attention has been given to the place of information with the context of information behavior or information practices generally. Significant challenges remain to developing information literacy, but its value remains relevant.

  14. Informationskompetenz und Information Literacy

    OpenAIRE

    Ingold, Marianne

    2012-01-01

    Informationskompetenz ist heute als Begriff , Konzept und praktisches Tätigkeitsfeld von Bibliotheken weltweit etabliert. Entstehung, Verbreitung und Entwicklung von „Informationskompetenz“ im deutschsprachigen Raum stehen in engem Zusammenhang mit dem in den USA und international seit den 1980er Jahren diskutierten und praktisch umgesetzten Konzept der „Information Literacy“. Auch wenn die beiden Begriffe in der Regel gleichbedeutend verwendet werden, zeigt ein Vergleich der vorwiegend aus e...

  15. Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

    Science.gov (United States)

    Wilder, Phillip; Herro, Danielle

    2016-01-01

    This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

  16. Multilingual and social semiotic perspectives on literacy learning and teaching

    DEFF Research Database (Denmark)

    Laursen, Helle Pia

    to the complex processes involved in biliterate meaning making and script learning. Multilingual and social semiotic perspectives on literacy learning and teaching – summaryOn the basis of data from the longitudinal study Signs of Language, I focus on how a social semiotic perspective on literacy learning...... and teaching can contribute to expanding the conceptualization of literacy to be more sensitive to the complex processes involved in biliterate meaning making and script learning.......Multilingual and social semiotic perspectives on literacy learning and teaching – abstract In the context of an increasing multilingualism, literacy teaching has become a central and contested issue in public and political debate. International comparisons of levels of literacy have been...

  17. Views on information literacy / Sichten auf Informationskompetenz

    OpenAIRE

    Hapke, Thomas

    2017-01-01

    Poster (in English and German language) illustrating different views on information literacy. Poster in deutscher und englischer Sprache zur Veranschaulichung verschiedener Sichten auf Informationskompetenz.

  18. User Centred Information Literacy Education

    DEFF Research Database (Denmark)

    Blåbjerg, Niels Jørgen

    2005-01-01

    This case study presents the application of multimedia in an E-learning and blended learning product which aims at developing students’ information literacy. The paper will elaborate on our development concept. Especially, on how we have applied our main principle; to create user focused e......-learning. This means that we have aimed at taking the user’s perspective and taken into account that we are going to facilitate virtual rooms for reflection, where the learner can create new knowledge. We have applied a problem oriented approach to learning because we wanted the learner to become motivated...

  19. Computer literacy enhancement in the Teaching Hospital Olomouc. Part I: project management techniques. Short communication.

    Science.gov (United States)

    Sedlár, Drahomír; Potomková, Jarmila; Rehorová, Jarmila; Seckár, Pavel; Sukopová, Vera

    2003-11-01

    Information explosion and globalization make great demands on keeping pace with the new trends in the healthcare sector. The contemporary level of computer and information literacy among most health care professionals in the Teaching Hospital Olomouc (Czech Republic) is not satisfactory for efficient exploitation of modern information technology in diagnostics, therapy and nursing. The present contribution describes the application of two basic problem solving techniques (brainstorming, SWOT analysis) to develop a project aimed at information literacy enhancement.

  20. Information Literacy for Archives and Special Collections: Defining Outcomes

    Science.gov (United States)

    Carini, Peter

    2016-01-01

    This article provides the framework for a set of standards and outcomes that would constitute information literacy with primary sources. Based on a working model used at Dartmouth College's Rauner Special Collections Library in Hanover, New Hampshire, these concepts create a framework for teaching with primary source materials intended to produce…

  1. Information Literacy Instruction in the Web 2.0 Library

    Science.gov (United States)

    Humrickhouse, Elizabeth

    2011-01-01

    This paper examines how library educators can implement Web 2.0 tools in their Information Literacy programs to better prepare students for the rigors of academic research. Additionally, this paper looks at transliteracy and constructivism as the most useful teaching methods in a Web 2.0 classroom and attempts to pinpoint specific educational…

  2. Connecting Information Literacy and Social Justice: Why and How

    Science.gov (United States)

    Saunders, Laura

    2017-01-01

    Libraries have a long, though not uncomplicated, history with social justice and social advocacy. The new ACRL "Framework for Information Literacy," which is more conceptual and flexible than the original Standards, offers an opportunity for librarians to approach teaching and learning from a social justice perspective. Indeed, the…

  3. Information literacy is not a one-man show

    DEFF Research Database (Denmark)

    Bønløkke, Mette; Kobow, Else; Kristensen, Anne-Kirstine Østergaard

    2015-01-01

    This article will discuss the issues at stake when cooperation between library and faculty on information literacy (IL) is initiated and explored by using an action research approach. Research on and experiences from cooperation between faculty libraries and faculties indicate that several teaching...

  4. Addressing Information Literacy through Student-Centered Learning

    Science.gov (United States)

    Bond, Paul

    2016-01-01

    This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

  5. A Survey of Librarian Perceptions of Information Literacy Techniques

    Science.gov (United States)

    Yearwood, Simone L.; Foasberg, Nancy M.; Rosenberg, Kenneth D.

    2015-01-01

    Teaching research competencies and information literacy is an integral part of the academic librarian's role. There has long been debate among librarians over what are the most effective methods of instruction for college students. Library Faculty members at a large urban university system were surveyed to determine their perceptions of the…

  6. Incorporation of Cross-Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students' to Develop Information Literacy, Critical Thinking, and Communication Skills

    Science.gov (United States)

    Crist, Courtney A.; Duncan, Susan E.; Bianchi, Laurie M.

    2017-01-01

    A Wiki research project was created in the Functional Foods for Health (FST/HNFE 2544) as an instructional tool and assignment for improving undergraduate students' proficiency in evaluating appropriate information sources for rapidly evolving science and research. The project design targeted improving students' information literacy skills…

  7. The Information Literacy Imperative in Higher Education

    Science.gov (United States)

    Wiebe, Todd J.

    2016-01-01

    This article describes information literacy as a liberal art that draws on a repertoire of critical inquiry skills. At the philosophical level, librarians believe that information literacy is a fundamental part of students' broader skill set that will help them be effective and responsible users and creators of information, both in college and…

  8. PROTOTYPE OF WEB BASED INFORMATION LITERACY TO ENHANCE STUDENT INFORMATION LITERACY SKILL IN STATE ISLAMIC HIGH SCHOOL INSAN CENDEKIA

    Directory of Open Access Journals (Sweden)

    Indah Kurnianingsih

    2017-07-01

    Full Text Available Abstract. Information Literacy (IL Program is a library program that aims to improve the ability of library users to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information literacy learning is essential to be taught and applied in education from the beginning of the school so that students are able to find and organize information effectively and efficiently particularly regard to the school assignment and learning process. At present, various educational institutions began to implement online learning model to improve the quality of teaching and research quality. Due to the advancement of information technology, the information literacy program should be adjusted with the needs of library users. The purpose of this study was to design web-based information literacy model for school library. This research conducted through several stages which are: identifying the needs of web-based IL, designing web-based IL, determining the model and the contents of a web-based IL tutorial, and creating a prototype webbased IL. The results showed that 90,74% of respondents stated the need of web-based learning IL. The prototype of web-based learning IL is consisted of six main units using combination of the Big6 Skills model and 7 Concept of Information Literacy by Shapiro and Hughes. The main fiveth units are Library Skill, Resource Skill, Research Skill, Reading Skill, and Presenting Literacy. This prototype web-based information literacy is expected to support the information literacy learning in a holistic approach.

  9. Applying the Framework for Information Literacy to the Developmental Education Classroom

    Science.gov (United States)

    Garcia, Larissa

    2014-01-01

    Translating the new Framework for Information Literacy in Higher Education (ACRL November 2014) into learning outcomes, instructional content, and assessments might appear to be an overwhelming task; however, in many cases the revision exemplifies how many librarians have been teaching information literacy in the digital information landscape.…

  10. Does Business Writing Require Information Literacy?

    Science.gov (United States)

    Katz, Irvin R.; Haras, Catherine; Blaszczynski, Carol

    2010-01-01

    Although the business community increasingly recognizes information literacy as central to its work, there remains the critical problem of measurement: How should employers assess the information literacy of their current or potential workers? In this article, we use a commercially available assessment to investigate the relationship between…

  11. Information Literacy and the Workforce: A Review

    Science.gov (United States)

    Weiner, Sharon

    2011-01-01

    This paper is a review of reports on information literacy and the workforce. There is a substantial body of literature on information literacy in K-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. The topical categories of the reports are: the importance of information…

  12. Introducing Scientific Literature to Honors General Chemistry Students: Teaching Information Literacy and the Nature of Research to First-Year Chemistry Students

    Science.gov (United States)

    Ferrer-Vinent, Ignacio J.; Bruehl, Margaret; Pan, Denise; Jones, Galin L.

    2015-01-01

    This paper describes the methodology and implementation of a case study introducing the scientific literature and creative experiment design to honors general chemistry laboratory students. The purpose of this study is to determine whether first-year chemistry students can develop information literacy skills while they engage with the primary…

  13. Health care librarians and information literacy: an investigation.

    Science.gov (United States)

    Kelham, Charlotte

    2014-09-01

    Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries. Now, it is also seen to be of high importance within the context of health care libraries. Health care libraries and librarians can provide crucial support towards the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. This article reports the findings from an investigation conducted by Charlotte Kelham as part of her MA in Librarianship from the University of Sheffield. Her dissertation investigated how health care librarians understand the concept of information literacy, the implications of this for their role and their perceptions around how their role is valued. Charlotte graduated from Sheffield in 2013 and is currently job hunting. AM. © 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal.

  14. Promoting Information Literacy by Promoting Health Literacy in the Information Society

    Directory of Open Access Journals (Sweden)

    Meisam Dastani

    2016-09-01

    Full Text Available In the information society, the production, distribution and use of information are freely and widely available for all issues of life. Proper and appropriate use of reliable information is especially important in health care. The present study introduces the concepts and benefits of health literacy and information literacy and its role in improving health literacy. This study was a review based on the concepts of information society, information literacy and information education to present importance of promoting information literacy on health literacy in the information society. The information society is presented by providing a platform of information technology and computer systems to attempt to exchange and develop information among people in the community. Currently, electronic and web-based health information in the mass form is available. Information as a fundamental base of the information society is a phenomenon that our decisions are affected in relation to various issues such as safety and health issues. It is important to avoid the mass of invalid, incorrect and inappropriate information which is available on the internet. This requires information literacy skills such as identifying, accessing and evaluating information. In general, it can be said that the promotion of health literacy in communities requires learning different skills in the form of information literacy.Data obtained from this study can be used in developing the long term health programs to prevention of non-communicable diseases in our country

  15. 102: PROMOTING INFORMATION LITERACY BY PROMOTING HEALTH LITERACY IN THE INFORMATION SOCIETY

    Science.gov (United States)

    Dastani, Meisam; Sattari, Masoume

    2017-01-01

    Background and aims In the information society the production, distribution and use of information is freely and widely available for all issues of life. Correct and appropriate use of appropriate and reliable information is especially important in health care. The present study introduces the concepts and benefits of health literacy and information literacy and its role in improving health literacy. Methods This study is a review based on a review of the concepts of the information society, information literacy and information educated to present importance of promoting information literacy on health literacy in the information society. Results and Conclusion The information society by providing a platform of information technology and computer systems to attempts exchange and development information between people in the community. Currently, electronic and web-based health information in the form of mass is available for people. Information as a fundamental base of the information society is a phenomenon that our decisions are affect in relation to various issues such as safety and health issues. It is important point to avoid the mass of information invalid, incorrect and inappropriate available on the internet. This requires information literacy skills such as identifying, accessing and evaluating information. In general, it can be said that the promotion of health literacy in communities are required to learn different skills in the form of information literacy.

  16. Research on College English Teachers' Information Literacy in Information Environment

    Science.gov (United States)

    Du, Yan-xia

    2017-01-01

    The new technology revolution based on Internet, information and communication technology has triggered an upsurge of educational information in the world, including English learning and teaching. The improvement of teacher's information literacy is the key to the success of the current educational informatization reform. From the perspectives of…

  17. Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

    Science.gov (United States)

    Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

    2010-01-01

    The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. PMID:21123700

  18. Emerging Information Literacy and Research-Method Competencies in Urban Community College Psychology Students

    Science.gov (United States)

    Wolfe, Kate S.

    2015-01-01

    This article details an assignment developed to teach students at urban community colleges information-literacy skills. This annotated bibliography assignment introduces students to library research skills, helps increase information literacy in beginning college students, and helps psychology students learn research methodology crucial in…

  19. Frame Works: Using Metaphor in Theory and Practice in Information Literacy

    Science.gov (United States)

    Holliday, Wendy

    2017-01-01

    The ACRL Framework for Information Literacy in Higher Education generated a large amount of discourse during its development and adoption. All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of…

  20. Information literacy and library information skills in high school

    Directory of Open Access Journals (Sweden)

    Majda Steinbuch

    1999-01-01

    Full Text Available As information literacy has become a necessity for active involvement in the life of 21st century, it has been set as one of the aims of reformed grammar school. The schoollibrary, through its programme of library information ski1ls, can cosiderably influence students' independence at searching, working with or learning from information sources. The programme of Iibrary & information skilIs has been designed on current knowledge of the developing information literacy, implemented with the assistance of teachers and integrated into the teaching process.The pre-test, the experiment and the post-test of the experimental group (EG and the control group (CG, support the hypothesis that an implemented library information ski1ls programe has a major effect on the independence of the students. The Hest has shown that the knowledge of the students in the EG after the experiment and after practical dealing with problems has changed. The t-test has also proved that the difference in the knowledge of the students in the EG is statistically significant, whi1e the knowledge of the students in the CG, who have not carried out the programme, has also changed, but the difference in the knowledge is not statistically significant.

  1. Mapping Staff Competencies for Information Literacy Interventions

    Directory of Open Access Journals (Sweden)

    Sheila Corrall

    2010-09-01

    Full Text Available Information literacy (IL is a key strategic objective for academic libraries. Many academic librarians are involved in designing, developing and delivering IL programmes, using both classroom teaching and e-learning methods. IL has also become a priority at institutional level and some universities and colleges have formal policies and strategies to integrate and embed IL in the curriculum. IL interventions also happen informally at enquiry points and reference desks, when queries offer ‘teachable moments’ for library staff to help students develop information skills and understanding while solving their information problems. Research shows that such instruction features strongly in both face-to-face and virtual reference transactions, but few IL policies and strategies cover this frontline personalised IL support. Similarly, most discussion of staff training and development for IL education has centred on the teaching roles and pedagogical knowledge of professional librarians, with limited discussion of the competencies needed for frontline interventions by paraprofessionals or assistants. This workshop promotes an inclusive holistic model of IL education and library workforce development. It will investigate the skills and knowledge needed by frontline staff to contribute effectively to the IL mission of academic libraries. It will focus on the learning support needed by students from different educational, social, ethnic and cultural backgrounds, with particular reference to postgraduate students, as a group typifying this diversity. The facilitator will review IL interventions and library staff competencies discussed in the literature. Participants will discuss typical queries or problems presented by different categories of postgraduate students and then identify the skills, knowledge and understanding required by frontline staff to provide an appropriate service response. The skillsets identified will be compared with those of teaching

  2. 102: PROMOTING INFORMATION LITERACY BY PROMOTING HEALTH LITERACY IN THE INFORMATION SOCIETY

    OpenAIRE

    Dastani, Meisam; Sattari, Masoume

    2017-01-01

    Background and aims In the information society the production, distribution and use of information is freely and widely available for all issues of life. Correct and appropriate use of appropriate and reliable information is especially important in health care. The present study introduces the concepts and benefits of health literacy and information literacy and its role in improving health literacy. Methods This study is a review based on a review of the concepts of the information society, ...

  3. The Health Information Literacy Research Project*

    Science.gov (United States)

    Kurtz-Rossi, Sabrina; Funk, Carla J.

    2009-01-01

    Objectives: This research studied hospital administrators' and hospital-based health care providers' (collectively, the target group) perceived value of consumer health information resources and of librarians' roles in promoting health information literacy in their institutions. Methods: A web-based needs survey was developed and administered to hospital administrators and health care providers. Multiple health information literacy curricula were developed. One was pilot-tested by nine hospital libraries in the United States and Canada. Quantitative and qualitative methods were used to evaluate the curriculum and its impact on the target group. Results: A majority of survey respondents believed that providing consumer health information resources was critically important to fulfilling their institutions' missions and that their hospitals could improve health information literacy by increasing awareness of its impact on patient care and by training staff to become more knowledgeable about health literacy barriers. The study showed that a librarian-taught health information literacy curriculum did raise awareness about the issue among the target group and increased both the use of National Library of Medicine consumer health resources and referrals to librarians for health information literacy support. Conclusions: It is hoped that many hospital administrators and health care providers will take the health information literacy curricula and recognize that librarians can educate about the topic and that providers will use related consumer health services and resources. PMID:19851494

  4. Problem-Based Learning and Information Literacy: A Natural Partnership

    Directory of Open Access Journals (Sweden)

    Kate Wenger

    2014-11-01

    Full Text Available Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course. Finally, it details the Association of College & Research Libraries’ (ACRL Information Literacy Competency Standards for Higher Education addressed by the project, as well as possible future modifications.

  5. Teaching Literacy: Methods for Studying and Improving Library Instruction

    Directory of Open Access Journals (Sweden)

    Meggan Houlihan

    2012-12-01

    Full Text Available Objective – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.Methods – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. Results – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.Conclusion – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and

  6. A Program for Introducing Information Literacy to Commercial Art and Design Students

    Directory of Open Access Journals (Sweden)

    David A. Walczak

    2010-03-01

    Full Text Available This paper describes the process of developing and implementing a comprehensive, school-wide, and sustainable information literacy program at a commercial art and design school. The program requires that information literacy student learning outcomes be included in specific General Education and art and design courses across the curriculum. The results of this multi-year effort indicate that while the program is sound, teaching information literacy is an on-going effort requiring much more training of faculty and students. Best practices in information literacy in library science and art and design literature are reviewed

  7. Information Literacy Practices and Student Protests: Mapping Community Information Landscapes

    Science.gov (United States)

    Špiranec, Sonja; Kos, Denis

    2013-01-01

    Introduction: This paper provides a contribution to understandings of information literacy regarding context and transferability of information practices. Specifically, the paper analyses the subset of information practices in situations of student protests and addresses issues of transfer of information literacy practice from a highly formal…

  8. Visual and Plastic Arts in Teaching Literacy: Null Curricula?

    Science.gov (United States)

    Wakeland, Robin Gay

    2010-01-01

    Visual and plastic arts in contemporary literacy instruction equal null curricula. Studies show that painting and sculpture facilitate teaching reading and writing (literacy), yet such pedagogy has not been formally adopted into USA curriculum. An example of null curriculum can be found in late 19th - early 20th century education the USA…

  9. Teaching Black History as a Racial Literacy Project

    Science.gov (United States)

    King, LaGarrett Jarriel

    2016-01-01

    Scholars have long promoted black history as an appropriate space to promote the development of racial literacy. Few research studies, however, have examined how teacher education uses black history as a heuristic to teach about race. Using racial literacy as a framework, this article examined the varied ways four social studies pre-service…

  10. Teaching Better, Together: Literacy Coaching as Collaborative Professional Development

    Science.gov (United States)

    Mraz, Maryann; Salas, Spencer; Mercado, Leonardo; Dikotla, Masennya

    2016-01-01

    This article draws from the combined experiences of the authors as teacher educators in very different parts of the world to describe the stance literacy coaching represents for English language teaching (ELT) contexts. They begin by defining how literacy coaching is portrayed in the research literature. They continue with a model of four broad…

  11. What Do Preservice Teachers Think about Teaching Media Literacy? An Exploratory Study Using the Theory of Planned Behavior

    Science.gov (United States)

    Gretter, Sarah; Yadav, Aman

    2018-01-01

    Despite the numerous benefits of media & information literacy for students in today's digital society, the lack of teacher preparation in teaching media and information literacy skills suggests a gap between the societal rationale for students becoming media literate and the sustainable preparation of teachers. The purpose of this exploratory…

  12. The unavoidable need for distributed cognition in teaching literacy

    Directory of Open Access Journals (Sweden)

    Catherine Elizabeth Snow

    2011-12-01

    the position of facing these challenges alone. In this article, I sketch out the kinds of knowledge that are required in teaching literacy, the kinds of widespread and common sense beliefs that need to be overcome in order t

  13. Information literacy training for teachers in a developing South ...

    African Journals Online (AJOL)

    Information literacy and skills in Internet searching are important for teachers. There exists a large body of literature on information literacy in schools and universities and there are many guidelines and standards on information literacy. Little has, however, been published on information literacy training for teachers per se.

  14. Take II--Information Literacy: Revolution in Education.

    Science.gov (United States)

    Breivik, Patricia Senn

    1999-01-01

    Discussion of information literacy focuses on resource-based learning. Considers library instruction versus information literacy; documenting value added; the workforce and information literacy; user-friendly library systems; and educational reform. Information literacy standards, endorsed by the American Association of School Librarians (AASL)…

  15. Media Literacy and Information Behavior in Cyberspace

    Directory of Open Access Journals (Sweden)

    Seyed Ali Akbar Famil Rouhany

    2017-10-01

    Full Text Available The aim of this study was to investigate media literacy and information behavior in cyberspace. This was a review and library research based study. With the advent of the digital age and the increasing spread of the World Wide Web, popularity and general acceptance of virtual social networks in the world today, the need to examine media literacy and information behavior in human life is important. Approach to media literacy which is the subset of information literacy in cyberspace has become necessary and obvious. As an individual, higher level of literacy can lead to choosing better content and search for information to find useful content. By assessing the theoretical basis and different approaches in a virtual environment, it can be concluded that having literacy skills and information behavior, the period of time spent in cyberspace and the number of readers have increased, leading to the ability to criticize and interpret the social, political and economic information and identify useful information. Consequently, by acquiring new technologies and increasing the adaptability in viewpoints and improving skills within researchers, the context for developing new ideas will be provided.

  16. Identifying Threshold Concepts for Information Literacy: A Delphi Study

    Directory of Open Access Journals (Sweden)

    Lori Townsend

    2016-06-01

    Full Text Available This study used the Delphi method to engage expert practitioners on the topic of threshold concepts for information literacy. A panel of experts considered two questions. First, is the threshold concept approach useful for information literacy instruction? The panel unanimously agreed that the threshold concept approach holds potential for information literacy instruction. Second, what are the threshold concepts for information literacy instruction? The panel proposed and discussed over fifty potential threshold concepts, finally settling on six information literacy threshold concepts.

  17. Beyond the Hyperbole: Information Literacy Reconsidered

    Science.gov (United States)

    Julien, Heidi

    2016-01-01

    Information literacy, as a concept, has suffered from terminological confusion and has been burdened with untenable expectations. In addition, insufficient attention has been given to the place of information with the context of information behavior or information practices generally. Significant challenges remain to developing information…

  18. User Education and Information Literacy in Agricultural Universities of India

    Directory of Open Access Journals (Sweden)

    Neena Singh

    2010-10-01

    Full Text Available Twenty-six of the agricultural universities in India teach user education and information literacy (IL. This article evaluates these courses and investigates if and how the course curriculum blends research and technical writing skills effectively. Unfortunately, the courses lack uniformity in teaching IL and technical writing skills. Since the universities are under state government control, they are unable to provide uniform curricula throughout India. There is also a need for a credited course on IL, integrating ICT and computer skills, and another course for research and technical writing.

  19. Information Literacy in Croatia: An Ideological Approach

    Science.gov (United States)

    Poler Kovacic, Melita; Zgrabljic Rotar, Nada; Erjavec, Karmen

    2012-01-01

    New information and communication technologies were widely perceived as something that would lead post-socialist European countries towards the technologically developed information society. In this article, a critical perspective is taken in examining information literacy as an ideological form. The deconstruction of ideological practice was…

  20. Teaching Electronic Literacy A Concepts-Based Approach for School Library Media Specialists

    CERN Document Server

    Craver, Kathleen W

    1997-01-01

    School library media specialists will find this concepts-based approach to teaching electronic literacy an indispensable basic tool for instructing students and teachers. It provides step-by-step instruction on how to find and evaluate needed information from electronic databases and the Internet, how to formulate successful electronic search strategies and retrieve relevant results, and how to interpret and critically analyze search results. The chapters contain a suggested lesson plan and sample assignments for the school library media specialist to use in teaching electronic literacy skills

  1. Expectations and Experiences of Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Saga Pohjola-Ahlin

    2016-11-01

    Full Text Available In May 2016, 48 third semester undergraduate students enrolled in the physiotherapy program at Karolinska Institutet in Sweden were given three sets of questionnaires; before the information literacy instruction (ILI started, at the end of the first session, and a week after, at the end of the second and last session. The aim of this small-scale pilot study was to shed some light on students’ motivation to attend ILI, how they value the sessions afterwards and how they assess their learning outcome. Furthermore, it was an attempt to do a "students’ user experience study” in a pedagogical setting, with the intention to evaluate and improve teaching in ILI to meet student expectations. The average response rate for the three questionnaires was 92%. The results show that students’ expectations were similar to the actual content of ILI, and that the students were satisfied with their own learning outcome. Both motivation and the sense of relevance got higher scores after students attended ILI. Motivation rose from 7,4 to 8,12 out of 10. This is positive because a high level of motivation often improves the learning outcome (Schunk, 2012. When asked which areas most needed improvement in order to further enhance their learning outcome, the most common responses were “the pedagogy” and “my own achievement”. It would be interesting to start collaborating with a group of students in order to explore new methods and learning activities.

  2. Information Literacy in the Upper Secondary School

    DEFF Research Database (Denmark)

    Holm, Claus; Schreiber, Trine; Tønnesen, Pia Hvid

    The discussion paper is a publication from the project Information Literacy in the Upper Secondary School. The project is a collaboration between the National Library of Education at the Danish School of Education, Aarhus University, and the Royal School of Library and Information Science....... The project is funded by Denmark's Electronic Research Library (DEFF). The discussion paper is published in connection with the conference Information Literacy in the Upper Secondary School on 22 April 2010. See video streaming from the conference etc. at www.dpu.dk/info....

  3. Curriculum integrated information literacy: a challenge

    DEFF Research Database (Denmark)

    Bønløkke, Mette; Kobow, Else; Kristensen, Anne-Kirstine Østergaard

    2012-01-01

    Information literacy is a competence needed for students and for practitioners in the nursing profession. A curriculum integrated intervention was qualitatively evaluated by focus group interviews of students, lecturers and the university librarian. Information literacy makes sense for students...... when it is linked to assignments, timed right, prepared, systematic and continuous. Support is needed to help students understand the meaning of seeking information, to focus their problem and to make them reflect on their search and its results. Feedback on materials used is also asked for...

  4. Teaching Information Skills: Recording Information.

    Science.gov (United States)

    Pappas, Marjorie L.

    2002-01-01

    Discusses how to teach students in primary and intermediate grades to record and organize information. Highlights include developing a research question; collaborative planning between teachers and library media specialists; consistency of data entry; and an example of a unit on animal migration based on an appropriate Web site. (LRW)

  5. Health literacy, information seeking, and trust in information in Haitians.

    Science.gov (United States)

    Lubetkin, Erica I; Zabor, Emily C; Isaac, Kathleen; Brennessel, Debra; Kemeny, M Margaret; Hay, Jennifer L

    2015-05-01

    To assess heath literacy, health information seeking, and trust in health-related information among Haitian immigrants seen in primary care. Health literacy was measured by the Brief Health Literacy Screen (BHLS); items on health information use were from the 2007 Health Information National Trends Survey. BHLS scores differed according to age, education, and survey language. Participants with lower levels of health literacy tended to be more likely to place "a lot" or "some" trust in family and friends and religious organizations and leaders as sources of information about health or medical topics. Constructing a culturally-tailored and appropriate intervention regarding health promotion requires understanding how the population accesses and conveys health information.

  6. Teaching Information Technology Law

    Science.gov (United States)

    Taylor, M. J.; Jones, R. P.; Haggerty, J.; Gresty, D.

    2009-01-01

    In this paper we discuss an approach to the teaching of information technology law to higher education computing students that attempts to prepare them for professional computing practice. As information technology has become ubiquitous its interactions with the law have become more numerous. Information technology practitioners, and in particular…

  7. Information literacy of the academic library users

    Directory of Open Access Journals (Sweden)

    Sanda Hasenay

    2016-03-01

    Full Text Available Information literacy should be a foundation of any educational system, which would enable students and library users a more efficient way to perform academically and in everyday life. The research goal was to determine the level of information literacy among the students, users of the Library of Faculty of Food and Technology Osijek (PTFOS. A special survey – quiz was used to determine students’ knowledge of library collection and services. The sample of 115 students was surveyed between 16th and 27th of February 2015. The library users are aware of the conditions of using the library collections as well as library services, but they don't read messages on the library's bulletin board, desks and web site. The research results will be used as guidelines for improving information literacy and future research.

  8. But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas

    Science.gov (United States)

    Rainey, Emily C.; Maher, Bridget L.; Coupland, David; Franchi, Rod; Moje, Elizabeth Birr

    2018-01-01

    In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students' development of disciplinary inquiry, disciplinary…

  9. Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing.

    Science.gov (United States)

    Lander, Dorothy A.

    2002-01-01

    Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)

  10. Information Literacy and the Public Library

    DEFF Research Database (Denmark)

    Nielsen, Bo Gerner; Borlund, Pia

    2013-01-01

    This paper reports on the results of an empirical study of Danish public librarians’ conceptions of information literacy and user education in order to support and optimize lifelong learning of library users. The study builds on data from interviews of purposely selected public librarians...... and a large-scale e-mail survey (questionnaire). The results show that the public librarians consider the public library an important place for learning, but also that they do not share a common understanding of the concepts of information literacy and lifelong learning. The study further reveals a diversity...

  11. Teaching about Starbucks and Consumer Literacy

    Science.gov (United States)

    Malczewski, Joan; Plafker-Gutt, Debra; Cohen, Robert

    2011-01-01

    One of the great challenges social studies teachers face is promoting economic and consumer literacy among their students. Fostering such literacy helps students to think critically and independently about their own roles as consumers as well as about the claims and promises the corporate world makes through mass advertising and the branding of…

  12. (Teaching) Essayist Literacy in the Multimedia World

    Science.gov (United States)

    Khadka, Santosh

    2015-01-01

    This article presents an argument for the "re-turn" of essayist literacy in multimedia and multiliteracy contexts. For its democratic, pedagogical, and intellectual potential, essayist literacy is too important to be removed from composition curriculum, but it needs to be re-imagined within a diversity of essay traditions, including the…

  13. Validation of the Information/Communications Technology Literacy Test

    Science.gov (United States)

    2016-10-01

    Technical Report 1360 Validation of the Information /Communications Technology Literacy Test D. Matthew Trippe Human Resources Research...TITLE AND SUBTITLE Validation of the Information /Communications Technology Literacy Test 5a. CONTRACT OR GRANT NUMBER W91WAS-09-D-0013 5b...validate a measure of cyber aptitude, the Information /Communications Technology Literacy Test (ICTL), in predicting trainee performance in Information

  14. Integration of Information Literacy into the Curriculum: Constructive Alignment from Theory into Practice

    Directory of Open Access Journals (Sweden)

    Claes Dahlqvist

    2016-12-01

    Full Text Available Librarian-teacher cooperation is essential for the integration of information literacy into course syllabi. Therefore, a common theoretical and methodological platform is needed. As librarians at Kristianstad University we have had the opportunity to develop such a platform when teaching information literacy in a basic course for teachers in higher education pedagogy. Information literacy is taught in context with academic writing, distance learning and teaching, and development of course syllabi. Constructive Alignment in Theory: We used constructive alignment in designing our part of the course. John Biggs’ ideas tell us that assessment tasks (ATs should be aligned to what is intended to be learned. Intended learning outcomes (ILOs specify teaching/learning activities (TLAs based on the content of learning. TLAs should be designed in ways that enable students to construct knowledge from their own experience. The ILOs for the course are to have arguments for the role of information literacy in higher education and ideas of implementing them in TLAs. The content of learning is for example the concept of information literacy, theoretical perspectives and constructive alignment for integration in course syllabi. TLAs are written pre-lecture reflections on the concept of information literacy, used as a starting point for the three-hour seminar. Learning reflections are written afterwards. The AT is to revise a syllabus (preferably using constructive alignment for a course the teacher is responsible for, where information literacy must be integrated with the other parts and topics of the course. Constructive Alignment in Practice: Using constructive alignment has taught us that this model serves well as the foundation of the theoretical and methodological platform for librarian-teacher cooperation when integrating information literacy in course syllabi. It contains all important aspects of the integration of information literacy in course

  15. Conference Report: 5th Annual Georgia Conference on Information Literacy

    Directory of Open Access Journals (Sweden)

    Rebecca Ziegler

    2009-11-01

    Full Text Available The 5th annual Georgia Conference on Information Literacy took place in Savannah, Georgia on October 3-4, 2008. Since its inception, this conference has drawn participants from across the United States and even a few from abroad. Jointly sponsored by the Zach S. Henderson Library, the Department of Writing and Linguistics, the College of Education, and the Center for Continuing Education at Georgia Southern University, the conference offers both theoretical and practical discussions of the complex issues involved in teaching students how to find, interpret and use information in emerging electronic technologies against the backdrop of one of America’s loveliest cities.

  16. Identifying Threshold Concepts for Information Literacy: A Delphi Study

    OpenAIRE

    Lori Townsend; Amy R. Hofer; Silvia Lin Hanick; Korey Brunetti

    2016-01-01

    This study used the Delphi method to engage expert practitioners on the topic of threshold concepts for information literacy. A panel of experts considered two questions. First, is the threshold concept approach useful for information literacy instruction? The panel unanimously agreed that the threshold concept approach holds potential for information literacy instruction. Second, what are the threshold concepts for information literacy instruction? The panel proposed and discussed over fift...

  17. Information literacy and personal knowledge management

    DEFF Research Database (Denmark)

    Schreiber, Trine; Harbo, Karen

    2004-01-01

    The aim of the paper is to discuss a new subject called personal knowledge management and to compare it with the better-known concept information literacy. Firstly, the paper describes and discusses the course called personal knowledge management. People from three institutions, the Library...... the participants partly how to manage information in such a way that it supports a learning process, and partly how to negotiate with the colleagues about the information needs, locate the information, and mediate it in such a way that the colleagues will use it. At the end of the course the participants construct...... a ´knowledge map´, which constitutes the mediation of the information to the workplace. The course has got a very positively reception. Secondly, the paper compares the course of personal knowledge management with the concept of information literacy. There exist a number of different definitions of the last...

  18. Information And Communication Technology (ICT) Literacy Among ...

    African Journals Online (AJOL)

    Various means such as formal education, informal education, colleagues, training at workplace, attending workshops/seminars are accepted as ideal for the acquisition of ICT literacy skills. However, financial problems, poor infrastructure, lack of library management interest and lack of training opportunity hinders the ...

  19. Motivational Design in Information Literacy Instruction

    Science.gov (United States)

    Hess, Amanda Nichols

    2015-01-01

    Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best…

  20. An Argument for Disciplinary Information Literacy

    Science.gov (United States)

    Vaughan, Lauri J.; Smith, Sue; Cranston, Meredith

    2016-01-01

    Teachers become experts in their discipline and its writing conventions after years of study. However, they ask students who switch subjects five or six times a day to change disciplinary lenses every hour or so. This article presents an alternative to the established approach of simply integrating generalized information literacy skills into…

  1. Understanding and Practice of Information Literacy in Australian Government Libraries

    Science.gov (United States)

    Kirton, Jennifer; Barham, Lyn; Brady, Sean

    2008-01-01

    Most research on information literacy has emerged from the academic sector and there is a lack of research undertaken in the workplace. To further expand on this area of study, a survey was undertaken to investigate librarians' understanding of information literacy and the application of information literacy in government libraries in Australia.…

  2. Creative Approaches to Information Literacy for Creative Arts Students

    Science.gov (United States)

    Appleton, Leo; Grandal Montero, Gustavo; Jones, Abigail

    2017-01-01

    This paper discusses the information literacy requirements of art and design students, and how traditional approaches to information literacy education are not always appropriate for these particular students. The paper argues that different, creative, and innovative approaches to information literacy training need to be developed with the…

  3. Information Literacy: The Battle We Won That We Lost?

    Science.gov (United States)

    Cowan, Susanna M.

    2014-01-01

    As we continue to revise our formal definitions of "information literacy" and to hone our delivery of information literacy across higher education, have we failed to see that information literacy as a programmatic aim, for all of its successes to date, is no longer relevant? The essay charts how the institutionalization of information…

  4. Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy

    Science.gov (United States)

    Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.

    2014-12-01

    The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude

  5. Assessing Change in High School Student Information Literacy Using the Tool for Real-Time Assessment of Information Literacy Skills

    Science.gov (United States)

    Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura M.

    2012-01-01

    Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure…

  6. Getting Over Method: Literacy Teaching as Work in "New Times."

    Science.gov (United States)

    Luke, Allan

    1998-01-01

    Shifts the terms of the "great debate" from technical questions about teaching method to questions about how various kinds of literacies work within communities--matters of government cutbacks and institutional downsizing, shrinking resource and taxation bases, and of students, communities, teachers, and schools trying to cope with rapid and…

  7. Embodied literacies imageword and a poetics of teaching

    CERN Document Server

    Fleckenstein, Kristie S

    2003-01-01

    Embodied Literacies: Imageword and a Poetics of Teaching is a response to calls to enlarge the purview of literacy to include imagery in its many modalities and various facets. Kristie S. Fleckenstein asserts that all meaning, linguistic or otherwise, is a result of the transaction between image and word. She implements the concept of imageword-a mutually constitutive fusion of image and word-to reassess language arts education and promote a double vision of reading and writing. Utilizing an accessible fourfold structure, she then applies the concept to the classroom, reconfiguring what teachers do when they teach, how they teach, what they teach with, and how they teach ethically. Fleckenstein does not discount the importance of text in the quest for literacy. Instead, she places the language arts classroom and teacher at the juncture of image and word to examine the ways imagery enables and disables the teaching of and the act of reading and writing. Learning results from the double play of language and ima...

  8. Information Literacy Education in the UK: Reflections on Perspectives and Practical Approaches of Curricular Integration

    Directory of Open Access Journals (Sweden)

    Susie Andretta

    2008-10-01

    Full Text Available This paper has two main aims, to present the current position of information literacy education in UK-based academic institutions and to propose a strategy that ensures the integration of this phenomenon in learning and teaching institutional practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives, including the institutional angle and the views associated with faculty staff, library staff and students. What transpires from the findings is that information literacy from an institutional perspective is dominated by the need to measure information skills within the context of information as a discipline in its own right. Another issue that is raised by the data points to a great deal of misinformation regarding information literacy, and that, as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. We aim to address these points by drawing on recent scholarship and research in the field which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a Fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum.

  9. Information Literacy (IL) learning experiences: A literature review ...

    African Journals Online (AJOL)

    This paper is a review of extant literature on information literacy. The study reports literature on IL learning experiences in institutions across the globe. It also discusses the spectrum of literacy to give information literacy a context. Furthermore, the paper presents an overview of IL learning initiatives in academic ...

  10. Motivated Reasoning, Political Information, and Information Literacy Education

    Science.gov (United States)

    Lenker, Mark

    2016-01-01

    Research in psychology and political science has identified motivated reasoning as a set of biases that inhibit a person's ability to process political information objectively. This research has important implications for the information literacy movement's aims of fostering lifelong learning and informed citizenship. This essay argues that…

  11. The Role of Information Literacy in Higher Education: An Initiative at Al Akhawayn University in Morocco.

    Directory of Open Access Journals (Sweden)

    Aziz El Hassani

    2015-12-01

    Full Text Available This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.

  12. What Does Financial Literacy Training Teach Us?

    Science.gov (United States)

    Carlin, Bruce Ian; Robinson, David T.

    2012-01-01

    The authors use data from a finance-related theme park to explore how financial education changes investment, financing, and consumer behavior. Students were assigned fictitious life situations and asked to create household budgets. Some students received a 19-hour financial literacy curriculum before going to the park, and some did not. After…

  13. Teaching Students Financial Literacy Using the Internet

    Science.gov (United States)

    Risinger, C. Frederick

    2009-01-01

    As the author researched the causes and implications of the current economic crisis, he came across numerous commentaries on how financial literacy was seldom taught (or taught well) in U.S. schools. This article, aimed at teachers and supervisors at all grade levels, describes some Internet sites that: (1) explain the collapse of the housing…

  14. Information Technology and Literacy Assessment.

    Science.gov (United States)

    Balajthy, Ernest

    2002-01-01

    Compares technology predictions from around 1989 with the technology of 2002. Discusses the place of computer-based assessment today, computer-scored testing, computer-administered formal assessment, Internet-based formal assessment, computerized adaptive tests, placement tests, informal assessment, electronic portfolios, information management,…

  15. Information Literacy: Liberal Education for the Information Age.

    Science.gov (United States)

    Breivik, Patricia Senn; Jones, Dan L.

    1993-01-01

    The challenge for higher education today is to develop better ways to guide individuals through rapidly expanding old and new resources in their search for knowledge. This means helping undergraduates develop skills in information literacy, the effective seeking and packaging of information. (MSE)

  16. Information Literacy: Essential Skills for the Information Age, Second Edition

    Science.gov (United States)

    Eisenberg, Michael B.; Lowe, Carrie A.; Spitzer, Kathleen L.

    2004-01-01

    This is the definitive work on information literacy. Michael Eisenberg, known worldwide as one of the originators of the innovative Big6 Information Problem Solving Process, and frequent presenters on the subject Carrie A. Lowe and Kathleen L. Spitzer have extensively revised and updated this long-awaited second edition. Tracing the history of…

  17. Literacy processes cognitive flexibility in learning and teaching

    CERN Document Server

    Cartwright, Kelly B

    2015-01-01

    Reading and writing instruction require individuals--both students and teachers--to flexibly process many kinds of information, from a variety of sources. This is the first book to provide an in-depth examination of cognitive flexibility: how it develops across the lifespan; its role in specific literacy processes, such as phonemic awareness, word recognition, and comprehension; and implications for improving literacy instruction and teacher education. The contributors include leading researchers in literacy, psychology, and cognitive development, who summarize the current state of the science

  18. Concise guide to information literacy

    CERN Document Server

    Lanning, Scott

    2012-01-01

    At a time when students are bombarded with a seemingly infinite variety of information sources, this invaluable guide helps them build the skills they need to distinguish good sources from those that are less reliable.

  19. Introducing Information Literacy Competency Standards for Nursing.

    Science.gov (United States)

    Phelps, Sue F; Hyde, Loree; Planchon Wolf, Julie

    2015-01-01

    The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice.

  20. Information Literacy Policy Development in Canada: Is It Time?

    Directory of Open Access Journals (Sweden)

    Cara Bradley

    2013-10-01

    Full Text Available This article examines policy issues related to information literacy in Canada. It provides some background on the information literacy concept, reflecting on popular definitions offered by American, British, and Australian library associations, before advocating for a broader definition that views information literacy as a human right. Information literacy is also considered in relationship to the proliferation of other “literacies,” such as digital, web, media, and information technology, that are the subject of increased advocacy and attention from interest groups and educators. The ongoing need for improved information literacy levels is analyzed not only in the context of inputs (the increasing complexity of the information environment but also in terms of potential personal, social, and economic outcomes that can be realized through widespread information literacy education efforts. The paper argues that information literacy must become a priority not only among academic librarians but also school, public, and special librarians, as well as others outside of the library sector, if significant improvements in information literacy levels are to be realized. Such a coordinated approach can only be achieved in the context of policies that require, and adequately support, widespread efforts at improving information literacy levels. After a review of the ad-hoc state of information literacy education in Canada today, this paper analyzes information literacy-related policy development efforts in Canada to date in the four arenas where one would expect to see such activity: the Government of Canada, provincial governments, library associations, and other stakeholder groups. This article aims to start a wide-reaching discussion about information literacy and associated policy issues in Canada.

  1. Making information literacy online come alive

    Directory of Open Access Journals (Sweden)

    Anna Kågedal

    2013-12-01

    Full Text Available Experiences from creating an online course for Public Health students This paper aims to present the development of an online course in which teachers and librarians cooperated closely to create a syllabus that aims to allow students to fulfill the following goals: learn how to find, search and critically examine information about Public Health Arenas, acquire referencing and citing skills, practice in giving and receiving constructive feedback. Setup The librarians created a lesson for the course with the following content: short film clip to enhance focus on the importance of being able to find and evaluate proper information in the work life, lecture on ways to think in order to enhance information searching skills, tutorial for a major database, collection of links to sites on reference management and reference management programs. In the course there were Information literacy (IL tasks especially aimed at finding scientific articles and managing references for writing a paper. The IL tasks were written by the teacher and librarian together. Grading and feedback were done by librarians. Results The first time the setup did not work very well. When students handed assignments to the librarian, few seemed to have followed the instructions. Few students referred to searching in databases, and few had actually found and chosen relevant scientific articles for their assignments. The students were not able to examine the reference management of their peers in an acceptable manner. A plausible explanation is that since they couldn't manage their own references well, they couldn't examine their peers performance either. In preparation for the next round (fall 2012, the teacher and librarian got together to come up with a way to help the students perform better. Together they evaluated the IL task setup, and came up with the idea that the IL part, where the students were to describe how they found relevant material to work with, had to precede the

  2. Unifying Librarian Skills with Students’ Need for Information Literacy

    Directory of Open Access Journals (Sweden)

    Helle Brink

    2016-12-01

    Full Text Available The presentation will focus on the challenge of unifying the librarians’ skills, knowledge, and eagerness to communicate these, with the students’ need for information literacy (IL. We propose that this is done best by departing from the view of IL as a normative concept where the meeting between librarian and the students focusses on teaching the students tools and techniques for future use. We perceive it as far more beneficial to view IL from a Limberg perspective, where focus is on the students’ learning and needs in his/her current situation and context. Based on teaching experiences at Aalborg University Library, we will explore the shift in approach to IL through two cases. The teaching activities at Aalborg University are founded on problem-based learning (PBL. PBL entails among other things that students are responsible for their own learning and work with real problems in groups. PBL is therefore a highly significant element in our perception of IL and a corner stone in the teaching activities at Aalborg University Library. Our new approach to IL specifically means that we more gradually than before instill the students with the knowledge and skills needed. In our teaching activities, we focus on showing the complexity of the academic world of information, and at the same time provide the students with basic navigation skills. Hopefully, this enables them to discover what it is they need to know in order to become information literate in the given situation, and if necessary ask us for assistance to achieve this. Based on their motivation to learn, we can support our teaching with a guidance session where we unfold the tools and knowledge required for them to become information literate in their given situation.

  3. Exploring methods in information literacy research

    CERN Document Server

    Lipu, Suzanne; Lloyd, Annemaree

    2007-01-01

    This book provides an overview of approaches to assist researchers and practitioners to explore ways of undertaking research in the information literacy field. The first chapter provides an introductory overview of research by Dr Kirsty Williamson (author of Research Methods for Students, Academics and Professionals: Information Management and Systems) and this sets the scene for the rest of the chapters where each author explores the key aspects of a specific method and explains how it may be applied in practice. The methods covered include those representing qualitative, quantitative and mix

  4. Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana

    2010-01-01

    The purpose of this paper is to bring together research on learning and teaching in science – especially for scientific literacy and citizenship – with new insights into museum didactics in order to inform innovative ways of creating museum exhibits and visits and develop new ways of linking formal...... and informal learning environments. Knowledge from different domains that have evolved substantially over the past few decades is brought together with the intention of setting up some relatively concrete guidelines for arranging visits to science museums. First we examine new understandings of science...... learning in relation to the questions of why young people should learn science and what kind of science they should learn. We touch upon issues of scientific literacy and citizenship, dialogical processes, the nature of science, and inquiry-based teaching among others. Secondly, we relate our reflections...

  5. Information Literacy Delivery in Tanzanian Universities: an ...

    African Journals Online (AJOL)

    Based on a questionnaire survey of librarians and undergraduate students, the study found that the main IL teaching methods used include lectures, web pages and seminars, while content covered in IL sessions include information search skills, use of library facilities, information evaluation, and use of information sources.

  6. SOCIAL NETWORKSANALYSIS AND LITERACY: CONTRIBUITION TO THE PORTUGUESE LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Eliane Vitorino de Moura Oliveira

    2016-06-01

    Full Text Available This paper, part of a study in language studies, by mapping the speech of 24 teenagers come from a rural district of Londrina, Paraná, shows social networks analysis as an analytical metode appropriate to recognize the linguistic reality of the students, because this recognition is necessary for the development of teaching materials that respond to current needs. Under the bias of Sociolinguistica, especially its educational component, that carry the studies of literacy, discussions on the results certify the work with the Social Network Analysis (ARS as an efficient answer to the search for ways to effective teaching of Portuguese language as mother tongue. It is the school’s responsibility to take into consideration factors such as the social interaction networks in which students, identity issues, and the level of literacy of the students’ out-of-school lives for the ideal learning.

  7. Making Information Visual: Seventh Grade Art Information and Visual Literacy

    Science.gov (United States)

    Shoemaker, Joel; Schau, Elizabeth; Ayers, Rachael

    2008-01-01

    Seventh grade students entering South East Junior High in Iowa City come from eight elementary feeder schools, as well as from schools around the world. Their information literacy skills and knowledge of reference sources vary, but since all seventh graders and new eighth graders are required to take one trimester of Visual Studies, all entering…

  8. SYSTEM OF INCREASE OF LIBRARY WORKERS INFORMATIVE LITERACY

    Directory of Open Access Journals (Sweden)

    Svitlana M. Ivanova

    2011-02-01

    Full Text Available The article is devoted to the problems of modern information and communication technologies use in professional activity of library workers. The methods of increase of librarian informative literacy are offered. The special course aiming to prepare the skilled specialists who can decide innovative tasks on introduction, management and work with electronic resources is described. The tasks which will help listeners to enter in a theory and practice of electronic resources use in a modern library are decided in the course, such as: to form skills for working in electronic libraries; to teach the methods of modernization of informative librarian services on the base of technologies and resources of electronic libraries, freely Eprints software use.

  9. Results of Studying Astronomy Students’ Science Literacy, Quantitative Literacy, and Information Literacy

    Science.gov (United States)

    Buxner, Sanlyn; Impey, Chris David; Follette, Katherine B.; Dokter, Erin F.; McCarthy, Don; Vezino, Beau; Formanek, Martin; Romine, James M.; Brock, Laci; Neiberding, Megan; Prather, Edward E.

    2017-01-01

    Introductory astronomy courses often serve as terminal science courses for non-science majors and present an opportunity to assess non future scientists’ attitudes towards science as well as basic scientific knowledge and scientific analysis skills that may remain unchanged after college. Through a series of studies, we have been able to evaluate students’ basic science knowledge, attitudes towards science, quantitative literacy, and informational literacy. In the Fall of 2015, we conducted a case study of a single class administering all relevant surveys to an undergraduate class of 20 students. We will present our analysis of trends of each of these studies as well as the comparison case study. In general we have found that students basic scientific knowledge has remained stable over the past quarter century. In all of our studies, there is a strong relationship between student attitudes and their science and quantitative knowledge and skills. Additionally, students’ information literacy is strongly connected to their attitudes and basic scientific knowledge. We are currently expanding these studies to include new audiences and will discuss the implications of our findings for instructors.

  10. Information Literacy--Don't Search the WWW Without It!

    Science.gov (United States)

    Cromer, Donna E.

    2002-04-01

    Physics and astronomy information resources are proliferating at a rapid pace today. The ability to differentiate between the myriad of resources available and to learn to evaluate them is a necessary skill if students are to succeed in college and beyond. This is not a new problem, in fact, yet it has become more urgent with the proliferation of the World Wide Web and the ability of anyone to put up a webpage. Too often students pay little attention to the authority behind a website, and use whatever they find without questioning the source. It is important, then, to include information literacy skills in the curriculum. Physics and astronomy librarians are uniquely qualified to assist in developing these skills. Even better is cooperation and collaboration between the librarian and the teaching faculty. In practice, this works best when any sort of information seeking assignment, including a research paper, is required for a class. Information literacy is defined and discussed, and an outline of an instruction session that could be used in conjunction with a research paper assignment is given.

  11. Embedded Information Literacy in the Basic Oral Communication Course: From Conception through Assessment

    Science.gov (United States)

    Weaver, Kari D.; Pier, Penni M.

    2010-01-01

    This article explores the process of embedding information literacy into a basic oral communication course. Discussion includes student performance as an impetus for change, collaborative course design between the oral communication teaching team and instructional librarians, and assessment initiatives. Suggestions for future collaborative work…

  12. Evolving Digital Divides in Information Literacy and Learning Outcomes: A BYOD Journey in a Scondary School

    Science.gov (United States)

    Adhikari, Janak; Scogings, Chris; Mathrani, Anuradha; Sofat, Indu

    2017-01-01

    Purpose: The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors' report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest…

  13. Enhancing Health Literacy through Accessing Health Information, Products, and Services: An Exercise for Children and Adolescents

    Science.gov (United States)

    Brey, Rebecca A.; Clark, Susan E.; Wantz, Molly S.

    2007-01-01

    The second National Health Education Standard states the importance of student demonstration of the ability to access valid health information and services. The teaching technique presented in this article provides an opportunity for children and adolescents to develop their health literacy and advocacy skills by contributing to a class resource…

  14. Relative effect of environmental factors, information literacy, course

    African Journals Online (AJOL)

    Computer literacy, as an aspect of information literacy refers to effectiveness in searching for ... study, that researchers in the sciences use ICT facilities in their information .... Human Kinetics and Health Education, Creative Arts, Chemical Engineering, ... Questions were asked to obtain information on the relative effect of.

  15. The Information Literacy of Survey Mark Hunting: A Dialogue

    Directory of Open Access Journals (Sweden)

    Jennifer Galas

    2016-11-01

    Full Text Available In Brief: This article makes connections between the ACRL Framework for Information Literacy for Higher Education and the activity of survey mark hunting. After a brief review of the literature related to geographic information systems (GIS, information literacy, and gamification of learning, the authors enter into a dialogue in which they discover and describe the...

  16. The personal knowledge base conception of information literacy

    NARCIS (Netherlands)

    A.A.J. (Jos) van Helvoort

    2014-01-01

    Although most authors on Information Literacy do not really differ in their definitions of the information literacy concept, phenomenographic research makes clear that in the context of education at least two different conceptions can be distinguished: an “Information Problem Solving” conception and

  17. Cultural Shifts: Putting Critical Information Literacy into Practice

    Science.gov (United States)

    Hicks, Alison

    2013-01-01

    This paper uses the example of foreign languages to explore the integration of critical information literacy into the curriculum of various disciplines. By closely examining the practices and values inherent in the foreign language information environment, the paper suggests that a critical vision of information literacy provides the most…

  18. The Language of Information Literacy: Do Students Understand?

    Science.gov (United States)

    Schaub, Gayle; Cadena, Cara; Bravender, Patricia; Kierkus, Christopher

    2017-01-01

    To effectively access and use the resources of the academic library and to become information-literate, students must understand the language of information literacy. This study analyzes undergraduate students' understanding of fourteen commonly used information-literacy terms. It was found that some of the terms least understood by students are…

  19. Designing digital health information in a health literacy context

    NARCIS (Netherlands)

    Meppelink, C.S.

    2016-01-01

    Digital health information is widely available, but not everyone fully benefits due to limited health literacy. Until now, little was known about how health literacy influences information processing and how design features of digital health information can be used to create optimal health messages

  20. Perspectives on Information Literacy: A Framework for Conceptual Understanding

    Science.gov (United States)

    Addison, Colleen; Meyers, Eric

    2013-01-01

    Information literacy, 40 years since the term was coined, remains a conceptually contested aspect of library and information science research. This paper uses a review of the literature related to the concept of information literacy to identify three different perspectives, their historical origins, and connection to library and information…

  1. Business News as a Source of Information Literacy in Marketing

    Science.gov (United States)

    Fowler, Kendra; Bridges, Eileen

    2017-01-01

    Among the proficiencies that marketing students should acquire, information literacy, the ability to gather and apply pertinent information to aid in decision making, is commonly overlooked. In this article, information literacy is explored along four complementary dimensions: instrumental, conceptual, reflective, and symbolic. Furthermore, the…

  2. Position paper: Web tutorials and Information Literacy research

    DEFF Research Database (Denmark)

    Hyldegård, Jette

    2011-01-01

    Position paper on future research challenges regarding web tutorials with the aim of supporting and facilitating Information Literacy in an academic context. Presented and discussed at the workshop: Social media & Information Practices, track on Information literacy practices, University of Borås...

  3. Improving academic literacy by teaching collocations | Nizonkiza ...

    African Journals Online (AJOL)

    Stellenbosch Papers in Linguistics ... Abstract. This study explores the effect of teaching collocations on building academic vocabulary and hence improving academic writing abilities. ... They were presented with a completion task and an essay-writing task before and after being exposed to a collocation-based syllabus.

  4. Linking reading literacy assessment and teaching: Rethinking ...

    African Journals Online (AJOL)

    Assessment is a common task in education and has many varied purposes. One of these is the use of assessment data to make decisions about teaching and support to struggling learners. Teacher preparation programmes should provide candidates with a rigorous, research-based curriculum and opportunities to practice ...

  5. Pedagogical strategies for teaching literacy to ESL immigrant students: a meta-analysis.

    Science.gov (United States)

    Adesope, Olusola O; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles

    2011-12-01

    Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to immigrant students. Following an exhaustive and systematic search for studies meeting pre-determined inclusion criteria, two researchers independently extracted data from 26 English as a Second Language (ESL) studies involving 3,150 participants. These participants consisted of ESL immigrant students in kindergarten through grade 6 who were exposed to English literacy instructional interventions. Measured outcomes were reading and writing. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio-economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition

  6. Investigate the relation between the media literacy and information literacy of students of communication science and information science and knowledge

    Directory of Open Access Journals (Sweden)

    Elham Esmaeil Pounaki

    2017-03-01

    Full Text Available The new millennium is called Information Age, in which information and communication technologies have been developed. The transfer from industrial society to information society has changed the form and level of education and information from those of the past times. In the past, literacy meant the ability of reading and writing, but today the meaning of literacy has been changed through the time and such a type of literacy is not enough to meet people’s needs in the industrial society of the 21st century. Today’s life requires media and information literacy especially for the students, whose duty is to research and who have a significant role in the development of their country from any perspective. This research aims to study the relation between the media literacy and information literacy of the students of the fields of communication science and information science and knowledge. This is an applied research in terms of its objective and uses a survey-correlation method. The statistical population of this research consists of the postgraduate students studying in the fields of study of information science and knowledge and communication science at Tehran University and Allameh Tabatabai University. The data required for this research were collected by a researcher-made questionnaire. The reliability of the questionnaire has been evaluated by Cronbach’s Alpha, which was equal to 0.936. The data were analyzed using descriptive and inferential statistic methods. The results showed that the level of media literacy and information literacy of students is desirable. There is a significant relationship between the economic status of students and their media literacy. However, the social status of students was directly related to their "ability to communicate" variable of media literacy. Also the Pearson correlation test showed a significant relationship between the variables of media literacy and information literacy.

  7. Making a Case for Case-Based Teaching in Data Literacy

    Science.gov (United States)

    Riddle, Derek R.; Beck, Jori S.; Morgan, Joseph John; Brown, Nancy; Whitesides, Heather

    2017-01-01

    Building on a study conducted by the authors, this article provides strategies for teaching data literacy and outlines the case-based teaching method as an effective way of developing data-literate teachers.

  8. Exploring Metacogntive Visual Literacy Tasks for Teaching Astronomy

    Science.gov (United States)

    Slater, Timothy F.; Slater, S.; Dwyer, W.

    2010-01-01

    Undoubtedly, astronomy is a scientific enterprise which often results in colorful and inspirational images of the cosmos that naturally capture our attention. Students encountering astronomy in the college classroom are often bombarded with images, movies, simulations, conceptual cartoons, graphs, and charts intended to convey the substance and technological advancement inherent in astronomy. For students who self-identify themselves as visual learners, this aspect can make the science of astronomy come alive. For students who naturally attend to visual aesthetics, this aspect can make astronomy seem relevant. In other words, the visual nature that accompanies much of the scientific realm of astronomy has the ability to connect a wide range of students to science, not just those few who have great abilities and inclinations toward the mathematical analysis world. Indeed, this is fortunate for teachers of astronomy, who actively try to find ways to connect and build astronomical understanding with a broad range of student interests, motivations, and abilities. In the context of learning science, metacognition describes students’ self-monitoring, -regulation, and -awareness when thinking about learning. As such, metacognition is one of the foundational pillars supporting what we know about how people learn. Yet, the astronomy teaching and learning community knows very little about how to operationalize and support students’ metacognition in the classroom. In response, the Conceptual Astronomy, Physics and Earth sciences Research (CAPER) Team is developing and pilot-testing metacogntive tasks in the context of astronomy that focus on visual literacy of astronomical phenomena. In the initial versions, students are presented with a scientifically inaccurate narrative supposedly describing visual information, including images and graphical information, and asked to assess and correct the narrative, in the form of peer evaluation. To guide student thinking, students

  9. Using Primary Literature to Teach Science Literacy to Introductory Biology Students

    OpenAIRE

    Johanna Krontiris-Litowitz

    2013-01-01

    Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives al...

  10. Designing and Implementing an Information Literacy Course in the Humanities

    Directory of Open Access Journals (Sweden)

    Ellen Daugman

    2012-04-01

    Full Text Available As instructors in the Z. Smith Reynolds Library information literacy program at Wake Forest University, we are expanding beyond our introductory course model to teach discipline-specific information literacy courses. Z. Smith Reynolds Library initiated an information literacy program in 2002 and currently offers a 1-credit elective, taught in 15 sections per semester. Advanced discipline-specific courses were added in Spring 2008, and include courses in the social sciences, business and economics, and the sciences. As the subject specialists for art, dance, literature, music, religion and theatre, we were charged with creating a credit-bearing arts and humanities information literacy course, LIB250: Humanities Research Sources and Strategies. In addition to our arts and humanities course content and methodologies, we incorporated web2.0 technologies throughout course design and delivery in order to streamline planning and to facilitate student engagement. In our course preparation, we utilized Google Docs for collaborative brainstorming, planning, organization and self-evaluation. Our students used Google Docs for submitting their course assignments, which included a faculty or practitioner interview and the final project for the course. The project was an annotated bibliography that extended beyond books and journal articles to include additional elements such as scholarly associations, core journals, primary sources, and major special collections related to their topics. A blog was used for the course syllabus, incorporating assignment information and supplementary resources for class topics; student blogging included reflection and feedback on each lecture as well as application of class content to their research topics. A visit to the Library's Rare Books Reading Room exposed the students to the Library's unique holdings and introduced them to rare and archival resources at other libraries. Our article presents this process from start to

  11. Information and communication strategies for increasing information literacy in students

    Directory of Open Access Journals (Sweden)

    Haddadian, F

    2013-04-01

    Full Text Available The study reviews the effects of Information and Communication Technology (ICT on learning and information literacy of students. Experimental method involving experimental and control groups was used. Pre-test and post-test were run to investigate the effectiveness of ICT. The statistical population of the research consisted of all male third year students of middle school (school year 89-90 in the city of Arak. After pre-certification testing and applying random cluster sampling, 64 students were selected and placed into two experimental and control groups. Data collection instruments were Educational Improvement Test and Standardized Information Literacy Questionnaire. Collected data were analysed using analysis of covariance method, t-test, and non-parametric Mann-Whitney U test. Findings showed that general hypotheses of the research were true: ICT has a significant effect on learning rate of students, and there is a significant difference between the experimental group and control group regarding information literacy and its features. Based on the results of this study, we recommend educational authorities to apply ICT in educational canters in order to improve students’ learning and educational quality.

  12. Translating Information Literacy: Online Library Support for ESL Students

    Science.gov (United States)

    Lombard, Emmett

    2016-01-01

    This article describes information literacy struggles of ESL college students within the context of four information literacy components: Identify, Locate, Evaluate, Use. Experiences from an online freshman composition course are used to illustrate these struggles, along with techniques academic librarians use to help ESL students from a distance.

  13. Information literacy in the Netherlands: rise, fall and revival

    NARCIS (Netherlands)

    Voogt, J.; ten Brummelhuis, A.; Tatnall, A.; Davey, B.

    2014-01-01

    This contribution describes and reflects on the development of Information Literacy in the Dutch curriculum for secondary education in the early 1980s, its place in the curriculum in the 1990s and its evaporation early 2000. After a decade without any attention for Information Literacy in the

  14. Employer Perceptions of Critical Information Literacy Skills and Digital Badges

    Science.gov (United States)

    Raish, Victoria; Rimland, Emily

    2016-01-01

    Digital badges are an educational innovation used to measure learning of specific skills, such as information literacy. However, few studies have quantitatively surveyed employers for their perceptions about information literacy skills or digital badges. An online survey was developed and sent to employers to gauge perceptions of information…

  15. The Whole Student: Cognition, Emotion, and Information Literacy

    Science.gov (United States)

    Matteson, Miriam L.

    2014-01-01

    Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students' information literacy scores. Two…

  16. Improving Strategies for Low-Income Family Children's Information Literacy

    Science.gov (United States)

    Zhang, Haiyan; Washington, Rodney; Yin, Jianjun

    2014-01-01

    This article discussed the significance of improving low-income family children's information literacy, which could improve educational quality, enhance children's self-esteem, adapt children to the future competitive world market, as well as the problems in improving low-income family children's information literacy, such as no home computer and…

  17. Proposing a Metaliteracy Model to Redefine Information Literacy

    Science.gov (United States)

    Jacobson, Trudi E.; Mackey, Thomas P.

    2013-01-01

    Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and…

  18. Year 7 Students, Information Literacy, and Transfer: A Grounded Theory

    Science.gov (United States)

    Herring, James E.

    2011-01-01

    This study examined the views of year 7 students, teacher librarians, and teachers in three state secondary schools in rural New South Wales, Australia, on information literacy and transfer. The aims of the study included the development of a grounded theory in relation to information literacy and transfer in these schools. The study's perspective…

  19. First Thoughts on Implementing the Framework for Information Literacy

    Science.gov (United States)

    Jacobson, Trudi E.; Gibson, Craig

    2015-01-01

    Following the action of the ACRL Board in February 2015 in accepting the "Framework for Information Literacy for Higher Education" as one of the "constellation of documents" that promote and guide information literacy instruction and program development, discussion in the library community continues about steps in implementing…

  20. Teaching Literacy through Braille in Mainstream Settings whilst Promoting Inclusion: Reflections on Our Practice

    Science.gov (United States)

    Roe, Joao; Rogers, Sue; Donaldson, Marion; Gordon, Clare; Meager, Nathan

    2014-01-01

    We would describe teaching literacy through braille as one of the most rewarding and challenging aspects of the role of a Qualified Teacher for the Visually Impaired (QTVI). This article focuses on teaching literacy through braille in mainstream settings whilst promoting inclusion and meeting the social-emotional needs of children who use braille.…

  1. Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education

    Science.gov (United States)

    Paxton, Moragh; Frith, Vera; Kelly-Laubscher, Roisin; Muna, Natashia; van der Merwe, Mathilde

    2017-01-01

    Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide…

  2. Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature

    Science.gov (United States)

    Klucevsek, Kristin M.; Brungard, Allison B.

    2016-01-01

    For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we…

  3. What Immigrant Students Can Teach Us about New Media Literacy

    Science.gov (United States)

    Lam, Wan Shun Eva

    2012-01-01

    Adolescents who have immigrant backgrounds are developing language, literacy, and social skills across national borders as they use social media and online tools to interact with people and information sources in different communities across their countries of origin and settlement. These transnational digital practices have the potential to serve…

  4. Teaching and Reaching the Millennial Generation through Media Literacy

    Science.gov (United States)

    Considine, David; Horton, Julie; Moorman, Gary

    2009-01-01

    These are times of rapid technological change that challenge all educators. The children currently in school--often referred to as the "Millennial Generation"--have always been immersed in Information Communication Technology. Millennials bring to school a rich set of literacy skills that allows them instant communication and access to a wealth of…

  5. Special Collections, Primary Resources, and Information Literacy Pedagogy

    Directory of Open Access Journals (Sweden)

    Melissa A. Hubbard

    2013-08-01

    Full Text Available Literature suggests that teaching Information Literacy (IL as an intellectual framework, rather than a set of computer-based tools, can be challenging for numerous reasons. At the same time, other articles describe the unique value of using hands-on investigations of special collections materials to facilitate the development of critical thinking skills and IL in discipline-specific contexts for upper-level students. This article reports on a collaboration between an IL instructor and a special collections librarian to create a hands-on special collections experience for entry-level IL students. We found that exposing these students to these materials can improve their IL and research skills. We explain our methods for designing and assessing such class sessions, and report on our results with students.

  6. Linguistic ethnography as a resource in literacy teaching and teacher training

    DEFF Research Database (Denmark)

    Dolmer, Grete

    2017-01-01

    between teacher and pupils and 2) the literacy teacher’s assessment of and feedback on pupils’ written and oral texts. Based on the analyses, we will discuss how linguistic ethnography can contribute to the development of literacy teaching at intermediate level in primary and lower secondary school......Linguistic ethnography as a resource in literacy teaching and teacher training This poster presents work-in-progress from an ongoing case study of literacy teaching in a multilingual and socially complex Year 4 class in Aarhus, Denmark. The underlying assumption is that pupils’ understandings...... and highlight the potentials and benefits of linguistic ethnography as a resource in current attempts to research-base teacher education.Lefstein, A. & J. Snell. 2014. Better than best practice. Developing teaching and learning through dialogue. London: Routledge.Keywords: literacy teaching classroom dialogue...

  7. Developing diverse learners’ conceptions of information literacy through different tools and spaces

    Directory of Open Access Journals (Sweden)

    Sheila Webber

    2010-09-01

    poster: these were put up in a display in Sheffield University’s Information Commons. The exhibition was attended by all students, and by Departmental staff and librarians. This was a very lively session, and the posters demonstrated the variety of career aspirations of the students (including library work in various sectors, but also management roles, consultancy, government posts etc.. Students were able to identify aspects of information literacy most important to them. The third activity involves a smaller number of students from the same cohort, using the Virtual World, Second Life. The presenter set up a three dimensional exhibition “What information/literacy means to me” based around quotations from the research study referred to above, and from another study by Shahd Salha (a PhD student researching Syrian school librarians’ conceptions of information literacy. People interact with the exhibition (as avatars, and are then encouraged provide their own quotations [this activity will take place in Spring 2010, but the exhibition is already in place]. In the subsequent roundtable the presenter would prefer to be led by the interests and questions of participants. However her own three questions would be: How have other participants exploited cultural/national differences in their students to gain a richer picture of information literacy? Have other participants used posters in their information literacy teaching? Have others used conceptions of information literacy derived from research in their teaching? References: Webber, S. Boon, S. and Johnston, B. (2005 “A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing.” Library and Information Research, 30 (93, 4-15.

  8. A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education--Implementing an Information Literacy Conceptual Framework

    Science.gov (United States)

    Klebansky, Anna; Fraser, Sharon P.

    2013-01-01

    This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically,…

  9. Information Literacy Education on College of Technology at Kyushu Area

    Science.gov (United States)

    Kozono, Kazutake; Ikeda, Naomitsu; Irie, Hiroki; Fujimoto, Yoichi; Oshima, Shunsuke; Murayama, Koichi; Taguchi, Hirotsugu

    Recently, the importance of an engineering education increases by the development of the information technology (IT) . Development of the information literacy education is important to deal with new IT in the education on college of technology. Our group investigated the current state of information literacy education on college of technology at Kyushu area and the secondary education. In addition, we investigated about the talent whom the industrial world requested. From these investigation results, this paper proposed cooperation with the elementary and secondary education, enhancement of intellectual property education, introduction of information ethics education, introduction of career education and enhancement of PBL to information literacy education on college of technology.

  10. Desarrollo de destrezas de información y nativos digitales: un reto en ciernes/Development of information literacy skills and digital natives: a budding challenge.

    OpenAIRE

    Centeno-Alayón, Purísíma

    2015-01-01

    The Internet is useful for developing online information literacy experiences. This article justifies the developing of information literacy in its academic context and mentions the digital media as the vehicle to provide teaching-learning experiences. It also, emphasizes the digital native nature of our students and future learners.

  11. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  12. Financial literacy: an interface between fi nancial information and ...

    African Journals Online (AJOL)

    the cognitive ability to understand fi nancial information in the context of these ... the interface (or gap) between information (matter) and decision-making (mind). ... Awareness of fi nancial literacy from the interface perspective promotes a ...

  13. Integrating Veterinary Subject Expertise With Information Literacy Expertise to Teach and Assess the Student Skills in Evidence-based Veterinary Medicine

    Directory of Open Access Journals (Sweden)

    Heather Moberly

    2017-05-01

    Full Text Available A 2015 survey of veterinary educators at AVMA accredited veterinary colleges indicated use of a wide variety of teaching modalities and a broad disparity among colleges about the amount of EBVM skills taught and their place in the curriculum. Evidence in learning theory suggests that teaching the skills of EBVM requires consideration of ways to optimise the transfer of skills from the didactic or pre-clinical to the clinical setting. We partnered to successfully integrate asking a clinical question, searching the literature, appraising the literature, and applying evidence to the clinical question to make a clinical recommendation in a pre-clinical, 2nd year, course (pharmacology and two 4th year clinical rotations (Small Animal Dermatology and Food Animal. We use lecture and paired work to introduce identifying knowledge gaps and writing background and PICO questions. Searching the biomedical literature is taught in hands-on labs with lecture followed up with open tutorial hands-on lab opportunities. Students initially work in small groups to learn critical appraisal using a literature evaluation form we created, and then learn to apply the evidence in order to make a clinical recommendation. We will report on the learning activities, assignments, rubrics, and student outcomes. Teaching materials are Creative Commons licensed and will be distributed. We will also describe challenges and recommendations for integrating EBVM skills into other disciplines.

  14. Information and Communication Technology Literacy: What Do Businesses Expect and What Do Business Schools Teach? Research Report. ETS RR-10-17

    Science.gov (United States)

    Ali, Radwan; Katz, Irvin R.

    2010-01-01

    Today's information and communications technology (ICT) provides unprecedented amounts of information to organizations and their employees. This overabundance challenges workers, placing an increasing premium on skills of sifting through information of sometimes dubious quality, integrating information critically, and producing well-reasoned…

  15. The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

    Science.gov (United States)

    Tewell, Eamon C.

    2018-01-01

    Critical information literacy is a way of thinking and teaching that examines the social construction and political dimensions of libraries and information, problematizing information's production and use so that library users may think critically about such forces. Being an educational approach that acknowledges and emboldens learners' agency,…

  16. Can We Teach Digital Natives Digital Literacy?

    Science.gov (United States)

    Ng, Wan

    2012-01-01

    In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students…

  17. Efficacy of integrating information literacy education into a women's health course on information literacy for RN-BSN students.

    Science.gov (United States)

    Ku, Ya-Lie; Sheu, Sheila; Kuo, Shih-Ming

    2007-03-01

    Information literacy, essential to evidences-based nursing, can promote nurses' capability for life-long learning. Nursing education should strive to employ information literacy education in nursing curricula to improve information literacy abilities among nursing students. This study explored the effectiveness of information literacy education by comparing information literacy skills among a group of RN-BSN (Registered Nurse to Bachelors of Science in Nursing) students who received information literacy education with a group that did not. This quasi-experimental study was conducted during a women's health issues course taught between March and June 2004. Content was presented to the 32 RN-BSN students enrolled in this course, which also taught skills on searching and screening, integrating, analyzing, applying, and presenting information. At the beginning and end of the program, 75 RN-BSN student self-evaluated on a 10 point Likert scale their attained skills in searching and screening, integrating, analyzing, applying, and presenting information. Results identified no significant differences between the experimental (n = 32) and control groups (n = 43) in terms of age, marital status, job title, work unit, years of work experience, and information literacy skills as measured at the beginning of the semester. At the end of the semester during which content was taught, the information literacy of the experimental group in all categories, with the exception of information presentation, was significantly improved as compared to that of the control group. Results were especially significant in terms of integrating, analyzing, and applying skill categories. It is hoped that in the future nursing students will apply enhanced information literacy to address and resolve patients' health problems in clinical settings.

  18. SEEK!: creating and crowdfunding a game-based open educational resource to improve information literacy

    Directory of Open Access Journals (Sweden)

    Andrew Walsh

    2014-03-01

    Full Text Available Crowdfunding was used for the development and production of an information literacy game, SEEK!, in 2012. The game aims to build skills around creating a search strategy and is deliberately generic and adaptable. This article outlines the reasons for using such a game for the teaching of information skills, the process of gaining funding via the crowdfunding platform Indiegogo and some future developments that build on the initial game creation and use.

  19. The Information Literacy of Survey Mark Hunting: A Dialogue

    Directory of Open Access Journals (Sweden)

    Jennifer Galas

    2016-11-01

    Full Text Available In Brief: This article makes connections between the ACRL Framework for Information Literacy for Higher Education and the activity of survey mark hunting. After a brief review of the literature related to geographic information systems (GIS, information literacy, and gamification of learning, the authors enter into a dialogue in which they discover and describe the various ways information literacy is both required by and developed through the recreational activity of survey mark hunting. Through their dialogue they found that the activity of survey mark hunting relies on the construction of both information and its authority in ways contextualized within the communities that participate; that survey mark hunting is a conversation that builds on the past, where lived experience counts as evidence; and, that survey mark hunting is both a metaphor and embodied enactment of information literacy.

  20. Online by design the essentials of creating information literacy courses

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    Mery, Yvonne

    2014-01-01

    As online instruction becomes more popular, librarians will want to develop the knowledge and skills needed to create an effective online information literacy course. Online by Design: The Essentials of Creating Information Literacy Courses will guide librarians as they go through the process of designing, developing, and delivering online information literacy courses. Yvonne Mery & Jill Newby offer proven techniques and tips for creating quality online courses that are engaging and effective. This handbook is perfect for instruction librarians who are interesting in developing new courses or

  1. Information literacy is not a one-man show

    Directory of Open Access Journals (Sweden)

    Mette Bønløkke

    2015-12-01

    Full Text Available This article will discuss the issues at stake when cooperation between library and faculty on information literacy (IL is initiated and explored by using an action research approach. Research on and experiences from cooperation between faculty libraries and faculties indicate that several teaching programmes have not integrated IL into the curriculum nor have they established a formalised cooperation between library and faculty on IL. Participants in the project were three librarians, six lecturers, one library manager, two directors of programme and two project managers from VIA University College, Denmark. The data for this study originates from focus group interviews, process protocols, records of reflective sessions and support meetings as well as from mail correspondences. Results indicate that formal cooperation between librarians and educators is necessary and provides the needed access to the other’s understanding of IL, the curriculum, pedagogical professionalism and mutual roles. A joint conceptual understanding of IL is important for making this teamwork work. Librarians need access to programme documents and knowledge on students’ level of learning and on course work. Co-teaching supports the librarian in developing pedagogical skills. Educators have diverging experiences with IL which can be a problem when challenging students on IL for their assignments. IL is everyone’s business and local dissemination of an agreed curriculum intervention throughout a programme is important. Leadership and re-sources are also significant if the integration of IL is to be possible.

  2. The evaluation of a digital information literacy program

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    Anne Sieberhagen

    2012-10-01

    Full Text Available The article reports on the evaluation of a digital information literacy program (DILP to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The DILP was originally designed and developed for the South African student, as member of Generation Y, but was adapted after identifying the demographics and characteristics of Generation Z.  This information was incorporated in the existing DILP, therefore making the DILP applicable to and useful for both Generations Y and Z. New learning technologies were identified and incorporated in the DILP to enhance students’ learning experience. An analysis of reported research indicated that there is a lack in the evaluation of programs to determine their effectiveness in enhancing the digital information literacy skills of students by using an outcomes assessment instrument. The development of an outcomes assessment instrument, which is based on internationally benchmarked information literacy competency standards and their outcomes, are presented. Evidence is provided of the effectiveness of the program in order to prove its worth as an instructional program.  Recommendations are made on how digital information literacy programs may be improved to be more effective in enhancing students’ digital information literacy skills

  3. Quality and Health Literacy Demand of Online Heart Failure Information.

    Science.gov (United States)

    Cajita, Maan Isabella; Rodney, Tamar; Xu, Jingzhi; Hladek, Melissa; Han, Hae-Ra

    The ubiquity of the Internet is changing the way people obtain their health information. Although there is an abundance of heart failure information online, the quality and health literacy demand of these information are still unknown. The purpose of this study is to evaluate the quality and health literacy demand (readability, understandability, and actionability) of the heart failure information found online. Google, Yahoo, Bing, Ask.com, and DuckDuckGo were searched for relevant heart failure Web sites. Two independent raters then assessed the quality and health literacy demand of the included Web sites. The quality of the heart failure information was assessed using the DISCERN instrument. Readability was assessed using 7 established readability tests. Finally, understandability and actionability were assessed using the Patient Education Materials Assessment Tool for Print Materials. A total of 46 Web sites were included in this analysis. The overall mean quality rating was 46.0 ± 8.9 and the mean readability score was 12.6 grade reading level. The overall mean understandability score was 56.3% ± 16.2%. Finally, the overall mean actionability score was 34.7% ± 28.7%. The heart failure information found online was of fair quality but required a relatively high health literacy level. Web content authors need to consider not just the quality but also the health literacy demand of the information found in their Web sites. This is especially important considering that low health literacy is likely prevalent among the usual audience.

  4. Teaching for physical literacy: Implications to instructional design and PETE

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    Stephen Silverman

    2015-06-01

    Full Text Available Physical education teachers play an important role in helping students' development of the motor skills needed to be physically literate individuals. Research suggests that teacher made instructional design decisions can lead to enhanced motor skill learning. After presenting a model of evidence-based research this paper presents information that will help teachers plan and execute lessons designed to improve students' motor skills. Variables that impact motor skill learning in physical education including time, type of practice, content, presentation and organizational strategies, and student skill level are presented and discussed. A brief section on student attitudes, their relation to motor skill learning and to physical literacy is included. Motor skills are needed for physically literate people to enjoy lifelong physical activity. Physical education teachers and the decisions they make contribute to students' learning and whether the goal of physical literacy is met.

  5. Media and information literacy is lifelong education component

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    Gudilina Svetlana

    2016-01-01

    Mass communications play an important role in lifelong education. Therefore there is a need for formation of media and information literacy at students. The article also describes the features of the European approach to media and information literacy. The necessity of introduction of integrated media education in formal education for the development of metasubject skills needed for further learning and professional training throughout life. The following priority tasks of media education whi...

  6. Information Literacy in Nursing Students of Fes Zaragoza Unam.

    Science.gov (United States)

    Sánchez G, Ana; Carmona M, Beatriz; Pérez O, Edgar; Del Socorro García V, Ma

    2018-01-01

    In an exploratory quantitative study,information literacy was analyzed in first-year students of the nursing program at the Facultad de Estudios superiores Zaragoza UNAM. A sample of 150 students completed, a validated scale that consisted of 8 categories and a total of 110 items. The average score obtained was 2.11, which places them in a 'low knowledge' category of information literacy.

  7. VIDEO CONFERENCE SUMMARY: Information Literacy and THE ROLE OF THE LIBRARY

    OpenAIRE

    Sonntag, Gabriela

    2007-01-01

    Literacy in the use of information, known as IL or as the information literacy is a fundamental issue for educators at this time. In this article we will: define the concept of literacy in the use of information, clarify standards for information literacy - skills / basic skills that define this concept, investigate different models for imparting this knowledge / skills, and look at the changes that must happen to have an information literacy program. La alfabetización en el uso de la info...

  8. Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

    Science.gov (United States)

    Saunders, Laura; Kurbanoglu, Serap; Boustany, Joumana; Dogan, Guleda; Becker, Peter; Blumer, Eliane; Chowdhury, Sudatta; Dobreva, Milena; Gendina, Natalia; Grgic, Ivana Hebrang; Haddow, Gaby; Koltay, Tibor; Kortelainen, Terttu; Krakowska, Monika; Majid, Shaheen; Mezhova, Marina; Repanovici, Angela; Rudžioniene, Jurgita; Schneider, Rene; Terra, Ana Lucia; Todorova, Tania Y.

    2015-01-01

    Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist…

  9. Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

    Science.gov (United States)

    Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

    2016-01-01

    The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

  10. Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers

    Science.gov (United States)

    Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang

    2018-01-01

    Background: Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE…

  11. Pedagogical Strategies for Teaching Literacy to ESL Immigrant Students: A Meta-Analysis

    Science.gov (United States)

    Adesope, Olusola O.; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles

    2011-01-01

    Background: Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. Aims: This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to…

  12. Information literacy and abstracting: interdisciplinary issues for linguists and information professionals

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    Tibor Koltay

    2010-04-01

    Full Text Available Information literacy is a complex phenomenon that requires a multifaceted interdisciplinary approach as it is related to verbal communication, literacy, functional literacy and academic literacy, including issues of plagiarism. It also includes text authoring in a full range of genres, among others abstracts. Abstracting is a well-known act of verbal communication, and abstracts are a genre of written communication. The essence of abstracting is summarizing information making use of critical reading. Abstracting thus can be regarded as one of the instances of exercising information literacy on a higher level. Both information literacy and abstracting are of prime professional interest for linguists (among others in the field of ESP and information professionals.

  13. Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy

    Science.gov (United States)

    Monroe, Ronald J.

    2017-01-01

    Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group…

  14. About the Way of the Information Literacy Education in the Subject other than the Information Specialty

    Science.gov (United States)

    Kawamura, Kazuki

    Information Literacy is the word that combined Information and Literacy. It was the word that was used in the Temporary Educational Council at the beginning. Because of this, Information Literacy is used well in the meaning called Information Utilization Ability in the information education of an elementary school and junior high school and senior high school. On the other hand, it is positioning it with the first year Information Literacy Education in the university. In the General Information Processing Education Board of the Information Processing Society of Japan, we proposed the GEBOK (General Education Body of Knowledge) and the curriculum of GE. In this paper, we propose about the Information Literacy Education in the university, while introducing them.

  15. Relationship Between Parental and Adolescent eHealth Literacy and Online Health Information Seeking in Taiwan.

    Science.gov (United States)

    Chang, Fong-Ching; Chiu, Chiung-Hui; Chen, Ping-Hung; Miao, Nae-Fang; Lee, Ching-Mei; Chiang, Jeng-Tung; Pan, Ying-Chun

    2015-10-01

    This study examined the relationship between parental and adolescent eHealth literacy and its impact on online health information seeking. Data were obtained from 1,869 junior high school students and 1,365 parents in Taiwan in 2013. Multivariate analysis results showed that higher levels of parental Internet skill and eHealth literacy were associated with an increase in parental online health information seeking. Parental eHealth literacy, parental active use Internet mediation, adolescent Internet literacy, and health information literacy were all related to adolescent eHealth literacy. Similarly, adolescent Internet/health information literacy, eHealth literacy, and parental active use Internet mediation, and parental online health information seeking were associated with an increase in adolescent online health information seeking. The incorporation of eHealth literacy courses into parenting programs and school education curricula is crucial to promote the eHealth literacy of parents and adolescents.

  16. Identifying Predictors of Achievement in the Newly Defined Information Literacy: A Neural Network Analysis

    Science.gov (United States)

    Sexton, Randall; Hignite, Michael; Margavio, Thomas M.; Margavio, Geanie W.

    2009-01-01

    Information Literacy is a concept that evolved as a result of efforts to move technology-based instructional and research efforts beyond the concepts previously associated with "computer literacy." While computer literacy was largely a topic devoted to knowledge of hardware and software, information literacy is concerned with students' abilities…

  17. Distance Students and Online Research: Promoting Information Literacy through Media Literacy

    Science.gov (United States)

    Van de Vord, Rebecca

    2010-01-01

    Today's college students, particularly distance students, are increasingly dependent on the Web for their research needs. At the same time they lack the critical thinking skills required to successfully evaluate the actual credibility of online information, a critical aspect of information literacy. Furthermore, rather than access the online…

  18. Information Literacy and Office Tool Competencies: A Benchmark Study

    Science.gov (United States)

    Heinrichs, John H.; Lim, Jeen-Su

    2010-01-01

    Present information science literature recognizes the importance of information technology to achieve information literacy. The authors report the results of a benchmarking student survey regarding perceived functional skills and competencies in word-processing and presentation tools. They used analysis of variance and regression analysis to…

  19. Information Literacy Threshold Concepts and the Association of College and Research Libraries' Framework for Information Literacy for Higher Education

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    Gayle Schaub

    2017-04-01

    Full Text Available The 2014 release of the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education had a significant impact on information literacy scholarship and practice in the United States. The revision process of the previous Competency Standards and the purpose and implementation of the new Framework are still widely discussed as librarians work out what the Framework means to individual institutions and to information literacy as a whole. Organized around six threshold concepts in information literacy as identified in recent research, the Framework reflects developments in the information landscape as threshold concepts have become influential. The authors, who began their research in threshold concepts at the same time as the use and discussion of information literacy threshold concepts increased in the United States, discuss how their work fits into a larger, national conversation on conceptual information literacy instruction and the creation of a high-profile document.   Die Verabschiedung des Framework for Information Literacy for Higher Education der Association of College and Research Libraries 2014 hatte beachtliche Auswirkungen auf Theorie und Praxis der Vermittlung von Informationskompetenz in den USA. Der Überarbeitungsprozess der früheren Standards Informationskompetenz sowie Zielrichtung und Umsetzung des neuen Framework werden nach wie vor breit diskutiert, da Bibliothekar/inn/e/n nun konkretisieren, was das Framework für ihre jeweilige Einrichtung und für Informationskompetenz insgesamt bedeutet. Indem es um sechs threshold concepts gruppiert ist, die die aktuelle Forschung zu Informationskompetenz identifiziert hat, bezieht das Framework gezielt Entwicklungen der Informationslandschaft auf diese richtungsweisenden threshold concepts. Die Autorinnen, die ihre Untersuchungen zu threshold concepts just zu der Zeit begannen, zu der der Einsatz von und die Diskussion um threshold concepts in

  20. A Decade of Critical Information Literacy: A Review of the Literature

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    Eamon Tewell

    2015-06-01

    Full Text Available As information literacy continues in its centrality to many academic libraries’ missions, a line of inquiry has developed in response to ACRL’s charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information’s complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging and challenging approach to information literacy.

  1. An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

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    Mohangi, Kesh

    2016-12-01

    Full Text Available Pre-school literacy teaching in Early Childhood Education (ECD inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT, inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.

  2. Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum

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    Stewart Tanis

    2011-04-01

    Full Text Available Abstract Background Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education. Methods The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160. An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy. Results Nearly half of students (n = 70/160 or 43% missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7% reported using Google as their preferred online search method (p Conclusions This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental, medical, health care, and professional schools with similar goals of incorporating the evidence base into teaching and learning activities.

  3. Teaching Middle-Grades Mathematics through Financial Literacy

    Science.gov (United States)

    Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie

    2016-01-01

    Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.

  4. Analysis of preservice science teacher information literacy towards research skills

    Science.gov (United States)

    Subekti, H.; Purnomo, A. R.; Susilo, H.; Ibrohim; Suwono, H.

    2018-04-01

    Information literacy is an important component for university students necessary to support personal development both in academic and real-life setting. This research aimed to analyze the drawing picture of information literacy ability among preservice science teacher in Universitas Negeri Surabaya related to research skills. Purposive sampling was used to determine the amount of participants, thereby involving 208 participants from class year 2014, 2015, and 2016. For gathering the data, the instruments being applied were questionnaire based information literacy test. The data then were analyzed in descriptive manner. The results indicated that the male students outperformed the female students by which they obtained 51.1% correct answer, 2% higher than the female students. Based on the duration of the study, the percentage of correct answers varies among students of class year 2014, 2015, and 2016; 56.2%, 45.1%, and 48.4% respectively. When looked at the average percentage of all students, however, most of items were scored in low category (below 50%) except for type of notification, strategy to accessing information, mastery of terminologies used in research and the essence of the copyright . To conclude, the literacy ability of preservice science teachers is still relatively low and the tendency of information literacy possessed by male students is relatively higher than female students.

  5. Reorienting an Information Literacy Program toward Social Justice: Mapping the Core Values of Librarianship to the ACRL Framework

    Science.gov (United States)

    Gregory, Lua; Higgins, Shana

    2017-01-01

    Since the publication of the Association of College and Research Libraries' (ACRL) "Framework for Information Literacy for Higher Education," librarians have grappled with the purposes, impact, and meaning of this teaching document for their daily instructional practice, for curriculum development, and for institutional and programmatic…

  6. Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

    Science.gov (United States)

    Nichols Hess, Amanda Kathryn; Greer, Katie

    2016-01-01

    In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities' high-impact practices and e-learning best practices…

  7. Information literacy: perceptions of Brazilian HIV/AIDS researchers.

    Science.gov (United States)

    Alvarez, Maria do Carmo Avamilano; França, Ivan; Cuenca, Angela Maria Belloni; Bastos, Francisco I; Ueno, Helene Mariko; Barros, Cláudia Renata; Guimarães, Maria Cristina Soares

    2014-03-01

    Information literacy has evolved with changes in lifelong learning. Can Brazilian health researchers search for and use updated scientific information? To describe researchers' information literacy based on their perceptions of their abilities to search for and use scientific information and on their interactions with libraries. Semi-structured interviews and focus group conducted with six Brazilian HIV/AIDS researchers. Analyses comprised the assessment of researchers as disseminators, their interactions with librarians, their use of information and communication technology and language. Interviewees believed they were partially qualified to use databases. They used words and phrases that indicated their knowledge of technology and terminology. They acted as disseminators for students during information searches. Researchers' abilities to interact with librarians are key skills, especially in a renewed context where libraries have, to a large extent, changed from physical spaces to digital environments. Great amounts of information have been made available, and researchers' participation in courses does not automatically translate into adequate information literacy. Librarians must help research groups, and as such, librarians' information literacy-related responsibilities in Brazil should be redefined and expanded. Students must develop the ability to learn quickly, and librarians should help them in their efforts. Librarians and researchers can act as gatekeepers for research groups and as information coaches to improve others' search abilities. © 2013 Health Libraries Group of CILIP and John Wiley & Sons Ltd.

  8. Distributed artificial intelligence, diversity and information literacy

    Directory of Open Access Journals (Sweden)

    Peter Kåhre

    2010-09-01

    global dimension. It is pointed out that human consciousness is limited in handling this global dimension. Therefore is it reasonable to argue that DAI in at least this dimension has a stronger intelligence than humans have. I will argue that Luhmann´s social theory and DAI give a god model to analyze the conditions for diversity in the Internet society. Further, the discussion about strong AI gives a lot of opportunities to discuss what sort of information literacy is needed and it also gives some perspective to discuss the concept of IL I have observed that the concept has evolved from something that coined some formal capacities, to something that has to do with a capacity to observe informal relations. That discussion can easily be compared to a parallel discussion within the debate about strong AI.

  9. 75 FR 7459 - Office of Elementary and Secondary Education; Overview Information; Improving Literacy Through...

    Science.gov (United States)

    2010-02-19

    ... information literacy, information retrieval, and critical-thinking skills of students; facilitating Internet... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education; Overview Information; Improving Literacy Through School Libraries Program Notice Inviting Applications for New Awards for Fiscal...

  10. Constructing and Reading Visual Information: Visual Literacy for Library and Information Science Education

    Science.gov (United States)

    Ma, Yan

    2015-01-01

    This article examines visual literacy education and research for library and information science profession to educate the information professionals who will be able to execute and implement the ACRL (Association of College and Research Libraries) Visual Literacy Competency Standards successfully. It is a continuing call for inclusion of visual…

  11. Teaching RFID Information Systems Security

    Science.gov (United States)

    Thompson, Dale R.; Di, Jia; Daugherty, Michael K.

    2014-01-01

    The future cyber security workforce needs radio frequency identification (RFID) information systems security (INFOSEC) and threat modeling educational materials. A complete RFID security course with new learning materials and teaching strategies is presented here. A new RFID Reference Model is used in the course to organize discussion of RFID,…

  12. INFORMATION STRUCTURE IN EFL TEACHING

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    Gültekin Boran

    2015-07-01

    Full Text Available When speaking or writing in a foreign language, being grammatically and semantically competent may not be enough to convey the necessary information to the interlocutors in dual conversations or to the readers who read our texts in various genres such as personal letters, formal letters, e-mails, etc. Namely, individuals who communicate in a foreign language may generate grammatically and semantically well-formed sentences or phrases but their sentences and phrases may still not be comprehensible enough because they fail in highlighting the new information (unfamiliar information and deemphasizing the given (old information. Therefore, teaching how to utilize intonation, sentence stress and pitch when speaking English and teaching how to utilize various syntactic constructions such as fronting, left-dislocation, clefting, pseudoclefting, passive structures and word order in order to highlight new information and deemphasise given information when both speaking English and writing a text in English are of great importance in foreign language teaching. In this article, the concept of information structure is reviewed, examples are given both in Turkish and English and suggestions are made for English as a Foreign Language (EFL classes.

  13. Resilience and Redirection: Information Literacy in Louisiana Higher Education

    Science.gov (United States)

    Hutchings, Jessica; Willey, Malia

    2014-01-01

    This article reports on a 2012 survey conducted by members of the Louisiana Academic Library and Information Network Consortium (LALINC) to determine the status of the curricular integration of information literacy instruction following numerous budget cuts to Louisiana higher education since 2008. The article also discusses the 2012 deletion of…

  14. The Effect of Information Literacy on Teachers' Critical Thinking Disposition

    Science.gov (United States)

    Saglam, Aycan Çiçek; Çankaya, Ibrahim; Üçer, Hakan; Çetin, Muhammet

    2017-01-01

    The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information…

  15. Ice Cream Seminars for Graduate Students: Imparting Chemical Information Literacy

    Science.gov (United States)

    Garritano, Jeremy R.

    2007-01-01

    This article provides information on a chemical information literacy program designed primarily for new graduate students. The full implementation of this program is discussed, including defining its purpose, topics covered, content presented, methods of marketing, and evaluation. The result is a series of voluntary seminars given biweekly…

  16. Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

    Directory of Open Access Journals (Sweden)

    Adam Al Sultan

    2018-02-01

    Full Text Available Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, pre-service elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

  17. Good Practice Guide: Bringing a Social Capital Approach into the Teaching of Adult Literacy and Numeracy

    Science.gov (United States)

    National Centre for Vocational Education Research (NCVER), 2010

    2010-01-01

    This good practice guide is based on research that looked at how to teach adult literacy and numeracy using a social capital approach. The guide suggests ways vocational education and training (VET) practitioners can adopt a social capital approach to their teaching practice. A social capital approach refers to the process in which networks are…

  18. Preparing Preservice English Teachers to Design and Teach Social Justice-Oriented Literacy Lessons Online

    Science.gov (United States)

    Herrmann, Bailey

    2013-01-01

    This dissertation investigates how future secondary English teachers construct an understanding of teaching literacy for social justice and how they enact that understanding, particularly with regard for constructing curriculum for and teaching young adult novels online. This research suggests three recommendations for creating strong…

  19. Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

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    Azad Ali

    2016-05-01

    Full Text Available The most common course delivery model is based on teacher (knowledge provider - student (knowledge receiver relationship. The most visible symptom of this situation is over-reliance on textbook’s tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

  20. Information literacy skills of undergraduate medical radiation students

    Energy Technology Data Exchange (ETDEWEB)

    Shanahan, Madeleine C. [Medical Radiations, School of Medical Sciences, RMIT University, PO Box 71, Bundoora, Victoria (Australia)]. E-mail: mshanahan@rmit.edu.au

    2007-08-15

    Undergraduate education is undergoing a shift away from the traditional transmission of a fixed body of knowledge to a learning approach where the emphasis is on supporting learners to learn. Central to this change is recognition that undergraduate education programmes should aim to develop independent learners who become effective lifelong learning practitioners. Successful independent learning as an undergraduate student or as a lifelong learner requires the learner to have well developed information literacy skills. An Online Electronic Information Skills (OEIS) intervention was designed to develop the information literacy skills in a cohort of second year undergraduate radiography students. An evaluation focused on learning outcomes was used to provide evidence of development of information literacy within the undergraduate course. The evaluation clearly demonstrated substantial skill development in students' ability to access scholarly information in their discipline area. The reported continued use of database searching by this cohort of students seven months after the OEIS intervention provides evidence that they are continuing to access and use scholarly information, information literacy skills necessary for their future work context.

  1. Information literacy skills of undergraduate medical radiation students

    International Nuclear Information System (INIS)

    Shanahan, Madeleine C.

    2007-01-01

    Undergraduate education is undergoing a shift away from the traditional transmission of a fixed body of knowledge to a learning approach where the emphasis is on supporting learners to learn. Central to this change is recognition that undergraduate education programmes should aim to develop independent learners who become effective lifelong learning practitioners. Successful independent learning as an undergraduate student or as a lifelong learner requires the learner to have well developed information literacy skills. An Online Electronic Information Skills (OEIS) intervention was designed to develop the information literacy skills in a cohort of second year undergraduate radiography students. An evaluation focused on learning outcomes was used to provide evidence of development of information literacy within the undergraduate course. The evaluation clearly demonstrated substantial skill development in students' ability to access scholarly information in their discipline area. The reported continued use of database searching by this cohort of students seven months after the OEIS intervention provides evidence that they are continuing to access and use scholarly information, information literacy skills necessary for their future work context

  2. Writing learning cases for an information literacy tutorial

    Directory of Open Access Journals (Sweden)

    Gunhild Austrheim

    2010-09-01

    Full Text Available The research and writing processes are often hidden mysteries to our students. A key point in the online tutorial Search and Write (Søk and Skriv has been to supply our students with tools to handle these processes. Learning cases embedded in the tutorial allow us to demonstrate a variety of working techniques and to better cater for a diverse student population. The tutorial can be used as an independent resource for students and as a teaching aid for both library sessions on information literacy and for faculty-led sessions on academic writing. Our tutorial is available in Norwegian and in English and thereby the tutorial can be used with both local and international students. An online tutorial is aimed at all students and therefore the information literacy content is of a general kind. The pedagogical foundation for the Search and Write tutorial is in contextual learning. Adding context to our general content has been important to us and we decided to develop learning cases for this purpose. In our online tutorial we have developed three sample student blogs, Kuhlthau’s information search process functions as a template in structuring the students’ stories. The blogs are learning cases, developed with the intent of illustrating various aspects of academic writing tasks. The blog stories are idealized and touch upon many of the known stumbling stones for student writers. Contextualising the search and write process like this let us explore the diversity of student assignments and from various fields of study. When our real-life students use Search and Write they may use their own research question as a point of departure. They can read the blog stories and relate these stories to their own experiences. They can use the How to brainstorm-tips provided in Sofie’s blog. Christian’s use of tutors, library staff and his writing group can provide guidance on who to ask for help. For students writing literature reviews Oda’s systematic

  3. A Decade of Critical Information Literacy: A Review of the Literature

    Science.gov (United States)

    Tewell, Eamon

    2015-01-01

    As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may…

  4. “Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Eveline Houtman

    2015-06-01

    Full Text Available The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students’ self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction.

  5. A mental model for successful inter-disciplinary collaboration in curriculum innovation for information literacy

    Directory of Open Access Journals (Sweden)

    M. Detken Scheepers

    2011-01-01

    Full Text Available The University of Pretoria introduced a compulsory Information Literacy module to address the need for delivering motivated knowledgeable employees that embrace information and have the skills to find, select and use relevant information accurately, efficiently and effectively in an explosive information age. Low class attendance, an indication of unmotivated students, as well as the limited scholarly application of information literacy skills in consecutive academic years of study have been identified as possible barriers to the application of the desired skills. A collaborative action research project based on Whole Brain principles was introduced to motivate learners through innovative learning material in the module. A deeper understanding of the role of thinking preferences and thinking avoidances is essential in selecting a team that is responsible for the planning, design, development and delivery of learning opportunities and material. This article discusses the Whole Brain Model® as a mental model that underpins the successful collaboration of multidisciplinary teams and enhances innovative curriculum design that addresses alternative approaches to the teaching of Information Literacy.

  6. Library and Librarians In Information Literacy for Life long Learning ...

    African Journals Online (AJOL)

    The roles of library and librarians in the design and inclusion of Information Literacy (IL) in to the curriculum of Nigerian Universities was also highlighted. The paper concludes that IL is a prerequisite for university graduate to successfully survive and compete in the 21st century and beyond. The paper finally recommends ...

  7. Ideology and Critical Self-Reflection in Information Literacy Instruction

    Science.gov (United States)

    Critten, Jessica

    2015-01-01

    Information literacy instruction traditionally focuses on evaluating a source for bias, relevance, and timeliness, and rightfully so; this critical perspective is vital to a well-formed research process. However, this process is incomplete without a similar focus on the potential biases that the student brings to his or her interactions with…

  8. Strategizing for Public Policy: The Information Literacy State Proclamation Project

    Science.gov (United States)

    Weiner, Sharon A.; Jackman, Lana W.; Prause, Emily

    2013-01-01

    This article describes a project designed to raise the awareness of policymakers about the importance of information literacy to achieve societal goals. Issues benefit from the governmental support, prioritization, mandates, and funding that can result when there is policy behind them. Studies indicate that many people lack the ability to draw on…

  9. Web 2.0 and Critical Information Literacy

    Science.gov (United States)

    Dunaway, Michelle

    2011-01-01

    The impact of Web 2.0 upon culture, education, and knowledge is obfuscated by the pervasiveness of Web 2.0 applications and technologies. Web 2.0 is commonly conceptualized in terms of the tools that it makes possible, such as Facebook, Twitter, and Wikipedia. In the context of information literacy instruction, Web 2.0 is frequently conceptualized…

  10. The Professional Translator and Information Literacy: Perceptions and Needs

    Science.gov (United States)

    Sales, Dora; Pinto, Maria

    2011-01-01

    This paper is part of a broader research project, the main goal of which is to provide translators with solid instruction in information literacy (IL). For this, it is important to know the views of the community of professional translators. The results of the ongoing research which we analyse in this paper provide this view, by means of a…

  11. Game Creation in Youth Media and Information Literacy Education

    Science.gov (United States)

    Costa, Conceição; Tyner, Kathleen; Henriques, Sara; Sousa, Carla

    2018-01-01

    This article presents the preliminary findings of GamiLearning (2015-2018), a research project that aims to promote critical and participative dimensions of Media and Information Literacy (MIL) in children through the creation of digital games. The project presents an innovative approach by arguing that MIL can be promoted through the process of…

  12. Information Literacy and technology to improve learning and education

    OpenAIRE

    Mooij, Ton; Smeets, Ed

    2011-01-01

    Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany.

  13. Rediscovering Renaissance Research: Information Literacy Strategies for Success

    Science.gov (United States)

    Gilchrist, Sarah Burns

    2016-01-01

    While remaining cognizant of several aspects of current information literacy (IL) instruction methods, including threshold concepts, the author re-created experiences shared by students as she searched for, analyzed, and compiled resources pertaining to the Renaissance. Good IL instruction supports education of the whole person, develops new modes…

  14. Carving the Information Literacy Niche within Graduate Employability

    Science.gov (United States)

    Towlson, Kaye; Rush, Nathan

    2013-01-01

    A teacher fellow project at De Montfort University explored the context and practicalities of developing a Graduate Skills Licence (Information Literacy) in answer to the current higher education drive for graduate employability. Research revealed the hidden complexities behind the development of an originally simple notion. It provided scope to…

  15. Information Literacy and technology to improve learning and education

    NARCIS (Netherlands)

    Mooij, Ton; Smeets, Ed

    2011-01-01

    Mooij, T., & Smeets, E. (2011, 13-16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross-network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research

  16. The New ACRL Information Literacy Competency Standards: Revising Reception

    Science.gov (United States)

    Harris, Benjamin R.

    2013-01-01

    The publication of educational standards inspires a variety of responses, from wholesale acceptance and deployment to criticism and blame. The author of this paper contends that the revision of the ACRL's "Information Literacy Competency Standards for Higher Education" must be accompanied by a critical, conscious, and conscientious…

  17. What Do Undergraduate Course Syllabi Say about Information Literacy?

    Science.gov (United States)

    McGowan, Britt; Gonzalez, Melissa; Stanny, Claudia J.

    2016-01-01

    Librarians seek opportunities to improve outreach to faculty and promote shared interests in information literacy. A comprehensive review of syllabi for all undergraduate courses offered during one academic term examined course-level learning outcomes and graded assignments to see how well they aligned with the five Association of College and…

  18. Journalism as Model for Civic and Information Literacies

    Science.gov (United States)

    Smirnov, Natalia; Saiyed, Gulnaz; Easterday, Matthew W.; Lam, Wan Shun Eva

    2018-01-01

    Journalism can serve as a generative disciplinary context for developing civic and information literacies needed to meaningfully participate in an increasingly networked and mediated public sphere. Using interviews with journalists, we developed a cognitive task analysis model, identifying an iterative sequence of production and domain-specific…

  19. Making Information Literacy Instruction More Efficient by Providing Individual Feedback

    Science.gov (United States)

    Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter

    2017-01-01

    This paper presents an approach to information literacy instruction in colleges and universities that combines online and classroom learning (Blended Learning). The concept includes only one classroom seminar, so the approach presented here can replace existing one-shot sessions at colleges and universities without changes to the current workflow.…

  20. Integrating an Information Literacy Quiz into the Learning Management System

    Science.gov (United States)

    Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

    2014-01-01

    The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

  1. Identifying Threshold Concepts for Information Literacy: A Delphi Study

    Science.gov (United States)

    Townsend, Lori; Hofer, Amy R.; Hanick, Silvia Lin; Brunetti, Korey

    2016-01-01

    This study used the Delphi method to engage expert practitioners on the topic of threshold concepts--core ideas and processes in a discipline that students need to grasp in order to progress in their learning, but that are often unspoken or unrecognized by expert practitioners--for information literacy. A panel of experts considered two questions:…

  2. Institutional Assessment of Student Information Literacy Ability: A Case Study

    Science.gov (United States)

    Chan, Christopher

    2016-01-01

    With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in…

  3. A Poster Assignment Connects Information Literacy and Writing Skills

    Science.gov (United States)

    Waters, Natalie

    2015-01-01

    This paper describes the implementation of a poster assignment in a writing and information literacy course required for undergraduate Life Sciences and Environmental Biology majors with the Faculty of Agricultural and Environmental Sciences at McGill University. The assignment was introduced in response to weaknesses identified through course…

  4. Teacher perspectives on whole-task information literacy instruction

    NARCIS (Netherlands)

    Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

    2017-01-01

    This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

  5. Teacher perspectives on whole-task information literacy instruction

    NARCIS (Netherlands)

    Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

    2018-01-01

    This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

  6. Designing Interactive Multimedia Instruction To Enable and Enhance Information Literacy.

    Science.gov (United States)

    Amidon, Leslie E.

    2001-01-01

    Addresses key strategies for the design and development of Interactive Multimedia Instruction (IMI) programs for adult learners, focusing on the removal of learning barriers and the incorporation of information literacy principles. Barriers include financial constraints, socio-economic and social class, communication skills, time constraints,…

  7. Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

    Science.gov (United States)

    Ruppel, Margie; Fry, Sara Winstead; Bentahar, Adil

    2016-01-01

    Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control…

  8. Situating Information Literacy within the Curriculum: Using a Rubric to Shape a Program

    Science.gov (United States)

    Jastram, Iris; Leebaw, Danya; Tompkins, Heather

    2014-01-01

    Rubrics are a rapidly growing subfield of information literacy assessment, providing a powerful tool for understanding student learning. This paper explores the role that the creation and application of an information literacy rubric can play in program development. Because of the Information Literacy in Student Writing assessment project at…

  9. Information Literacy on the Go! Adding Mobile to an Age Old Challenge

    Science.gov (United States)

    Schmidt Hanbidge, Alice; Sanderson, Nicole; Tin, Tony

    2016-01-01

    Integrating information literacy skills is fundamental to learning in all contexts. The nexus of mobile devices and information literacy lessons to learn these skills is an innovative pedagogy in higher education explored in this Mobile Information Literacy Tool (MIL) project. Currently, the project's second stage of data collection and analysis…

  10. 3 CFR 8429 - Proclamation 8429 of October 1, 2009. National Information Literacy Awareness Month, 2009

    Science.gov (United States)

    2010-01-01

    ... Information Literacy Awareness Month, 2009 8429 Proclamation 8429 Presidential Documents Proclamations Proclamation 8429 of October 1, 2009 Proc. 8429 National Information Literacy Awareness Month, 2009By the... evaluate information for any situation. This new type of literacy also requires competency with...

  11. What Pokemon Can Teach Us about Learning and Literacy.

    Science.gov (United States)

    Vasquez, Vivian

    2003-01-01

    Highlights opportunities for engaging pleasurable and powerful literacies by looking closely at a student's appropriations of the popular text Pokemon. Shows the literacies he learned and used while participating as a member of a Pokemon club and in creating his own Pokemon cards. Discusses the powerful and creative learning students can bring to…

  12. Preparing Preservice Educators to Teach Critical, Place-Based Literacies

    Science.gov (United States)

    Mendoza, Anna

    2018-01-01

    Secondary education means helping students develop a diverse repertoire of literacy skills, but the focus has been on disciplinary and digital literacies practiced by geographically distributed communities (an international, middle class curriculum) rather than on practices associated with orality, the trades, and minority, immigrant, and…

  13. Peeling the Onion: Teaching Critical Literacy with Students of Privilege.

    Science.gov (United States)

    Foss, Abigail

    2002-01-01

    Describes a teacher who explores her passion for critical literacy by challenging students of privilege to name their identities and disrupt the familiar. Creates a classroom founded on the philosophy that every student needs and deserves to be exposed to critical literacy--reading literature and their own lives with an awareness of systems of…

  14. "Cthulhuic Literacy": Teaching Secondary English with a Dose of Lovecraft

    Science.gov (United States)

    Cole, David R.

    2014-01-01

    This paper suggests how the "weird fiction" of H.P. Lovecraft might be mobilised within secondary English classrooms to examine aspects of visual literacy, literary style, narrative form and intertextuality. The approach that is outlined is characterised, after Lovecraft's famous monster, as a "Cthulhuic literacy" and is…

  15. OFFICIAL DOCUMENTS RELATING TO PORTUGUESE LANGUAGE TEACHING, INTERCULTURALITY AND LITERACY POLICY

    Directory of Open Access Journals (Sweden)

    Cloris Porto Torquato

    2016-06-01

    Full Text Available The present article analyzes two documents Parâmetros Curriculares Nacionais – Língua Portuguesa (BRASIL, 1998 and Parâmetros Curriculares Nacionais – Temas Transversais – Pluralidade Cultural (BRASIL, 1998b, conceiving these documents as constituents of language policies (RICENTO, 2006; SHOHAMY, 2006 and literacy policies, and it focuses the intercultural dialogues/conflicts that these documents promote when guiding that the teaching of the language should have as main object the text and indicating which genres should be privileged. Thereby, the text deals with language policies, more specifically focusing in literacy policies (bringing to bear the concept of literacy formulated by the New Literacy Studies (STREET, 1984, 1993, 2003; BARTON; HAMILTON, 1998; SIGNORINI, 2001 and interculturality (JANZEN, 2005. The analysis of the documents is undertaken to the light of the bakhtinian conception of language and it mobilizes the following concepts of the Circle of Bakhtin: dialogism, utterance and genres of speech. Furthermore, this text is based methodologically on the orientations of the authors of this Circle for the study of the language (BAKHTIN/ VOLOSHINOV, 1986; BAKHTIN, 2003. The analysis indicates that the official documents, when promoting literacy policies, also promote intercultural conflicts, because they privilege the dominant literacies, silencing other literacy practices. We understood that this silencing and invalidating local literacy practices has implications for the constitutions of the students’ identities and local language policies.

  16. Pediatric injury information seeking for mothers with young children: The role of health literacy and ehealth literacy.

    Science.gov (United States)

    Manganello, Jennifer A; Falisi, Angela L; Roberts, Kristin J; Smith, Katherine C; McKenzie, Lara B

    2016-01-01

    An understanding of preferred sources of injury information among parents is needed to develop best practices for information dissemination. Yet, almost no research examines injury information seeking for a national sample of mothers. A cross-sectional online survey was conducted in 2013 with 1081 mothers in the United States (U.S.) with at least one child literacy with the Morris Single-Item Screener (18% low), and eHealth literacy using the eHEALS (28% low). The internet was the most preferred source for injury information (76%), followed by health providers (44%), and family/friends (35%). Most mothers selected the internet as the first choice for information about bicycle helmets (65%) and car seats (63%). For poison prevention, preferences were mixed; 48% internet compared with 41% health providers. Mothers with low health literacy were more likely to have discussed injury prevention with their doctors ( P = 0.022) and searched for injury information ( P = 0.001), but less likely to report the internet as a top source ( P literacy were less likely to search for injury information ( P information ( P = 0.028). Findings suggest the internet is a common source of injury prevention information, but health providers remain a valuable resource for mothers, especially those with lower literacy skills. Despite widespread internet use, health providers should be sure to communicate injury prevention information to mothers, especially those at risk for low health literacy and eHealth literacy.

  17. Media and information literacy is lifelong education component

    Directory of Open Access Journals (Sweden)

    Gudilina Svetlana

    2016-01-01

    Full Text Available Mass communications play an important role in lifelong education. Therefore there is a need for formation of media and information literacy at students. The article also describes the features of the European approach to media and information literacy. The necessity of introduction of integrated media education in formal education for the development of metasubject skills needed for further learning and professional training throughout life. The following priority tasks of media education which are identified through experimental research are under discussion: formation of critical thinking, development of information security skills, ethics, etiquette, morality and responsibility. To implement an integrated media education, the strategic actions are: inclusion of the concept of “media education” or “media and information literacy” in the regulations for the formal education, a need to create media education environment as a part of education environment of education institutions, including media education training of students in activity of pedagogical institutions.

  18. Information literacy and social networking sites: challenges and stakes regarding teenagers’ uses

    Directory of Open Access Journals (Sweden)

    Karine AILLERIE

    2016-12-01

    Full Text Available Research has shown that information seeking can act as a motivation to use SNS. In this paper, we identify patterns of information uses of SNS among teenagers specifically.There is evidence to suggest that teenagers use SNS for information purposes both informally outside of the school environment and also as part of their academic studies. We explore three important implications of this phenomemon in terms of students’ information literacy: firstly, the evaluation and validation of information obtained via SNS; secondly, the significance of these practices for collaboration and other 21st century skills; and finally, the porosity of formal and informal learning contexts. We conclude by reflecting on the ways in which current IL models and teaching practices need to adapt to accommodation teenagers’ uses of SNS.

  19. A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education

    Science.gov (United States)

    Sural, Serhat; Dedebali, Nurhak Cem

    2018-01-01

    The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were…

  20. Integrating information literacy in health sciences curricula: a case study from Québec.

    Science.gov (United States)

    Clairoux, Natalie; Desbiens, Sylvie; Clar, Monique; Dupont, Patrice; St-Jean, Monique

    2013-09-01

    To portray an information literacy programme demonstrating a high level of integration in health sciences curricula and a teaching orientation aiming towards the development of lifelong learning skills. The setting is a French-speaking North American university. The offering includes standard workshops such as MEDLINE searching and specialised sessions such as pharmaceutical patents searching. A contribution to an international teaching collaboration in Haiti where workshops had to be thoroughly adapted to the clientele is also presented. Online guides addressing information literacy topics complement the programme. A small team of librarians and technicians taught 276 hours of library instruction (LI) during the 2011-2012 academic year. Methods used for evaluating information skills include scoring features of literature searches and user satisfaction surveys. Privileged contacts between librarians and faculty resulting from embedded LI as well as from active participation in library committees result in a growing reputation of library services across academic departments and bring forth collaboration opportunities. Sustainability and evolution of the LI programme is warranted by frequent communication with partners in the clinical field, active involvement in academic networks and health library associations, and reflective professional strategies. © 2013 The authors. Health Information and Libraries Journal © 2013 Health Libraries Group.

  1. Making health information meaningful: Children's health literacy practices

    Directory of Open Access Journals (Sweden)

    Hannah Fairbrother

    2016-12-01

    Full Text Available Children's health and wellbeing is high on the research and policy agenda of many nations. There is a wealth of epidemiological research linking childhood circumstances and health practices with adult health. However, echoing a broader picture within child health research where children have typically been viewed as objects rather than subjects of enquiry, we know very little of how, in their everyday lives, children make sense of health-relevant information.This paper reports key findings from a qualitative study exploring how children understand food in everyday life and their ideas about the relationship between food and health. 53 children aged 9-10, attending two socio-economically contrasting schools in Northern England, participated during 2010 and 2011. Data were generated in schools through interviews and debates in small friendship groups and in the home through individual interviews. Data were analysed thematically using cross-sectional, categorical indexing.Moving beyond a focus on what children know the paper mobilises the concept of health literacy (Nutbeam, 2000, explored very little in relation to children, to conceptualise how children actively construct meaning from health information through their own embodied experiences. It draws on insights from the Social Studies of Childhood (James and Prout, 2015, which emphasise children's active participation in their everyday lives as well as New Literacy Studies (Pahl and Rowsell, 2012, which focus on literacy as a social practice. Recognising children as active health literacy practitioners has important implications for policy and practice geared towards improving child health. Keywords: Children, Health literacy, Qualitative, UK

  2. Improvement of Students’ Environmental Literacy by Using Integrated Science Teaching Materials

    Science.gov (United States)

    Suryanti, D.; Sinaga, P.; Surakusumah, W.

    2018-02-01

    This study aims to determine the improvement of student environmental literacy through the use of integrated science teaching materials on pollution topics. The research is used weak experiment method with the one group pre-test post-test design. The sample of the study were junior high school students in Bandung amounted to 32 people of 7th grade. Data collection in the form of environmental literacy test instrument consist of four components of environmental literacy that is (1) Knowledge, (2) Competencies (Cognitive Skill), (3) Affective and (4) Environmentally Responsible Behavior. The results show that the student’s environmental literacy ability is improved after using integrated science teaching materials. An increase in the medium category is occurring in the knowledge (N-gain=46%) and cognitive skill (N-gain=31%), while the increase in the low category occurs in the affective component (N-gain=25%) and behaviour (N-gain=24%). The conclusions of this study as a whole the improvement of students’ environmental literacy by using integrated science teaching material is in the medium category (N-gain=34%).

  3. Financial literacy among Turkish college students: the role of formal education, learning approaches, and parental teaching.

    Science.gov (United States)

    Akben-Selcuk, Elif; Altiok-Yilmaz, Ayse

    2014-10-01

    This study assessed financial literacy and its correlates among Turkish college students, with special emphasis on the role of formal education, learning approaches, and parental influences. Financial literacy was measured by the College Student Financial Literacy Survey, which assesses knowledge in four areas: general financial management, saving and borrowing, insurance, and investing. 853 Turkish university students were administered the survey (416 men, 437 women; M age = 20.3 yr., SD = 0.6). The mean percentage of correct responses was 45% (SD = 12.8%). Regression results showed that formal finance education in college, a deep approach to learning, and direct financial teaching by parents were significantly associated with higher financial literacy scores.

  4. Developing Mathematical Literacy through project work: A teacher/teaching perspective

    Directory of Open Access Journals (Sweden)

    Renuka Vithal

    2006-10-01

    Full Text Available The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathematics education, which I argue is one (among others of the forces shaping the new South African curriculum reforms, particularly the Mathematical Literacy curriculum. If so, then the case for a specific pedagogy, that of project work, can be shown to support the development of a mathematical literacy from a critical perspective. In this paper a particular set of conceptual tools, principles and practices associated with project work, as developed in the Scandanavian context but researched in South Africa, are elaborated from the perspective of teachers/teaching of mathematical literacy.

  5. Informacion literacy of the librarian information professional: social construction of the reality

    Directory of Open Access Journals (Sweden)

    Elizete Vieira Vitorino

    2007-12-01

    Full Text Available This research aims at developing a theoretical basis about information literacy, from the theme origin to the present and specific discussions – in the national as well as the international scenery. The main objective of this study is to elaborate the mapping of information competences which are needed to Librarian Information Professionals. This proposal is included in the “Information Professionals” research line of the Information Science Graduation Program (PGCIN at the Santa Catarina Federal University (UFSC. Therefore, our purpose, which was initially based on reflection and theory, contributes to the understanding of a broader reality that has become a matter of scientific investigation within the Information Science. A reflexive and practical strategy: this is the goal to be reached; reflection as acting and on the action, conceiving that it is necessary to generate ideas from watching over the practice, and looking into the object of study: the librarian information professional, and the resulting perceptions of those observations. Here, we wonder about new possibilities to employ the theme in research as well as in likely new study fields or branches, such as: teaching, extension, and continued education on information competency/literacy for in-service librarian professionals.

  6. Media Literacy: Smart In Educating Society In Information Technology Era

    Directory of Open Access Journals (Sweden)

    Darwadi MS

    2017-08-01

    Full Text Available Communication Media has been developed in the form of printed Media and electronic Media.   This development is not only easy to communicate and receive information fast wherever and whenever we go but also cheap. Besides positive impacts, it has negative influence to children and teenagers growth and adults. In other word it brings great influence to people. That is why Media literacy is needed so people will be able to know what Media is. Media presents through a long process. What we see is not 100% true.  There are politics, economics, culture etc in it. People have to know and understand Media. So, media literacy is so important to educate society when they access information in mass media. The program must be doing together, comprehensive from all element in society in structural and cultural way.

  7. Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

    Science.gov (United States)

    Ginosar, Avshalom; Tal, Tali

    2017-11-01

    This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers' choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers' media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers' choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers' identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.

  8. Relationship between Teacher Candidates’ Literacy of Science and Information Technology

    OpenAIRE

    Orhan Karamustafaoğlu; Recep Çakır; Mert Kaya

    2013-01-01

    This study aims to determine the science teacher candidates’ literacy levels of science and information technology and intends to find out the relationship between them. In the study, correlational research methodology was used in the scope of correlational screening model. Research sample consists of totally 264 teacher candidates who are in their 3rd and 4th years and studying at the Department of Science and Technology Education in Amasya University. As the data collection instruments, the...

  9. Norming a VALUE rubric to assess graduate information literacy skills.

    Science.gov (United States)

    Turbow, David J; Evener, Julie

    2016-07-01

    The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the "Information Literacy for Evidence-Based Practice" course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: "Determine the extent of evidence needed," "Use evidence effectively to accomplish a specific purpose," and "Access the needed evidence." Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=-0.16, p>0.05-kappa=0.12, p>0.05). While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for

  10. Learning Through Quests and Contests: Games in Information Literacy Instruction

    OpenAIRE

    Maura A Smale

    2011-01-01

    Games-based learning is an innovative pedagogical strategy employed at all levels of education, and much research in education, psychology, and other disciplines supports its effectiveness in engaging and motivating students, as well as increasing student learning. Many libraries have incorporated games into their collections and programming. College and university libraries have begun to use games for information literacy and library instruction. Academic librarians use commercially-produ...

  11. Simplification improves understanding of informed consent information in clinical trials regardless of health literacy level.

    Science.gov (United States)

    Kim, Eun Jin; Kim, Su Hyun

    2015-06-01

    This study evaluated the effect of a simplified informed consent form for clinical trials on the understanding and efficacy of informed consent information across health literacy levels. A total of 150 participants were randomly assigned to one of two groups and provided with either standard or simplified consent forms for a cancer clinical trial. The features of the simplified informed consent form included plain language, short sentences, diagrams, pictures, and bullet points. Levels of objective and subjective understanding were significantly higher in participants provided with simplified informed consent forms relative to those provided with standard informed consent forms. The interaction effects between type of consent form and health literacy level on objective and subjective understanding were nonsignificant. Simplified informed consent was effective in enhancing participant's subjective and objective understanding regardless of health literacy. © The Author(s) 2015.

  12. Gender and Information Literacy: Evaluation of Gender Differences in a Student Survey of Information Sources

    Science.gov (United States)

    Taylor, Arthur; Dalal, Heather A.

    2017-01-01

    Information literacy studies have shown that college students use a variety of information sources to perform research and commonly choose Internet sources over traditional library sources. Studies have also shown that students do not appear to understand the information quality issues concerning Internet information sources and may lack the…

  13. Making Informed Decisions: The Role of Information Literacy in Ethical and Effective Engineering Design

    Science.gov (United States)

    Fosmire, Michael

    2017-01-01

    Engineering designers must make evidence-based decisions when applying the practical tools and techniques of their discipline to human problems. Information literacy provides a structure for determining information gaps, locating appropriate and relevant information, applying that information effectively, and documenting and managing the knowledge…

  14. Teaching Literature and Literacy in the Eye of Reform: A Dilemma in Three Acts.

    Science.gov (United States)

    Florio-Ruane, Susan; Berne, Jennifer; Raphael, Taffy E.

    2001-01-01

    Tells a story of crossing borders in support of dilemma management in the teaching of literature. Discusses working together to manage dilemmas in literacy and teacher education. Sketches the genealogy of a network of teachers from across the southeast region of Michigan. Focuses on the teachers working in the "eye of reform" at an…

  15. Media Literacy in Action? What Are We Teaching in Introductory College Media Studies Courses?

    Science.gov (United States)

    Ashley, Seth

    2015-01-01

    An introductory media studies course is a staple of post-secondary education. What are instructors teaching in this course, and to what extent are the principles of media literacy education being incorporated into this likely home? This article reports the findings of a small survey of instructors, who describe aspects of their course content and…

  16. Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

    Science.gov (United States)

    Mmasa, Mussa; Anney, Vicent Naano

    2016-01-01

    The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

  17. Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

    Science.gov (United States)

    Archer-Bradshaw, Ramona E.

    2017-01-01

    This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse,…

  18. Teaching children digital literacy through design-based learning with digital toolkits in schools

    NARCIS (Netherlands)

    Bekker, T.; Bakker, S.; Douma, I.; van der Poel, J.E.C.; Scheltenaar, K.J.

    2015-01-01

    The paper presents our work on how to teach digital literacy and design thinking to children at primary and secondary schools, with a particular focus on exploring the tools that may support children’s learning in these domains. We have conducted design explorations with input from diverse

  19. Reshaping Computer Literacy Teaching in Higher Education: Identification of Critical Success Factors

    Science.gov (United States)

    Taylor, Estelle; Goede, Roelien; Steyn, Tjaart

    2011-01-01

    Purpose: Acquiring computer skills is more important today than ever before, especially in a developing country. Teaching of computer skills, however, has to adapt to new technology. This paper aims to model factors influencing the success of the learning of computer literacy by means of an e-learning environment. The research question for this…

  20. Cultural Literacy Based Critical Reading Teaching Material with Active Reader Strategy for Junior High School

    Science.gov (United States)

    Damaianti, Vismaia S.; Damaianti, Lira Fessia; Mulyati, Yeti

    2017-01-01

    This article describes the findings of a study aimed at producing a set of cultural literacy-oriented critical reading teaching material. This material is developed as a countermeasure to the increasingly thin sensitivity of society, especially the students toward noble values of religion, custom, and culture. With this material student get a…

  1. Student Teachers' Capacity and Willingness to Teach Financial Literacy in Flanders

    Science.gov (United States)

    De Moor, Lieven; Verschetze, Lindsey

    2017-01-01

    The purpose of this article is to assess the student teachers' capacity and willingness to teach financial literacy in Flanders via on-site paper surveys of 368 final-year teacher education students. We argue that the Flemish teacher education program needs to be revised to introduce financial education in secondary schools. We find that revisions…

  2. Using a Disciplinary Literacy Framework to Teach High School Physics: An Action Research Study

    Science.gov (United States)

    Hurley, Brian P.; Henry, Michael P.

    2015-01-01

    This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by…

  3. Measuring Pre-Service Teachers' Asia Literacy and Their Preparedness to Teach Asia

    Science.gov (United States)

    Grainger, Peter; Christie, Michael

    2016-01-01

    Asia literacy is a growing concern of the Federal Government in relation to the development of an Asia literate workforce. Despite 30 years of funded initiatives, the thought of teaching about Asia is a daunting one for pre-service teachers. This is due to the lack of Asia foci in university pre-service courses and complicated by the definition of…

  4. Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments

    Science.gov (United States)

    Toussaint, Karen A.; Tiger, Jeffrey H.

    2010-01-01

    Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved…

  5. Leveraging Literacies through Collaborative, Source-Based Planning and Teaching in Social Studies and Language Arts

    Science.gov (United States)

    Patterson, Nancy; Weaver, Joanna; Fletcher, Jamie; Connor, Bryce; Thomas, Angela; Ross, Cindy

    2018-01-01

    The value of preparing students for college, careers, and civic life is a shared outcome of social studies and language arts teachers. This study explores how developing content and civic literacy to these ends can be fortified through language arts and social studies teacher collaboration in source-based planning and teaching. Although numerous…

  6. Concepts of Information Literacy and Information Literacy Standards among Undergraduate Students in Public and Private Universities in the State of Kuwait

    Science.gov (United States)

    Al-Issa, Reham E.

    2013-01-01

    The purpose of this qualitative study was to explore the experiences of undergraduate college students attending a public and a private university in the State of Kuwait to understand how they develop their understanding and valuing of information literacy and information literacy standards. Data from student and faculty interviews and student…

  7. Relationship between information literacy and creativity: a study of students at the isfahan university of medical sciences.

    Science.gov (United States)

    Raeis, Ahmad Reza; Bahrami, Susan; Yousefi, Mitra

    2013-01-01

    level of (p≤ 0.05). It means the ability of purposeful application in male students was more than female students. We are living in the information age and one of the variables that are associated with creativity is information literacy. The results indicated that the students who are more creative are more information literate and can reach higher goals. Therefore we can contemplate that increasing information literacy in the universities and other scientific education centers plays an important role in teaching and training a creative workforce.

  8. Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions

    Directory of Open Access Journals (Sweden)

    Torstein Låg

    2016-12-01

    Full Text Available Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC model. The aim of this paper is to evaluate the FC model's relative impact on (1 student perceptions of usefulness and quality, and (2 student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65, were compared to those from FC model (N = 78. Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them. Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

  9. Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

    OpenAIRE

    Amanda Nichols Hess; Katie Greer

    2016-01-01

    In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest...

  10. 21st Century Learning and Information Literacy

    Science.gov (United States)

    Breivik, Patricia Senn

    2005-01-01

    The faces of immigrant children who had come through Ellis Island with their parents in search of better futures stare out at me from a set of black and white photographs near my desk. The children, frozen in time, are lined up for blocks, waiting for the doors of a public library to open. Access to information was their pathway to a future of…

  11. Development and psychometric evaluation of an information literacy self-efficacy survey and an information literacy knowledge test.

    Science.gov (United States)

    Tepe, Rodger; Tepe, Chabha

    2015-03-01

    To develop and psychometrically evaluate an information literacy (IL) self-efficacy survey and an IL knowledge test. In this test-retest reliability study, a 25-item IL self-efficacy survey and a 50-item IL knowledge test were developed and administered to a convenience sample of 53 chiropractic students. Item analyses were performed on all questions. The IL self-efficacy survey demonstrated good reliability (test-retest correlation = 0.81) and good/very good internal consistency (mean κ = .56 and Cronbach's α = .92). A total of 25 questions with the best item analysis characteristics were chosen from the 50-item IL knowledge test, resulting in a 25-item IL knowledge test that demonstrated good reliability (test-retest correlation = 0.87), very good internal consistency (mean κ = .69, KR20 = 0.85), and good item discrimination (mean point-biserial = 0.48). This study resulted in the development of three instruments: a 25-item IL self-efficacy survey, a 50-item IL knowledge test, and a 25-item IL knowledge test. The information literacy self-efficacy survey and the 25-item version of the information literacy knowledge test have shown preliminary evidence of adequate reliability and validity to justify continuing study with these instruments.

  12. Critical connections: personal learning environments and information literacy

    Directory of Open Access Journals (Sweden)

    Alison Hicks

    2015-01-01

    Full Text Available Personal learning environments (PLEs and critical information literacies (CILs are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change.

  13. Information Literacy: Educating Children for the 21st Century.

    Science.gov (United States)

    Breivik, Patricia Senn; Senn, J. A.

    This book is about resource-based learning, a means by which educators can teach their students to be lifelong learners. The eight chapters contain information to help students learn how to find, process, and evaluate the information they need to handle the task at hand: (1) "Surviving in an Information Age" examines the information…

  14. Students' interim literacies as a dynamic resource for teaching and ...

    African Journals Online (AJOL)

    This article explores the notion of 'interim literacies'by drawing on data from a research project which used linguistic and intertextual analysis of first year student writing in economics to investigate the intersection of academic discourse and student voice. This research has provided a rich set of data to illustrate the ways in ...

  15. Teaching about Personal Finance: The National Standards for Financial Literacy

    Science.gov (United States)

    Hill, Andrew T.; Suiter, Mary C.

    2014-01-01

    In "Proposed National Standards for Financial Literacy: What's In? What's Out?", Maier, Figart, and Nelson pose the question: "How should educators use the standards?" In answering that question, they suggest a number of issues and topics that they believe should be taught along with the "National Standards for…

  16. Literacy Teaching Aids from High/Scope Educational Research Foundation

    Science.gov (United States)

    Science Activities: Classroom Projects and Curriculum Ideas, 2005

    2005-01-01

    High/Scope's approach to education is a blend of Jean Piaget's constructivist theory of child development and the best of traditional teacher experience. The High/Scope approach is about helping students gain knowledge and skills in important content areas, such as language and literacy, initiative and social relations, movement, music, and…

  17. Teacher-librarian collaboration (TLC in a highly diverse branch: supporting information literacy of geography students

    Directory of Open Access Journals (Sweden)

    Anne Kakkonen

    2010-09-01

    Full Text Available The purpose of this paper is to present an example of teacher-librarian collaboration (TLC in a highly diverse branch of geography as a part of bachelor's seminar teaching. One can say that everything is geography if the phenomenon in question is delimited in a certain region, place or space. Thus every other discipline provides its methods, paradigms and information sources into the use of geography. This obviously presents a challenge to the librarian as he tries to support the geography students' information seeking. The topics can vary between cellular biology applications to sociological perception which also means a large variety in information needs. In our paper we aim to describe different approaches of collaboration this kind of variety requires based on the experiences and feedback gathered in a project, the aim of which was to integrate information literacy (IL into the academic curriculum. Collaborating with teachers with different backgrounds and from different scientific traditions can be challenging for the librarian. Not only the information sources, databases and methods are different but it is the whole approach to the science that is different. Thus it is fairly obvious that the competence of a single librarian or a teacher is not sufficient for an effective IL instruction. The key here is the collaboration when librarian's information literacy and teacher's academic subject competence complete each other. A successful TLC gives opportunity for both marketing the idea of information literacy and the competence of a library professional. It may also increase the efficiency of teaching and studies and even shorten the time for a student to graduate. Especially in the case of seminar teaching TLC seems to give a valuable opportunity to instruct the students' seminar thesis along the way. In 2008, Kumpula Campus Library launched a project to integrate the IL teaching into the academic curriculum and to enhance the collaboration

  18. Information, Competencies and Collaborative Teaching/Learning

    OpenAIRE

    Osorio, Nestor L.

    2002-01-01

    The purpose of this paper is to survey the literature about current trends on several issues concerning technical information education including: 1. Information needs, user behaviors, access and availability of engineering information resources. 2. Information competencies as perceived by librarians and teaching faculty. 3. Initiatives encouraging collaborative teaching or learning to enhance the information competency of engineering and technology students. The author examines activities in...

  19. Preschool Teachers' Beliefs about the Teaching and Learning of Language and Literacy: Implications for Education and Practice

    Science.gov (United States)

    Lynch, Jacqueline; Owston, Ron

    2015-01-01

    Given the limited research on preschool teachers' beliefs about teaching language and literacy in the preschool years, as well as on their conceptual understanding of children's language and literacy development, this study examined the beliefs of 79 preschool teachers who had at least a 2-year diploma in early childhood education. All were…

  20. Inclusive Literacy Teaching: Differentiating Approaches in Multilingual Elementary Classrooms. Language and Literacy Series

    Science.gov (United States)

    Helman, Lori; Rogers, Carrie; Frederick, Amy; Struck, Maggie

    2016-01-01

    Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What…

  1. How serious do we need to be? Improving Information Literacy skills through gaming and interactive elements

    NARCIS (Netherlands)

    Meegen, van A.E.; Limpens, I.A.M.

    Nowadays technology makes information accessible for everyone everywhere. The art of selecting the best information in a short period of time and use it correctly is called information literacy. Information literacy training provides students with the tools necessary to efficiently find and

  2. Library Experience and Information Literacy Learning of First Year International Students: An Australian Case Study

    Science.gov (United States)

    Hughes, Hilary; Hall, Nerilee; Pozzi, Megan

    2017-01-01

    This qualitative case study provides fresh understandings about first year undergraduate international students' library and information use at an Australian university, and their associated information literacy learning needs. The findings provide evidence to inform the development of library spaces and information literacy responses that enhance…

  3. The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

    Science.gov (United States)

    Kim, Mijung

    This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in

  4. Informational literacy in higher education: design of a mensuration tool

    Directory of Open Access Journals (Sweden)

    María del Carmen Toledo Sánchez

    2015-11-01

    Full Text Available Objective. To show psychometric research phase to examine the validity of an instrument designed to measure information literacy in the Institutions of higher education in Mexico. Method. The questionnaire design of 50 items was based on the UNESCO standards of information and communication technologies (ICT competencies for teachers and skills standards for access and use of information in higher education. The methodological strategy contemplated verification of content validity, item-item correlation and construct through factorial analysis. The sample was 73 professors and librarians who work in educational institutions of northwestern Mexico. Results. The final design was reduced to 44 items, and it demonstrated the items evaluate the same construct in their internal structure, and revealed 5 dimensions for informational variable competencies and 5 competencies for ICT. Conclusions. The items have good clarity regarding the specific concept, nevertheless, the elimination of 6 items was needed proving to be a valid and reliable instrument to measure the informational literacy in the studied context.

  5. Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

    OpenAIRE

    Kratochvíl Jiří

    2014-01-01

    Purpose: The main goal of this paper is to argue E-learning can be a viable alternative teaching method for Information Literacy according to a comparation of librarian’s time spent face-to-face teaching with tutoring the E-learning course, average time spent a week on learning by the students, time flexibility of E-learning, students’ satisfaction with E-learning and students’ ability to gain practical skills and theoretical knowledge through E-learning. Design/methodology/approach: Sati...

  6. Using scenario-based training to promote information literacy among on-call consultant pediatricians.

    Science.gov (United States)

    Pettersson, Jonas; Bjorkander, Emil; Bark, Sirpa; Holmgren, Daniel; Wekell, Per

    2017-07-01

    Traditionally, teaching hospital staff to search for medical information relies heavily on educator-defined search methods. In contrast, the authors describe our experiences using real-time scenarios to teach on-call consultant pediatricians information literacy skills as part of a two-year continuing professional development program. Two information-searching workshops were held at Sahlgrenska University Hospital in Gothenburg, Sweden. During the workshops, pediatricians were presented with medical scenarios that were closely related to their clinical practice. Participants were initially encouraged to solve the problems using their own preferred search methods, followed by group discussions led by clinical educators and a medical librarian in which search problems were identified and overcome. The workshops were evaluated using questionnaires to assess participant satisfaction and the extent to which participants intended to implement changes in their clinical practice and reported actual change. A scenario-based approach to teaching clinicians how to search for medical information is an attractive alternative to traditional lectures. The relevance of such an approach was supported by a high level of participant engagement during the workshops and high scores for participant satisfaction, intended changes to clinical practice, and reported benefits in actual clinical practice.

  7. The Pedagogy of Critical Enjoyment: Teaching and Reaching the Hearts and Minds of Adolescent Learners through Media Literacy Education

    Science.gov (United States)

    Redmond, Theresa Anne

    2012-01-01

    While there is consensus regarding the definition of media literacy, classroom-based studies of media literacy education in action are few and research that investigates how teachers implement media literacy in practice are needed, including information about why it is taught, what is taught, and how it is taught. Through a purposefully selected…

  8. Impact of the digital divide on information literacy training in a higher education context

    Directory of Open Access Journals (Sweden)

    Segarani Naidoo

    2012-12-01

    Full Text Available This paper reports on a master’s study undertaken to investigate the impact of the digital divide on information literacy(IL training of Extended Curriculum Programme (ECP students at the Durban University of Technology (DUT. Since1994 the demographics of higher education institutions in South Africa have changed. Today these institutions compriseheterogeneous groups of students, by race, economic background, digital background, etc. and consequently with differentlevels of literacy, information and otherwise. The problem that this study addressed was the impact of having both digitallyadvantaged and digitally disadvantaged students in the same information literacy classroom, expecting them to reachlearning outcomes without frustrating students from either group. The objective of the study was to investigate the impactof the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of ILthat would accommodate both digitally advantaged and digitally disadvantaged students. The study employed a mixedmethod approach in its research design. Data was collected from ECP students (of 2010 by means of a questionnaire; aninterview schedule was used to collect data from Subject Librarians involved in teaching the IL module to ECP students; aseparate interview schedule was used to collect data from the ECP Coordinator. Qualitative and quantitative datacollected were prepared for analysis by means of content analysis and numerical coding, respectively and then subjectedto statistical analysis via SPSS, which produced percentage and frequency distributions to ascertain findings. The findingsof the study revealed that the digital divide does impact on IL training in ways such as: slowing down the progress of ILlessons; basic computer skills need to be taught in the IL classroom; and that digitally disadvantaged students find itdifficult to follow online lessons while advantaged students already have the

  9. Association of eHealth literacy with cancer information seeking and prior experience with cancer screening.

    Science.gov (United States)

    Park, Hyejin; Moon, Mikyung; Baeg, Jung Hoon

    2014-09-01

    Cancer is a critical disease with a high mortality rate in the US. Although useful information exists on the Internet, many people experience difficulty finding information about cancer prevention because they have limited eHealth literacy. This study aimed to identify relationships between the level of eHealth literacy and cancer information seeking experience or prior experience with cancer screening tests. A total of 108 adults participated in this study through questionnaires. Data covering demographics, eHealth literacy, cancer information seeking experience, educational needs for cancer information searching, and previous cancer screening tests were obtained. Study findings show that the level of eHealth literacy influences cancer information seeking. Individuals with low eHealth literacy are likely to be less confident about finding cancer information. In addition, people who have a low level of eHealth literacy need more education about seeking information than do those with a higher level of eHealth literacy. However, there is no significant relationship between eHealth literacy and cancer screening tests. More people today are using the Internet for access to information to maintain good health. It is therefore critical to educate those with low eHealth literacy so they can better self-manage their health.

  10. Professional Development on a Budget: Facilitating Learning Opportunities for Information Literacy Instructors

    Directory of Open Access Journals (Sweden)

    Lisa Shamchuk

    2015-06-01

    Full Text Available How do you stay on top of evolving trends and changes to information literacy delivery, especially while coping with shrinking professional development allocations? This article details various in-house, professional development opportunities created for MacEwan University’s library staff. Low-cost, practical ideas are given to help jump-start a library's information literacy professional development offerings. Included are details about organizing an Information Literacy Community, internal Library Professional Development Days and an information literacy event open to local library professionals.

  11. Information Literacy and the Serious Leisure Participant: Variation in the Experience of Using Information to Learn

    Science.gov (United States)

    Demasson, Andrew; Partridge, Helen; Bruce, Christine

    2016-01-01

    Introduction: This study reports an investigation into the ways in which people engaged in a serious leisure activity can experience using information to learn (also known as information literacy). Method: Data were collected through twenty-two semi-structured, one-on-one, phenomenographic interviews conducted with identified serious leisure…

  12. Sequencing Genetics Information: Integrating Data into Information Literacy for Undergraduate Biology Students

    Science.gov (United States)

    MacMillan, Don

    2010-01-01

    This case study describes an information literacy lab for an undergraduate biology course that leads students through a range of resources to discover aspects of genetic information. The lab provides over 560 students per semester with the opportunity for hands-on exploration of resources in steps that simulate the pathways of higher-level…

  13. Investigating the relationship between information literacy and academic performance among students.

    Science.gov (United States)

    Soleymani, Mohammad Reza

    2014-01-01

    Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students' information literacy. We also found out that there was a significant positive relationship between information literacy and students' academic performance in Isfahan University of Medical Sciences. Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students' academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their academic performance.

  14. Bring Your Own Device in the Information Literacy Classroom

    OpenAIRE

    Stonebraker, Ilana; Robertshaw, M Brooke; Kirkwood, Hal; Dugan, Mary

    2014-01-01

    In the 2013 school year, a team of librarians in the Parrish Library of Management and Economics at Purdue University taught a business information literacy course to approximately 500 management students in eight 70-person sessions. Due to limitations on a set of iPads borrowed from another department, one of two concurrent classes was taught with a set of iPads, while another had a Bring Your Own Device (BYOD) policy, where students brought their own laptops or iPads. Focus groups, observat...

  15. Information Literacy for Users at the National Medical Library of Cuba: Cochrane Library Course for the Search of Best Evidence for Clinical Decisions

    Science.gov (United States)

    Santana Arroyo, Sonia; del Carmen Gonzalez Rivero, Maria

    2012-01-01

    The National Medical Library of Cuba is currently developing an information literacy program to train users in the use of biomedical databases. This paper describes the experience with the course "Cochrane Library: Evidence-Based Medicine," which aims to teach users how to make the best use of this database, as well as the evidence-based…

  16. Evaluating academic literacy teaching at a South African university ...

    African Journals Online (AJOL)

    Are the teaching and learning methodologies employed in these programmes consistent with current trends in the teaching of English as a second language? Are these programmes managed and structured in a way that promotes the achievement of the very purpose for which they were formed? This paper presents a case ...

  17. Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning

    Science.gov (United States)

    Gärdén, Cecilia

    2016-01-01

    Introduction: Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. Method: The paper aims to create an understanding of how information literacy can be…

  18. Learning Strategies and Motivational Factors Predicting Information Literacy Self-Efficacy of E-Learners

    Science.gov (United States)

    Kilic-Cakmak, Ebru

    2010-01-01

    Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study…

  19. Sociodemographic Characteristics Associated with the Everyday Health Information Literacy of Young Men

    Science.gov (United States)

    Hirvonen, Noora; Ek, Stefan; Niemelä, Raimo; Korpelainen, Raija; Huotari, Maija-Leena

    2015-01-01

    Introduction: Everyday health information literacy refers to the competencies needed to find relevant information, evaluate its reliability, and use it to make decisions concerning health in everyday life. More evidence is needed of the determinants of health information literacy to better understand how it is acquired and through which mechanisms…

  20. Health Literacy, Health Disparities, and Sources of Health Information in U.S. Older Adults.

    Science.gov (United States)

    Cutilli, Carolyn Crane; Simko, Lynn C; Colbert, Alison M; Bennett, Ian M

    Low health literacy in older adults has been associated with poor health outcomes (i.e., mortality, decreased physical and cognitive functioning, and less preventive care utilization). Many factors associated with low health literacy are also associated with health disparities. Interaction with healthcare providers and sources of health information are influenced by an individual's health literacy and can impact health outcomes. This study examined the relationships between health literacy, sources of health information, and demographic/background characteristics in older adults (aged 65 years and older) related to health literacy and disparities. This descriptive, correlational study is a secondary analysis of the 2003 National Assessment of Adult Literacy, a large-scale national assessment. Older adults with lower health literacy have less income and education, rate their health as poor or fair, have visual or auditory difficulties, need help filling out forms, reading newspaper, or writing notes, and use each source of health information less (print and nonprint). Many of these characteristics and skills are predictive of health literacy and associated with health disparities. The results expand our knowledge of characteristics associated with health literacy and sources of health information used by older adults. Interventions to improve health outcomes including health disparities can focus on recognizing and meeting the health literacy demands of older adults.

  1. Science education as a pathway to teaching language literacy: a critical book review

    Science.gov (United States)

    Tolbert, Sara

    2011-03-01

    In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction— all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that `ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of `humanizing and democratizing' science education in K-12 classrooms.

  2. Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

    Science.gov (United States)

    Achmad, Maulana; Suhandi, Andi

    2017-05-01

    The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

  3. TeachingLiteracy and Cultural Awareness : -through the Novel To Kill a Mockingbird.

    OpenAIRE

    Olsson, Magnus

    2016-01-01

    This study explains how scholars reason around the teaching of literature for promoting cultural awareness. It also claims that To Kill a Mockingbird may profitably be taught in course 6 and 7 for the subject of English, in Swedish upper-secondary schools, in order to promote cultural awareness regarding the American South and its long history of racial injustice. The novel can also be taught to enhance students’ literacy because, as the literature presented in the background argues, students...

  4. First-Year Writing Teachers, Perceptions of Students’ Information Literacy Competencies, and a Call for a Collaborative Approach

    Directory of Open Access Journals (Sweden)

    Elizabeth Joy Birmingham

    2008-10-01

    Full Text Available Despite the shared work of teaching research and writing, research librarians and compositionists (writing teachers have not engaged regularly in dialogue about how they might collaborate in this endeavor. This project surveyed English teachers at three institutions, a private liberal arts college, a public liberal arts college, and a land grant university, concerning their perceptions of their students’ information literacy skills, as well as about the variety of strategies they used to introduce and reinforce information literacy competency in their classrooms. These strategies ranged from assigning a research project with little classroom or library support, to using up to ten different research-related activities to build the research competencies to complete a project. The authors found that teachers who employed a variety of strategies for teaching information literacy competency were significantly more satisfied with their students’ abilities to successfully complete researched projects. This paper reports on the results of this study begins a conversation about how these results might shape collaborations between librarians and first-year writing programs.

  5. Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course

    Directory of Open Access Journals (Sweden)

    Amanda Nichols Hess

    2016-12-01

    Full Text Available In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest that the ADDIE model can be used to achieve several different ends in information literacy instruction. First, it can provide a structure around which librarians can develop a variety of instructional interactions. Second, it can help librarians consider student engagement, learning, and assessment more intentionally. And third, it can help to marry information literacy-specific standards and other learning guidelines, such as high-impact practices and e-learning best practices. From the authors' experience, other academic librarians may find applications for instructional design constructs into their own teaching practices, both in online and face-to-face learning environments.

  6. Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards.

    Science.gov (United States)

    Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

    2015-01-01

    Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). The results showed that the students' information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second

  7. eHealth literacy issues, constructs, models, and methods for health information technology design and evaluation

    Directory of Open Access Journals (Sweden)

    Helen Monkman

    2015-12-01

    Full Text Available The concept of eHealth literacy is beginning to be recognized as a being of key importance in the design and adoption of effective and efficient health information systems and applications targeted to lay people and patients. Indeed, many systems such as patient portals and personal health records have not been adopted due to a mismatch between the level of eHealth literacy demanded by a system and the level of eHealth literacy possessed by end users. The purpose of this paper is to present an overview of important concepts related to eHealth literacy, as well as how the notion of eHealth literacy can be applied to improve the design and adoption of consumer health information systems. This paper begins with describing the importance of eHealth literacy with respect to design of health applications for the general public paired with examples of consumer health information systems whose limited success and adoption has been attributed to the lack of consideration for eHealth literacy. This is followed by definitions of what eHealth literacy is and how it emerged from the related concept of health literacy. A model for conceptualizing the importance of aligning consumers’ eHealth literacy skills and the demands systems place on their skills is then described. Next, current tools for assessing consumers’ eHealth literacy levels are outlined, followed by an approach to systematically incorporating eHealth literacy in the deriving requirements for new systems is presented. Finally, a discussion of evolving approaches for incorporating eHealth literacy into usability engineering methods is presented.

  8. Turning Techno-Savvy into Info-Savvy: Authentically Integrating Information Literacy into the College Curriculum

    Science.gov (United States)

    Brown, Cecelia; Murphy, Teri J.; Nanny, Mark

    2003-01-01

    It is no longer effective to provide information literacy instruction that is thought to be "good for" college students, but rather, instruction must focus on the learning styles and preferences of the target population. This case study reports a series of hands-on/minds-on information literacy activities that dissolve student's misconception that…

  9. The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries

    Science.gov (United States)

    Sawetrattanasatian, Oranuch

    2014-01-01

    Web 2.0 technology has drawn much attention recently as a fascinating tool for Information Literacy Instruction (ILI), especially in academic libraries. This research was aimed to investigate the implementation of Web 2.0 technology for ILI in Thai university libraries, in terms of information literacy skills being taught, types of Web 2.0…

  10. Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

    Science.gov (United States)

    Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

    2015-01-01

    Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

  11. Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom

    Science.gov (United States)

    Rutledge, Lorelei; LeMire, Sarah

    2017-01-01

    This article proposes that libraries reimagine their information literacy instructional programs using a broader conceptualization and implementation of information literacy that promotes collaborative and personalized learning experiences for students, faculty, and staff, while embracing scalable instruction and reference strategies to maximize…

  12. Moving Forward: A Discussion on the Revision of the ACRL Information Literacy Standards for Higher Education

    Science.gov (United States)

    Cahoy, Ellysa Stern; Gibson, Craig; Jacobson, Trudi

    2013-01-01

    The first PA Forward Information Literacy Summit was held in State College at the Pennsylvania State University, University Park campus, on Wednesday, July 24, 2013. This summit brought together K-12 and academic librarians from Pennsylvania to discuss current issues in information literacy. This text is a transcript of a discussion between Ellysa…

  13. Information Literacy in Mathematics Undergraduate Education: Where Does It Stand Today?

    Science.gov (United States)

    Bussmann, Jeffra Diane; Bond, Jeffrey D.

    2015-01-01

    The published literature on information literacy in mathematics is relatively sparse. This article explores the current state of information literacy initiatives in undergraduate mathematics. The authors survey academic librarians (n = 118) who liaise with mathematics departments in order to gain an understanding of their practices and attitudes…

  14. Pedagogies of Possibility within the Disciplines: Critical Information Literacy and Literatures in English

    Science.gov (United States)

    Jacobs, Heidi L. M.

    2014-01-01

    While most disciplines have responded to the generic openness of the ACRL Standards by creating discipline-specific guidelines and competencies, there is a need for us to consider other ways to approach information literacy in the disciplines. Critical information literacy reminds us to engage ourselves and our students with what Freire described…

  15. A Diagnosis of the Levels of Information Literacy Competency among Social Sciences Undergraduates

    Science.gov (United States)

    Pinto, María; Fernández-Pascual, Rosaura

    2017-01-01

    Restricted to five Spanish public universities, this paper examines knowledge about information literacy competencies--that is, the objective dimension--among a population of social sciences students, as well as two subjective dimensions: students' belief in the importance of information literacy, hereafter called "belief-in-importance",…

  16. Health literacy and online health information processing: Unraveling the underlying mechanisms

    NARCIS (Netherlands)

    Meppelink, C.S.; Smit, E.G.; Diviani, N.; van Weert, J.C.M.

    2016-01-01

    The usefulness of the Internet as a health information source largely depends on the receiver’s health literacy. This study investigates the mechanisms through which health literacy affects information recall and website attitudes. Using 2 independent surveys addressing different Dutch health

  17. Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

    Science.gov (United States)

    Solmaz, Dilek Yaliz

    2017-01-01

    This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

  18. A Comparison of Nursing and Teacher Education Students' Information Literacy Learning: Results from Norway, 2016

    Science.gov (United States)

    Nierenberg, Ellen

    2017-01-01

    This study measures first-year undergraduate students' self-assessments and learning outcomes in information literacy skills in their first months of higher education in Norway. Comparisons are made between nursing students and teacher education students. Surveys were conducted before the library's information literacy course and after both…

  19. Academic Librarians in Data Information Literacy Instruction: A Case Study in Meteorology

    Science.gov (United States)

    Frank, Emily P.; Pharo, Nils

    2016-01-01

    E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy--the skills needed to understand, use, manage, share, work with, and produce data--reflects the confluence of data skills with information literacy competencies. This research…

  20. Information Literacy for Social Workers: University at Albany Libraries Prepare MSW Students for Research and Practice

    Directory of Open Access Journals (Sweden)

    Mary Jane Brustman

    2008-02-01

    Full Text Available In a series of workshops, University at Albany librarians collaborate with the School of Social Welfare to impart information literacy skills to Master in Social Work students. The rationale, curriculum, and embedded ACRL information literacy standards are discussed. Also presented are assessments and a discussion of the challenges of implementation.

  1. Adolescent Health Literacy: The Importance of Credible Sources for Online Health Information

    Science.gov (United States)

    Ghaddar, Suad F.; Valerio, Melissa A.; Garcia, Carolyn M.; Hansen, Lucy

    2012-01-01

    Background: Little research has examined adolescent health literacy and its relationship with online health information sources. The purpose of this study is to explore health literacy among a predominantly Hispanic adolescent population and to investigate whether exposure to a credible source of online health information, MedlinePlus[R], is…

  2. Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?

    Directory of Open Access Journals (Sweden)

    Kimberly Davies-Hoffman

    2013-08-01

    Full Text Available For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library’s core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC, an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program’s content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.

  3. Game Development as a Pathway to Information Technology Literacy

    Science.gov (United States)

    Frydenberg, Mark

    2016-01-01

    Teaching game development has become an accepted methodology for introducing programming concepts and capturing the interest of beginning computer science and information technology (IT) students. This study, conducted over three consecutive semesters, explores game development using a gaming engine, rather than a traditional programming language,…

  4. A Case Study Combining Online Social Media and Video to Teach News Literacy

    Science.gov (United States)

    Spikes, Michael A.; Haque, Yousuf S.

    2014-01-01

    With the rise of information availability and the speed at which it can be disseminated, it is now the consumer's job to exercise more discernment and to become more skeptical about the information coming across their screens. This is a major point in the argument to adopt a relatively new academic discipline known as News Literacy. A subset of…

  5. Information Literacy in a Digital Era: Understanding the Impact of Mobile Information for Undergraduate Nursing Students.

    Science.gov (United States)

    Doyle, Glynda J; Furlong, Karen E; Secco, Loretta

    2016-01-01

    Recent entry-to-practice nursing informatics competencies for Registered Nurses in Canada mean nurse educators need educational strategies to promote student competency within the rapidly evolving informatics field. A collaborative research team from three Canadian nursing programs completed a mixed method survey to describe how nursing students used mobile nursing information support and the extent of this support for learning. The Mobile Information Support Evaluation Tool (MISET) assessed Usefulness/Helpfulness, Information Literacy Support, and Use of Evidence-Based Sources. The quantitative and qualitative data were analyzed to describe students' perspectives and the ways they used mobile resources in learning situations. Findings suggest nursing students mainly accessed mobile resources to support clinical learning, and specifically for task-oriented information such as drug medication or patient conditions/diagnoses. Researchers recommend a paradigm shift whereby educators emphasize information literacy in a way that supports evidence-based quality care.

  6. Geographic Media Literacy

    Science.gov (United States)

    Lukinbeal, Chris

    2014-01-01

    While the use of media permeates geographic research and pedagogic practice, the underlying literacies that link geography and media remain uncharted. This article argues that geographic media literacy incorporates visual literacy, information technology literacy, information literacy, and media literacy. Geographic media literacy is the ability…

  7. Health literacy and barriers to health information seeking: A nationwide survey in South Korea.

    Science.gov (United States)

    Jeong, Seok Hee; Kim, Hyun Kyung

    2016-11-01

    To identify the level of health literacy and barriers to information seeking and to explore the predictors of health literacy. A cross-sectional descriptive design was used. A total of 1000 Korean adults were recruited through proportional quota sampling. Health literacy, barriers to health information seeking, sociodemographics, and health-related characteristics were surveyed. Descriptive statistics and binary logistic regression were performed for data analysis. About 61% of participants were classified as inadequately health literate. "No health fairs/activities near home" was the most frequently reported barrier. Older age, lower education, living in the capital city, barriers regarding how to get information and access to expensive books and magazines were predictors of inadequate health literacy. Strategies for improving health literacy and reducing barriers to health information seeking should be designed. Education on how to access health-related information with easily accessible sources either free or inexpensive could be a way to help adults with limited health literacy. Health care professionals should assess clients' health literacy levels, particularly amongst those who are older or have less education. They should provide clients with information on how to access credible and readily available sources of health-related information, considering their health literacy level. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  8. Information literacy skills and location of online, offline information ...

    African Journals Online (AJOL)

    ... catalogue, Database, Internet search and Printed index and abstract the undergraduate students prefer to search for information using simpler identifying elements such as title, author, and subject for offline resources and mostly locate the online information resources through the assistant of the café attendant rather than ...

  9. Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers

    Science.gov (United States)

    Hanemann, Ulrike, Ed.

    2014-01-01

    Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy…

  10. [A study on health information literacy among urban and suburban residents in six provinces in China].

    Science.gov (United States)

    Nie, Xueqiong; Li, Yinghua; Li, Li; Huang, Xianggang

    2014-07-01

    To understand the status and its influencing factors of health information literacy among urban and suburban residents in China, and to explore the method for improving the health information literacy. From March to May in 2013, residents aged 18-60 years in six provinces in China were investigated with Questionnaire of Health Literacy of Diabetes Mellitus of the Public in China about self-reported health information literacy. The results of the survey were standardized by the 6th national census data. Logistic regression analysis was used to explore influencing factors of health information literacy. A total of 4 416 residents were surveyed, and 4 282 (97.0%) valid questionnaires were collected. After weight adjustments, 30.1% of the residents aged 18-60 years had adequate health information literacy in China, and the 95%CI of the rate was 28.5% - 31.6%. Totally, 70.8% of the residents ever actively searched for health information, 43.7% of the residents could easily retrieve the health information, 49.1% of the residents could easily understand the health information, 41.8% of the residents could confidently differentiate the quality of the health information and 51.1% of the residents ever searched health information on the internet. The results of multi-logistic regression showed that the rural residents, the males, those with lower levels of education, those with poor health had a lower health information literacy. The most trusted health information source was from doctors, and the trust rate reached 97.0%, followed by family members, friends or colleagues. The residents trusted the interpersonal communication more than the mass media and the new media. The level of health information literacy of the residents was generally low in China. To improve the health information literacy, high-quality health information services should be delivered to the residents, and the health education on the internet provided by the medical professionals should also be explored.

  11. Practice and Evaluation of Ability Grouping Lecture on Information Literacy Using a Chat Tool

    Science.gov (United States)

    Fujinaga, Kiyohisa

    A teaching methodology on information literacy that skilled and inexperienced students learn through different specific contents in a class is proposed. Skilled students collaboratively work using an e-Learning environment while a conventional projector-based lecture on how to use a computer is given for inexperienced students. The methodology had been put into practice for two years. Skilled students were divided into a few groups and members in a group collaboratively made a PowerPoint slide show using a chat tool as the communication media. The slide shows were evaluated by means of questionnaire to the inexperienced students. The results were nearly the same as those of teachers. The practice of the methodology resulted in that the concentration of the skilled students was promoted and the learning attitude of the inexperienced students was improved, compared with the case that the both skilled and inexperienced students learned through the same contents.

  12. How Serious Do We Need to Be? Improving Information Literacy Skills through Gaming and Interactive Elements

    Directory of Open Access Journals (Sweden)

    Ana van Meegen

    2010-09-01

    Full Text Available Catching the attention of highly technologically and visually oriented students is a challenge for libraries. The number of students entering the universities is increasing and a face-to-face learning setting is an impossible mission for the few available subject librarians. This paper demonstrates how effective the use of serious game or other web-based interactive elements can be for teaching information literacy. By means of quasi-experimental research the impact that the game Saving Asia on students’ learning is analysed and compared to a web-based online tutorial of the Vrije Universiteit Amsterdam (Free University of Amsterdam. This research demonstrated that the game needs to be improved if it is to fit into the regular curriculum of the university, but interactive elements definitely improve learning results.

  13. Teaching the Blog: Using Digital Literacy to Dismantle Stereotypes

    Science.gov (United States)

    Abdul-Jabbar, Wisam Kh.

    2017-01-01

    The activity of redirecting students' attention from traditional media to the possibility of exploring the world outside of print forms has always been daunting and challenging for teachers. Because the teaching of language and literature is intractably connected with human communication, incorporating blogs alongside traditional literary forms…

  14. Teaching for Visual Literacy: 50 Great Young Adult Films.

    Science.gov (United States)

    Teasley, Alan B.; Wilder, Ann

    1994-01-01

    Discusses how films portraying the lives of young adults can serve as the basis for a "viewer response" study of film and filmmaking. Lists and summarizes 50 films found to be suitable for teaching to young adults. Provides criteria by which the films were selected. (HB)

  15. An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

    Directory of Open Access Journals (Sweden)

    Carol A. Gordon

    2009-06-01

    Full Text Available Objective – Part I of this paper aims to create a framework for an emerging theory of evidence based information literacy instruction. In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building. An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidence based information literacy instruction by assessing the suitability of performance based assessment and action research as tools of evidence based practice.Methods – An historical review of research grounded in user-centered information behavior theory and constructivist learning theory establishes a body of existing substantive theory that supports emerging theory for evidence based information literacy instruction within an information-to-knowledge approach. A focused review of the literature presents supporting research for an evidence based pedagogy that is performance assessment based, i.e., information users are immersed in real-world tasks that include formative assessments. An analysis of the meaning of action research in terms of its purpose and methodology establishes its suitability for structuring an evidence based pedagogy. Supporting research tests a training model for school librarians and educators which integrates performance based assessment, as well as action research. Results – Findings of an historical analysis of information behavior theory and constructivist teaching practices, and a literature review that explores teaching models for evidence based information literacy instruction, point to two elements of evidence based information literacy instruction: the micro level of information searching behavior and the macro level of

  16. Multimedia Informed Consent Tool for a Low Literacy African Research Population: Development and Pilot-Testing

    OpenAIRE

    Afolabi, Muhammed Olanrewaju; Bojang, Kalifa; D’Alessandro, Umberto; Imoukhuede, Egeruan Babatunde; Ravinetto, Raffaella; Larson, Heidi Jane; McGrath, Nuala; Chandramohan, Daniel

    2014-01-01

    Background International guidelines recommend the use of appropriate informed consent procedures in low literacy research settings because written information is not known to guarantee comprehension of study information. Objectives This study developed and evaluated a multimedia informed consent tool for people with low literacy in an area where a malaria treatment trial was being planned in The Gambia. Methods We developed the informed consent document of the malaria treatment trial into a m...

  17. Connecting Inspiration with Information: Studio Art Students and Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Katie Greer

    2015-06-01

    Full Text Available This article discusses the partnership between the library and the studio art faculty at [Institution name], that led to the integration of information literacy instruction into the studio art curriculum. The author outlines the importance of information literacy to artistic practice and student success, and discusses the program of instruction and learning outcomes. Early assessment of student needs and the program’s effectiveness, using both citation analysis and anecdotal feedback, reveals that the program has contributed to the maturation of student research and inquiry skills, and positively affected the relationship between the department and the library, and provides preliminary conclusions about undergraduate studio art information behaviors. An ongoing further program of study to more fully describe the information needs of undergraduate studio art students is also outlined.

  18. Literacy

    DEFF Research Database (Denmark)

    Bremholm, Jesper

    I løbet at de seneste 10 år har literacy-begrebet for alvor vundet indpas som et etableret begreb i den nordiske forsknings- og uddannelsesverden, ikke mindst inden for læse-/skriveområdet. Der er dog langt fra konsensus om den præcise betydning af begrebet, og af samme grund hersker der en udbredt...... forvirring om hvorledes det skal forstås. Man kan på den baggrund stille spørgsmålet om hvorvidt literacy overhovedet er et brugbart og produktivt begreb i en nordisk kontekst. Når man i PISA-undersøgelserne giver læseområdet den pleonastiske betegnelse reading literacy, kunne det give anledning til...... at tvivle på at det er tilfældet. Med afsæt i forskellige begrebs- og forskningsmæssige perspektiver diskuteres i oplægget literacy-begrebets berettigelse, og i forlængelse heraf præsenteres et bud på en trifokal optik som teoretisk blik på literacy i undervisningskontekster. Eksempler fra forskellige...

  19. Effects of Health Literacy and Social Capital on Health Information Behavior.

    Science.gov (United States)

    Kim, Yong-Chan; Lim, Ji Young; Park, Keeho

    2015-01-01

    This study aimed to examine whether social capital (bonding and bridging social capital) attenuate the effect of low functional health literacy on health information resources, efficacy, and behaviors. In-person interviews were conducted with 1,000 residents in Seoul, Korea, in 2011. The authors found that respondents' functional health literacy had positive effects on the scope of health information sources and health information self-efficacy but not health information-seeking intention. Respondents' social capital had positive effects on the scope of health information sources, health information efficacy, and health information-seeking intention. The authors found (a) a significant moderation effect of bridging social capital on the relation between health literacy and health information self-efficacy and (b) a moderation effect of bonding social capital on the relation between health literacy and health information-seeking intention.

  20. Combining Self-Assessments and Achievement Tests in Information Literacy Assessment: Empirical Results and Recommendations for Practice

    Science.gov (United States)

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of…

  1. Measuring Practicing Clinicians' Information Literacy. An Exploratory Analysis in the Context of Panel Management.

    Science.gov (United States)

    Dixon, Brian E; Barboza, Katherine; Jensen, Ashley E; Bennett, Katelyn J; Sherman, Scott E; Schwartz, Mark D

    2017-02-15

    As healthcare moves towards technology-driven population health management, clinicians must adopt complex digital platforms to access health information and document care. This study explored information literacy, a set of skills required to effectively navigate population health information systems, among primary care providers in one Veterans' Affairs (VA) medical center. Information literacy was assessed during an 8-month randomized trial that tested a population health (panel) management intervention. Providers were asked about their use and comfort with two VA digital tools for panel management at baseline, 16 weeks, and post-intervention. An 8-item scale (range 0-40) was used to measure information literacy (Cronbach's α=0.84). Scores between study arms and provider types were compared using paired t-tests and ANOVAs. Associations between self-reported digital tool use and information literacy were measured via Pearson's correlations. Providers showed moderate levels of information literacy (M= 27.4, SD 6.5). There were no significant differences in mean information literacy between physicians (M=26.4, SD 6.7) and nurses (M=30.5, SD 5.2, p=0.57 for difference), or between intervention (M=28.4, SD 6.5) and control groups (M=25.1, SD 6.2, p=0.12 for difference). Information literacy was correlated with higher rates of self-reported information system usage (r=0.547, p=0.001). Clinicians identified data access, accuracy, and interpretability as potential information literacy barriers. While exploratory in nature, cautioning generalizability, the study suggests that measuring and improving clinicians' information literacy may play a significant role in the implementation and use of digital information tools, as these tools are rapidly being deployed to enhance communication among care teams, improve health care outcomes, and reduce overall costs.

  2. Depicting reading ability as an information literacy model.

    Directory of Open Access Journals (Sweden)

    Aurora Cuevas Cerveró

    2008-02-01

    Full Text Available Readers’ world has been lately challenged by significant changes, such as the increase on reading supply, the diversification of documentary media and the new types of reading, writing and communicating through the Internet. Such situation specially affects 21st century schools, which are evolving too slowly and so being relegated from their corresponding pre-eminent place as reading teachers and knowledge transmitters. The main goal of this article is to contribute mitigating such adverse effects on schools by proposing an information literacy skills model aimed for improving reading competency from the school library, which is considered a key element capable of turning reading again into an indispensable instrument in knowledge construction.

  3. Cognition and Health Literacy in Older Adults’ Recall of Self-Care Information

    Science.gov (United States)

    Madison, Anna; Gao, Xuefei; Graumlich, James F.; Conner-Garcia, Thembi; Murray, Michael D.; Stine-Morrow, Elizabeth A. L.; Morrow, Daniel G.

    2017-01-01

    Abstract Purpose of the Study: Health literacy is associated with health outcomes presumably because it influences the understanding of information needed for self-care. However, little is known about the language comprehension mechanisms that underpin health literacy. Design and Methods: We explored the relationship between a commonly used measure of health literacy (Short Test of Functional Health Literacy in Adults [STOFHLA]) and comprehension of health information among 145 older adults. Results: Results showed that performance on the STOFHLA was associated with recall of health information. Consistent with the Process-Knowledge Model of Health Literacy, mediation analysis showed that both processing capacity and knowledge mediated the association between health literacy and recall of health information. In addition, knowledge moderated the effects of processing capacity limits, such that processing capacity was less likely to be associated with recall for older adults with higher levels of knowledge. Implications: These findings suggest that knowledge contributes to health literacy and can compensate for deficits in processing capacity to support comprehension of health information among older adults. The implications of these findings for improving patient education materials for older adults with inadequate health literacy are discussed. PMID:26209450

  4. Cognition and Health Literacy in Older Adults' Recall of Self-Care Information.

    Science.gov (United States)

    Chin, Jessie; Madison, Anna; Gao, Xuefei; Graumlich, James F; Conner-Garcia, Thembi; Murray, Michael D; Stine-Morrow, Elizabeth A L; Morrow, Daniel G

    2017-04-01

    Health literacy is associated with health outcomes presumably because it influences the understanding of information needed for self-care. However, little is known about the language comprehension mechanisms that underpin health literacy. We explored the relationship between a commonly used measure of health literacy (Short Test of Functional Health Literacy in Adults [STOFHLA]) and comprehension of health information among 145 older adults. Results showed that performance on the STOFHLA was associated with recall of health information. Consistent with the Process-Knowledge Model of Health Literacy, mediation analysis showed that both processing capacity and knowledge mediated the association between health literacy and recall of health information. In addition, knowledge moderated the effects of processing capacity limits, such that processing capacity was less likely to be associated with recall for older adults with higher levels of knowledge. These findings suggest that knowledge contributes to health literacy and can compensate for deficits in processing capacity to support comprehension of health information among older adults. The implications of these findings for improving patient education materials for older adults with inadequate health literacy are discussed. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  5. Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

    Science.gov (United States)

    Fung, M. K.; Tedesco, L.; Katz, M. E.

    2013-12-01

    in the overall game. Although this board game activity was designed for high school students, it could easily be adapted for all K-12 levels as an interactive, informative and successful way of teaching students about climate literacy.

  6. Dutch health websites and their ability to inform people with low health literacy

    NARCIS (Netherlands)

    Meppelink, C.S.; van Weert, J.C.M.; Brosius, A.; Smit, E.G.

    2017-01-01

    Objective To evaluate whether Dutch online health information (OHI) generally reflects message elements that support information processing and understanding among people with low health literacy. Methods We content-analyzed one hundred Dutch webpages about Ebola, fibromyalgia, ALS, losing weight,

  7. Supporting Youth Boundary Crossing – Intertextuality as a Component of Design for Information and Visual Literacy

    Directory of Open Access Journals (Sweden)

    Kristen Radcliff Clark

    2009-12-01

    Full Text Available This article charts attempts to derive a theoretically guided approach to engaging children in boundary crossing toward literacies and practices associated with the Age of Information. Using Fifth Dimension (5D afterschool programs as laboratories for informal learning design, interventions were designed to explore the extent to which youth cultures and literacies can be used as intertextual gateways to more educative practices associated with visual and information literacy. Intertextuality is introduced as a concept to consider the relevance of using semantic relationships between popular and educative texts to inform learning design for afterschool programming.

  8. Patterns of students' computer use and relations to their computer and information literacy

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Gerick, Julia

    2017-01-01

    Background: Previous studies have shown that there is a complex relationship between students’ computer and information literacy (CIL) and their use of information and communication technologies (ICT) for both recreational and school use. Methods: This study seeks to dig deeper into these complex...... relations by identifying different patterns of students’ school-related and recreational computer use in the 21 countries participating in the International Computer and Information Literacy Study (ICILS 2013). Results: Latent class analysis (LCA) of the student questionnaire and performance data from......, raising important questions about differences in contexts. Keywords: ICILS, Computer use, Latent class analysis (LCA), Computer and information literacy....

  9. Meanings of teaching education developed by the National Pact for Literacy at the Right Age

    Directory of Open Access Journals (Sweden)

    Ana Maria Klein

    2016-01-01

    Full Text Available This paper investigates the teaching continuing education as a public policy focused on confronting the illiteracy problem in the early years of elementary school, through the perceptions of 1.515 literacy teachers from the northwestern region of São Paulo that participated in the federal program Pacto Nacional pela Alfabetização na Idade Certa (National Pact for Literacy at the Right Age during the year 2013. Teacher education is discussed based on the authors Tardif, Imbernón and Nóvoa. To collect data, a questionnaire with open and closed questions available on an online server for researches was used. The methodology was qualitative and the data shows that the processes involved in conducting training, such as group work and methodology, are as valued as access to new knowledge.

  10. Information Literacy Standards and the World Wide Web: Results from a Student Survey on Evaluation of Internet Information Sources

    Science.gov (United States)

    Taylor, Arthur; Dalal, Heather A.

    2014-01-01

    Introduction: This paper aims to determine how appropriate information literacy instruction is for preparing students for these unmediated searches using commercial search engines and the Web. Method. A survey was designed using the 2000 Association of College and Research Libraries literacy competency standards for higher education. Survey…

  11. Handling Internet-Based Health Information: Improving Health Information Web Site Literacy Among Undergraduate Nursing Students.

    Science.gov (United States)

    Wang, Weiwen; Sun, Ran; Mulvehill, Alice M; Gilson, Courtney C; Huang, Linda L

    2017-02-01

    Patient care problems arise when health care consumers and professionals find health information on the Internet because that information is often inaccurate. To mitigate this problem, nurses can develop Web literacy and share that skill with health care consumers. This study evaluated a Web-literacy intervention for undergraduate nursing students to find reliable Web-based health information. A pre- and postsurvey queried undergraduate nursing students in an informatics course; the intervention comprised lecture, in-class practice, and assignments about health Web site evaluation tools. Data were analyzed using Wilcoxon and ANOVA signed-rank tests. Pre-intervention, 75.9% of participants reported using Web sites to obtain health information. Postintervention, 87.9% displayed confidence in using an evaluation tool. Both the ability to critique health Web sites (p = .005) and confidence in finding reliable Internet-based health information (p = .058) increased. Web-literacy education guides nursing students to find, evaluate, and use reliable Web sites, which improves their ability to deliver safer patient care. [J Nurs Educ. 2017;56(2):110-114.]. Copyright 2017, SLACK Incorporated.

  12. How could health information be improved? Recommended actions from the Victorian Consultation on Health Literacy.

    Science.gov (United States)

    Hill, Sophie J; Sofra, Tanya A

    2017-03-07

    Objective Health literacy is on the policy agenda. Accessible, high-quality health information is a major component of health literacy. Health information materials include print, electronic or other media-based information enabling people to understand health and make health-related decisions. The aim of the present study was to present the findings and recommended actions as they relate to health information of the Victorian Consultation on Health Literacy. Methods Notes and submissions from the 2014 Victorian Consultation workshops and submissions were analysed thematically and a report prepared with input from an advisory committee. Results Health information needs to improve and recommendations are grouped into two overarching themes. First, the quality of information needs to be increased and this can be done by developing a principle-based framework to inform updating guidance for information production, formulating standards to raise quality and improving the systems for delivering information to people. Second, there needs to be a focus on users of health information. Recommendation actions were for information that promoted active participation in health encounters, resources to encourage critical users of health information and increased availability of information tailored to population diversity. Conclusion A framework to improve health information would underpin the efforts to meet literacy needs in a more consistent way, improving standards and ultimately increasing the participation by consumers and carers in health decision making and self-management. What is known about the topic? Health information is a critical component of the concept of health literacy. Poorer health literacy is associated with poorer health outcomes across a range of measures. Improving access to and the use of quality sources of health information is an important strategy for meeting the health literacy needs of the population. In recent years, health services and

  13. Data Literacy is Statistical Literacy

    Science.gov (United States)

    Gould, Robert

    2017-01-01

    Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early.

  14. A phenomenographic investigation into Information Literacy in nursing practice - preliminary findings and methodological issues.

    Science.gov (United States)

    Forster, Marc

    2013-10-01

    Information Literacy is essential to 'evidence-based practice'; without the ability to locate evidence, evidence-based practice is rendered extremely difficult if not impossible. There is currently little evidence to show how Information Literacy is experienced by nurses or what its parameters are within evidence-based practice and therefore whether Information Literacy educational interventions are actually promoting the correct knowledge and skills. Using phenomenographic interviews the author will attempt to discover how nurses experience Information Literacy. Insights from the findings will be used to map out its parameters and to put forward a theoretical model for a course or module to develop it effectively. This article presents preliminary findings, including 7 draft categories of description of how Information Literacy is experienced in nursing. This pilot study indicates that the complete findings may be of significant potential value in the promotion and development of Information Literacy education in nursing. It is argued that such insights into how nurses actually experience the phenomenon of Information Literacy can be used to develop potentially more effective, research-based, educational interventions. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Teaching Writing in Adult Literacy: Practices to Foster Motivation and Persistence and Improve Learning Outcomes

    Science.gov (United States)

    Nielsen, Kristen

    2015-01-01

    Writing is critical to success in education, the workplace, and everyday communication yet receives limited attention in the research, particularly the topic of writing instruction in adult education. Adult literacy practitioners frequently lack training in writing instruction and must rely on a confusing array of information, primarily derived…

  16. Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences

    Science.gov (United States)

    Wilson, Scott Neal; Engler, Caroline E.; Black, Jessica E.; Yager-Elorriaga, Derik K.; Thompson, William Michael; McConnell, Andrae; Cecena, Javier Elizondo; Ralston, Ryan; Terry, Robert A.

    2017-01-01

    In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to…

  17. Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment

    Directory of Open Access Journals (Sweden)

    Sonja Spiranec

    2012-06-01

    Teaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education, an important precondition for research practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularly as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0. Such profound changes suggest renewed conceptions and focal points of IL at the postgraduate level which will take into account the fluid nature of current information environments. After discussing changes in information landscapes brought about the Web 2.0 and examining transformed premises of scientific work within such environments, the authors will plea for re-conceptualizations of IL on the postgraduate level and propose new principles of IL frameworks and modes of assessment that will recognize this transformation.

  18. Some Issues on Management Information System Course Teaching

    OpenAIRE

    Chen, Dingquan

    2008-01-01

    This paper discuses the following issues about Management Information System course for the major of information management & Information System: Teaching Object, the difference between Information System Analysis and Design course, teaching content, and experiment plan.

  19. The Amount of Media and Information Literacy Among Isfahan University of Medical Sciences' Students Using Iranian Media and Information Literacy Questionnaire (IMILQ).

    Science.gov (United States)

    Ashrafi-Rizi, Hasan; Ramezani, Amir; Koupaei, Hamed Aghajani; Kazempour, Zahra

    2014-12-01

    Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Isfahan University of Medical Sciences' students using Iranian Media and Information Literacy Questionnaire (IMILQ). This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists' viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach's alpha (r=0.89) respectively. Statistical population consisted of all students in Isfahan University of Medical Sciences (6000 cases) and the samples were 361. Sampling method was random stratified sampling. Data were analyzed by descriptive and inferential statistics. The findings showed that the mean level of Media and Information Literacy among Isfahan University of Medical Sciences' students was 3.34±0.444 (higher than average). The highest mean was promotion of scientific degree with 3.84±0.975 and the lowest mean was difficulties in starting research with 2.50±1.08. There was significant difference between educational degree, college type and family's income and amount of Media and Information Literacy. The results showed that the students didn't have enough skills in starting the research, defining the research subject as well as confining the research subject. In general, all students and education practitioners should pay special attention to factors affecting in improving Media and Information Literacy as a main capability in using printed and electronic media.

  20. Creating a Screening Measure of Health Literacy for the Health Information National Trends Survey.

    Science.gov (United States)

    Champlin, Sara; Mackert, Michael

    2016-03-01

    Create a screening measure of health literacy for use with the Health Information National Trends Survey (HINTS). Participants completed a paper-based survey. Items from the survey were used to construct a health literacy screening measure. A population-based survey conducted in geographic areas of high and low minority frequency and in Central Appalachia. Two thousand nine hundred four English-speaking participants were included in this study: 66% white, 93% completed high school, mean age = 52.53 years (SD = 16.24). A health literacy screening measure was created using four items included in the HINTS survey. Scores could range from 0 (no questions affirmative/correct) to 4 (all questions answered affirmatively/correctly). Multiple regression analysis was used to determine whether demographic variables known to predict health literacy were indeed associated with the constructed health literacy screening measure. The weighted average health literacy score was 2.63 (SD = 1.00). Those who were nonwhite (p = .0005), were older (p literacy screening measure scores. This study highlights the need to assess health literacy in national surveys, but also serves as evidence that screening measures can be created within existing datasets to give researchers the ability to consider the impact of health literacy. © The Author(s) 2016.

  1. Setting up Information Literacy Workshops in School Libraries: Imperatives, Principles and Methods

    Directory of Open Access Journals (Sweden)

    Reza Mokhtarpour

    2010-09-01

    Full Text Available While many professional literature have talked at length about the importance of dealing with information literacy in school libraries in ICT dominated era, but few have dealt with the nature and mode of implementation nor offered a road map. The strategy emphasized in this paper is to hold information literacy sessions through effective workshops. While explaining the reasons behind such workshops being essential in enhancing information literacy skills, the most important principles and stages for setting up of such workshops are offered in a step-by-step manner.

  2. Sharing Health Information and Influencing Behavioral Intentions: The Role of Health Literacy, Information Overload, and the Internet in the Diffusion of Healthy Heart Information.

    Science.gov (United States)

    Crook, Brittani; Stephens, Keri K; Pastorek, Angie E; Mackert, Michael; Donovan, Erin E

    2016-01-01

    Low health literacy remains an extremely common and problematic issue, given that individuals with lower health literacy are more likely to experience health challenges and negative health outcomes. In this study, we use the first three stages of the innovation-decision process found in the theory of diffusion of innovations (Rogers, 2003). We incorporate health literacy into a model explaining how perceived health knowledge, information sharing, attitudes, and behavior are related. Results show that health information sharing explains 33% of the variance in behavioral intentions, indicating that the communicative practice of sharing information can positively impact health outcomes. Further, individuals with high health literacy tend to share less information about heart health than those with lower health literacy. Findings also reveal that perceived heart-health knowledge operates differently than health literacy to predict health outcomes.

  3. Information literacy in science writing: how students find, identify, and use scientific literature

    Science.gov (United States)

    Klucevsek, Kristin M.; Brungard, Allison B.

    2016-11-01

    For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.

  4. Information literacy progression within the Environmental science program at Linköping University

    Directory of Open Access Journals (Sweden)

    Kajsa Gustafsson Åman

    2013-12-01

    Full Text Available Since the Environmental Science program at Linköping University started 1998 the author has been liaison librarian. The program is a three-year candidate program with approximately 60 students enrolled per year. Information literacy is of vital importance for the teachers and the students. Collaboration between the liaison librarian, the teachers and the administrator is the fundament. During the years a curriculum for Information literacy has evolved. The initiative for the evolvement comes from both librarian and teachers. The program consists today of fifteen different parts with education in information literacy with a progression during the three-year program. Special concern is given to progression, learning design, learning environments and quality development. An important part is appendixes in connection to the student essay. The appendixes consist of reflections on the search of information for the essay in order to make the students more conscious about their Information Literacy processes.

  5. Information Literacy for Multiple Disciplines: Toward a Campus-Wide Integration Model at Indiana University, Bloomington

    Directory of Open Access Journals (Sweden)

    Brian Winterman

    2011-11-01

    Full Text Available Within disciplines are a set of shared values and thought processes that students must master in order to become participants of that discipline. Information literacy as defined by the ACRL is a set of standards and principles that can apply to all disciplines. In order to produce information literate undergraduates in a given discipline, information literacy standards must be integrated with the values and processes of the discipline. In this study, librarians partnered with faculty in gender studies and molecular biology to integrate information literacy with courses in those areas. Student performance and attitudes improved as a result of the collaboration. This article discusses the collaboration process, the assessment methods and results, and the long-term importance of developing best practices for information literacy integration at the campus level through a disciplinary approach.

  6. Low health literacy and evaluation of online health information: a systematic review of the literature.

    Science.gov (United States)

    Diviani, Nicola; van den Putte, Bas; Giani, Stefano; van Weert, Julia Cm

    2015-05-07

    Recent years have witnessed a dramatic increase in consumer online health information seeking. The quality of online health information, however, remains questionable. The issue of information evaluation has become a hot topic, leading to the development of guidelines and checklists to design high-quality online health information. However, little attention has been devoted to how consumers, in particular people with low health literacy, evaluate online health information. The main aim of this study was to review existing evidence on the association between low health literacy and (1) people's ability to evaluate online health information, (2) perceived quality of online health information, (3) trust in online health information, and (4) use of evaluation criteria for online health information. Five academic databases (MEDLINE, PsycINFO, Web of Science, CINAHL, and Communication and Mass-media Complete) were systematically searched. We included peer-reviewed publications investigating differences in the evaluation of online information between people with different health literacy levels. After abstract and full-text screening, 38 articles were included in the review. Only four studies investigated the specific role of low health literacy in the evaluation of online health information. The other studies examined the association between educational level or other skills-based proxies for health literacy, such as general literacy, and outcomes. Results indicate that low health literacy (and related skills) are negatively related to the ability to evaluate online health information and trust in online health information. Evidence on the association with perceived quality of online health information and use of evaluation criteria is inconclusive. The findings indicate that low health literacy (and related skills) play a role in the evaluation of online health information. This topic is therefore worth more scholarly attention. Based on the results of this review

  7. Finding foundations: A model for information literacy assessment of first-year students

    Directory of Open Access Journals (Sweden)

    Zoe Fisher

    2017-08-01

    Full Text Available In Brief This article presents a case study in establishing an information literacy instruction and assessment program for first-year university students at the University of Colorado Denver. Rather than presenting assessment data, we document the process in which our department engaged with the student learning assessment cycle, with the intention of allowing other information literacy professionals to see how we established an instruction program for first-year English Composition. We include a description of in-class exercises, rubrics, and the procedures we followed in order to assess the foundational information literacy skills of first-year students on our campus. This assessment was not conducted to demonstrate what students learned from librarians (thereby illustrating the value of library instruction. Rather, we assessed student learning to ascertain the information literacy skills students bring with them into a first-year English Composition course.

  8. Information Literacy Advocates: developing student skills through a peer support approach.

    Science.gov (United States)

    Curtis, Ruth

    2016-12-01

    Since 2013/2014, an Information Literacy Advocates (ILA) scheme has been running at the University of Nottingham as an extracurricular module on the Nottingham Advantage Award programme. The Information Literacy Advocates scheme, which recruits medicine and health sciences students in their second year or above, aims to facilitate development of information literacy skills and confidence, as well as communication, organisation and teamwork, through the provision of peer support. Previous research indicates peer assistance effectively enhances such skills and is valued by fellow students who welcome the opportunity to approach more experienced students for help. This article, written by guest writer Ruth Curtis from the University of Nottingham, provides an overview of administering the ILA scheme and explores its impact on the Information Literacy Advocates, peers and librarians, and discusses future developments for taking the scheme forward. H. S. © 2016 Health Libraries Group.

  9. Health Literacy and Online Health Information Processing: Unraveling the Underlying Mechanisms.

    Science.gov (United States)

    Meppelink, Corine S; Smit, Edith G; Diviani, Nicola; Van Weert, Julia C M

    2016-01-01

    The usefulness of the Internet as a health information source largely depends on the receiver's health literacy. This study investigates the mechanisms through which health literacy affects information recall and website attitudes. Using 2 independent surveys addressing different Dutch health websites (N = 423 and N = 395), we tested the mediating role of cognitive load, imagination ease, and website involvement. The results showed that the influence of health literacy on information recall and website attitudes was mediated by cognitive load and imagination ease but only marginally by website involvement. Thus, to improve recall and attitudes among people with lower health literacy, online health communication should consist of information that is not cognitively demanding and that is easy to imagine.

  10. Social Network Analysis of Elders' Health Literacy and their Use of Online Health Information.

    Science.gov (United States)

    Jang, Haeran; An, Ji-Young

    2014-07-01

    Utilizing social network analysis, this study aimed to analyze the main keywords in the literature regarding the health literacy of and the use of online health information by aged persons over 65. Medical Subject Heading keywords were extracted from articles on the PubMed database of the National Library of Medicine. For health literacy, 110 articles out of 361 were initially extracted. Seventy-one keywords out of 1,021 were finally selected after removing repeated keywords and applying pruning. Regarding the use of online health information, 19 articles out of 26 were selected. One hundred forty-four keywords were initially extracted. After removing the repeated keywords, 74 keywords were finally selected. Health literacy was found to be strongly connected with 'Health knowledge, attitudes, practices' and 'Patient education as topic.' 'Computer literacy' had strong connections with 'Internet' and 'Attitude towards computers.' 'Computer literacy' was connected to 'Health literacy,' and was studied according to the parameters 'Attitude towards health' and 'Patient education as topic.' The use of online health information was strongly connected with 'Health knowledge, attitudes, practices,' 'Consumer health information,' 'Patient education as topic,' etc. In the network, 'Computer literacy' was connected with 'Health education,' 'Patient satisfaction,' 'Self-efficacy,' 'Attitude to computer,' etc. Research on older citizens' health literacy and their use of online health information was conducted together with study of computer literacy, patient education, attitude towards health, health education, patient satisfaction, etc. In particular, self-efficacy was noted as an important keyword. Further research should be conducted to identify the effective outcomes of self-efficacy in the area of interest.

  11. Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

    Science.gov (United States)

    Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

    2011-12-01

    Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high

  12. Experienced teachers' informal learning from classroom teaching

    NARCIS (Netherlands)

    Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,

  13. Experienced Teachers' Informal Learning from Classroom Teaching

    Science.gov (United States)

    Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

  14. Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study

    Directory of Open Access Journals (Sweden)

    Diana K. Wakimoto

    2010-03-01

    Full Text Available Objective — This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured.Methods — The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the regular 2008-2009 academic year at California State University, East Bay.Results — Many students entered the course without any concept of information literacy; however, after taking the course they found information literacy to be personally relevant and were able to articulate connections among information, power, and society. The majority of students were satisfied with the course. The results from analyzing the pre- and post-tests were supported by the findings from the focus group sessions.Conclusion — The results of this study are supported by other studies that show the importance of personal relevancy to student learning. In order to fully assess information literacy instruction and student learning, librarians should consider incorporating ways of assessing student learning beyond testing content knowledge and levels of competency.

  15. LEARN-TEACH: a pilot to boost Ocean Literacy in High Schools

    Science.gov (United States)

    Grigorov, Ivo; Payne, Diana; Vogt, Bynna; Knappe, Charlotte; Riedel, Werner

    2017-04-01

    Raising the Ocean Literacy of all levels of society is now a policy priority for the European Commission. The long-term objective is better appreciation of the socio-economic benefits and ecosystem services that the marine environment provides, and encourage better stewardship of the seas. One long-term, and potentially self-sustainable, concept is to put sufficient mutual incentives in place so that researchers, teachers and students in high-schools science and mathematics classes accessorize school curricula with the latest marine research results and knowledge. Summary of preliminary teachers consultations at Copenhagen International School suggest that teachers are prepared and willing to include recent marine research, research data and knowledge in high school science classes and carry over the research data to mathematics/statistics classes and exercises. However the active participation of researchers is sought to provide guidance and translation of latest research findings, and point to real data sources. LEARN-TEACH Pilot`s main objective is to test a long-term scalable and locally applicable solution for engaging young people in marine environment issues and challenges. LEARN-TEACH sustainability of concept relies on mutual training and clear mutual incentives. For the teachers, it allows an opportunity to understand and inject recent research in the school curriculum in order to "increase the level of knowledge among the population of the marine environment". For the researchers, LEARN-TEACH is tailored as a tool for outreach and dissmination, as well as exposing young marine researchers to the challenges of translating and communicating research to non-academic audiences, and potentially an alternative career. The presentation will demonstrate how LEARN-TEACH can be embedded in every research grant in any EU region, and how it can add a competitive edge at research grant proposal evaluation. The content is based on the "Blue Schools" initiative of

  16. Writing learning cases for an information literacy tutorial

    OpenAIRE

    Gunhild Austrheim

    2010-01-01

    The research and writing processes are often hidden mysteries to our students. A key point in the online tutorial Search and Write (Søk and Skriv) has been to supply our students with tools to handle these processes. Learning cases embedded in the tutorial allow us to demonstrate a variety of working techniques and to better cater for a diverse student population. The tutorial can be used as an independent resource for students and as a teaching aid for both library sessions on inform...

  17. Improve Climate Change Literacy At Minority Institutions Through Problem-based Teaching And Learning

    Science.gov (United States)

    yang, Z.; Williams, H.

    2013-12-01

    Climate change is one of most popular topics in the U.S. Currently we are implementing our funded NASA climate change education grant entitled as 'Preparing Science Educators with Climate Change Literacy through Problem-based Teaching and Learning'. This project aims to prepare underrepresented STEM (Science, Technology, Engineering and Mathematics) teachers that are competent for teaching the contents of the Earth, climate, and climate change. In this project, we first developed lectures, assignments, and lab exercises which are related to climate change and then applied those materials in courses which are usually selected by pre-service teachers after modification based on students' evaluation. Also field visits to sites such as landfill and hog farm were provided to North Carolina Central University (NCCU) students in order to help them have better understanding on sources and amount of greenhouse gases emitted from human activities. In addition, summer interns are specifically trained to enhance and improve their knowledge and skills in climate change science. Those strategies have effectively improved climate change literacy of pre-service teachers at NCCU in spite of some challenges.

  18. Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

    Science.gov (United States)

    Gillan, Amy Larrison

    The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

  19. Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences.

    Science.gov (United States)

    Bazrafkan, Leila; Hayat, Ali Asghar; Abbasi, Karim; Bazrafkan, Aghdas; Rohalamini, Azadeh; Fardid, Mozhgan

    2017-01-01

    The information literacy status and the use of information technology among students in the globalization age of course plans are very momentous. This study aimed to evaluate the information literacy status and use of information technology among medical students of Shiraz University of Medical Sciences in 2013. This was a descriptive-analytical study with cross-sectional method. The study population consisted of all medical students (physiopathology, externship and internship) studying at Shiraz University of Medical Sciences. The sample size (n=310) was selected by systematic random sampling. The tool of data gathering was LASSI questionnaire (assigned by America research association) with 48 closed items in five-point LIKERT scale. The questionnaire included two distinct parts of demographic questions and the information literacy skills based on the standards of information literacy capacities for academic education. The content validity was acquired by professors' and experts' comments. The reliability was also calculated by Cronbach'salpha (0.85). Data were analyzed in both descriptive (frequency- mean) and analytical level (t-test, analysis of variance) using SPSS 14 software. 60.3% of the participants were females, and the remaining (29.7%) were males. The mean score of information literacy and its five subgroups among the students weren't at a desirable level. The mean scores of information literacy for educational grades from the highest to lowest belonged to the internship, physiopathology and externship. The results showed that the highest average was related to the effective access ability to information among interns (9.27±3.57) and the lowest one was related to the ability of understanding legal and economical cases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn't a significant difference between educational grades and information literacy. Finally, the result of independent t-test did not show a

  20. Graduate Students May Need Information Literacy Instruction as Much as Undergraduates

    Directory of Open Access Journals (Sweden)

    Robin Elizabeth Miller

    2014-09-01

    Full Text Available A Review of: Conway, Kate. (2011. How prepared are students for postgraduate study? A comparison of the information literacy skills of commencing undergraduate and postgraduate studies students at Curtin University. Australian Academic & Research Libraries, 42(2, 121-135. Abstract Objective – To determine whether there is a difference in the information literacy skills of postgraduate and undergraduate students beginning an information studies program, and to examine the influence of demographic characteristics on information literacy skills. Design – Online, multiple choice questionnaire to test basic information literacy skills. Setting – Information studies program at a large university in Western Australia. Subjects – 64 information studies students who responded to an email invitation to participate in an online questionnaire, a 44% response rate. Of those responding, 23 were undergraduates and 41 were postgraduates. Methods – Over the course of two semesters, an online survey was administered. In order to measure student performance against established standards, 25 test questions were aligned with the Australian and New Zealand Information Literacy Framework (ANZIIL (Bundy, 2004, an adapted version of the ACRL Information Literacy Standards for Higher Education (Association of College & Research Libraries, 2000. In the first semester that the survey was administered, 9 demographic questions were asked and 11 in the second semester. Participants were invited to respond voluntarily to the questionnaire via email. Results were presented as descriptive statistics, comparing undergraduate and postgraduate student performance. The results were not tested for statistical significance and the author did not control for confounding variables. Main Results – Postgraduate respondents scored an average of 77% on the test questionnaire, while undergraduates scored an average of 69%. The 25% of respondents who had previous work experience

  1. Prediction of internet addiction based on information literacy among students of Iran University of Medical Sciences.

    Science.gov (United States)

    Langarizadeh, Mostafa; Naghipour, Majid; Tabatabaei, Seyed Mohsen; Mirzaei, Abbas; Vaghar, Mohammad Eslami

    2018-02-01

    A considerable group of internet users consists of university users; however, despite internet benefits and capabilities, internet overuse is a threat to societies especially to young people and students. The objective of this study was to determine the predictive role of information literacy in internet addiction among students of Iran University of Medical Sciences during 2016. This analytical cross-sectional study was conducted in Iran University of Medical Sciences in 2016. Using stratified random sampling method, 365 students from different disciplines were selected. Measuring tools included the Information Literacy Questionnaire, the Yang Online Drug Addiction Scale and the General Health Questionnaire. The collected data were analyzed by Pearson product-moment correlation, independent samples t-test and multiple linear regression using SPSS version 22. According to this study, 31.2% of students had internet addiction (29.9% were mildly addicted and 1.3% had severe addiction). There was a significant and inverse relationship between higher information literacy and internet addiction (R= -0.45) and (pInformation literacy" explained 20% of the variation in the outcome variable "Internet addiction". Students play a substantial role in promoting the cultural and scientific level of knowledge in society; the higher their information literacy, the lower the level of Internet addiction, and consequently the general health of society will improve. It seems that wise planning by authorities of Iran's universities to prevent internet addiction and to increase information literacy among students is needed.

  2. Oral health literacy and information sources among adults in Tehran, Iran.

    Science.gov (United States)

    Sistani, M M Naghibi; Yazdani, R; Virtanen, J; Pakdaman, A; Murtomaa, H

    2013-09-01

    To assess oral health literacy level and oral health information of Iranian adults in Tehran, and to determine the factors related to oral health literacy. A cross-sectional population study. A random sample of 1,031 adults in Tehran, Iran. Oral health literacy was measured using an oral health adult literacy questionnaire (OHL-AQ). Variation in use of information sources by socio-economic and demographic background was estimated by odds ratios. A multiple linear regression model served to determine predictor factors of OHL-AQ scores controlling for characteristics of the subjects and number of information sources. The mean OHL-AQ score was 10.5 (sd 3.0). Women (p information were dentists (52.6%), and TV/Radio (49.5%). According to the regression model, females (p = 0.001), high educational level (p information sources (two sources p = 0.01, three sources or more p = 0.002) were the main predictor factors of OHL-AQ scores. The average oral health literacy level of Iranian adults was low. Disseminating evidence-based oral health care information from multiple sources including TV/radio, dentists, and other health professionals in different settings should improve public oral health literacy.

  3. Moving Forward: A Discussion on the Revision of the ACRL Information Literacy Standards for Higher Education

    Directory of Open Access Journals (Sweden)

    Ellysa Stern Cahoy

    2013-12-01

    Full Text Available Abstract: The first PA Forward Information Literacy Summit was held in State College at the Pennsylvania State University, University Park campus, on Wednesday, July 24, 2013. This summit brought together K-12 and academic librarians from Pennsylvania to discuss current issues in information literacy. This text is a transcript of a discussion between Ellysa Cahoy, past chair of the of the ACRL Information Literacy Competency Standards Committee, and the ACRL Information Literacy Competency Standards Review Task Force, and Craig Gibson and Trudi Jacobson who are currently co-chairs of the ACRL Information Literacy Standards Revision Task Force. This Task Force is charged with reviewing and revising the current ACRL Information Literacy Competency Standards for Higher Education, that were originally adopted by ACRL in 2000. This discussion was about the process by which the Standards came to be under review, some of the issues involved in the review, and the time line for the review and librarian feedback and comment on the process. The PowerPoint presentation which accompanied this discussion, as well as other documents mentioned during the presentation are attached to this transcript as supplemental files.

  4. Exploring the role of health literacy in the evaluation of online health information: Insights from a mixed-methods study

    NARCIS (Netherlands)

    Diviani, N.; van den Putte, B.; Meppelink, C.S.; van Weert, J.C.M.

    Objective To gain new insights into the relationship between health literacy and evaluation of online health information. Methods Using a mixed-methods approach, forty-four semi-structured interviews were conducted followed by a short questionnaire on health literacy and eHealth literacy.

  5. Research partnership between South Africa and China: Emergent literacy teaching and learning in early childhood education in South Africa

    Directory of Open Access Journals (Sweden)

    Nel, Norma

    2016-05-01

    Full Text Available Due to concern about the literacy situation in South Africa (schools being near the bottom of the international systemic measures of performance in literacy, and the important role that literacy plays in China, the researchers of both countries embarked on a collaborative research project. The overall aim is to explore the literacy perceptions and classroom practices of teachers in primary schools in both countries. In this article, the second of a series, the researchers explored Grade R teachers’ attitudes towards reading literacy in primary schools and what the reading-literacy teaching practices are that they employ, with particular emphasis on reading comprehension. The expected outcome was to provide an overview of the literacy situation in Grade R in South Africa as a precursor for the next phase of the project. An exploratory, mixed methods design was employed of which the quantitative part is reported in this article. Grade R teachers were selected from ten schools which had Grade R classrooms in two cities in Gauteng Province and one city in Mpumalanga Province. Data was collected through the use of questionnaires. The statistical analyses were conducted using the SAS/STATS module of the Statistical Software System (SAS, version 9.4 statistical package. The findings are presented as part of the overview.

  6. Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study

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    Alice Schmidt Hanbidge

    2015-08-01

    Full Text Available Learning essential information literacy skills through the use of mobile phones is an innovative mlearning pilot project that was collaboratively undertaken in a Canadian university college over the course of two academic terms by faculty and the library staff. The research pilot project involved ninety one undergraduate students in five different classes majoring in psychology, social work, education or social development studies in an attempt to determine the effectiveness of using mobile technology to enhance students’ information literacy skills and learning experiences. Pre and post-test measures, and survey questionnaires generated quantitative and qualitative data that was analyzed to determine the degree of changes in frequency of mobile device information literacy access and fluency in digital literacy skills. The article highlights the Mobile Information Literacy innovation and includes the development and design of the mobile lessons, interactive exercises, and its applications. The study’s main results and conclusions are also discussed. Additionally, the successes and challenges of the pilot to support anytime, anywhere student mobile information literacy eLearning training that engages mobile learners and enhances their learning experience are identified and critically reflected upon to improve the innovation for stage two of the project.

  7. The Effect of Principals' Technological Leadership on Teachers' Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools

    Science.gov (United States)

    Chang, I-Hua

    2012-01-01

    The purpose of this study is to investigate the relationships among principals' technological leadership, teachers' technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals'…

  8. Saad Naakih Bee'enootiilji Na'alkaa: Restructuring the Teaching of Language and Literacy in a Navajo Community School.

    Science.gov (United States)

    Dick, Galena Sells; And Others

    1994-01-01

    Describes the 10-year development of the Rough Rock English-Navajo Language Arts Program (RRENLAP) to improve the teaching of language, literacy, and biliteracy. Discusses collaboration between Rough Rock and the Hawaii-based Kamehameha Early Education Program, key RRENLAP instructional features, and the role of bilingual teachers in the struggle…

  9. Family Literacy and the New Canadian: Formal, Non-Formal and Informal Learning: The Case of Literacy, Essential Skills and Language Learning in Canada

    Science.gov (United States)

    Eaton, Sarah Elaine

    2011-01-01

    This paper examines literacy and language learning across the lifespan within the context of immigrants in the Canadian context. It explores the process of improving literacy skills and acquiring second or third language skills through the systems of formal, non-formal and informal learning, as defined by the OECD [Organisation for Economic…

  10. Patient counseling materials: The effect of patient health literacy on the comprehension of printed prescription drug information.

    Science.gov (United States)

    Patel, Amit; Bakina, Daria; Kirk, Jim; von Lutcken, Scott; Donnelly, Tom; Stone, William; Ashley-Collins, Heather; Tibbals, Karen; Ricker, Lynn; Adler, Jeffrey; Ewing, John; Blechman, Michelle; Fox, Sherry; Leopold, Will; Ryan, Daniel; Wray, Donna; Turkoz, Heather

    2018-05-16

    Counseling patients with written materials relies equally on patients' health literacy to understand their disease and its treatment, and the written materials' effectiveness communicating clearly in accessible and actionable ways. Only about 12% of the US population is adequately health literate. To explore the impact of reducing the health literacy demands of written patient health information. 805 patients were screened for health literacy, and recruited for balanced cohorts of adequate and low literacy, and high and normal blood pressure. Half of each patient cohort received either standard or "health literacy-friendly" drug summaries (i.e. Patient Package Inserts, or PPIs or "leaflets") along with a standardized health literacy assessment scale. The literacy-friendly drug summary improved comprehension of drug-related information overall from 50% to 71% correct responses. Adequate literacy patients improved from 58% correct to 90%, while lower literacy patients improved from 42% to 52% correct in response to the health literacy-friendly PPIs. Health literacy demands require special attention in developing and using written drug summary materials. Additionally, pharmacists should be provided additional information and counseling support materials to facilitate communications with low health literacy level patients. Copyright © 2018 Elsevier Inc. All rights reserved.

  11. The Atrial Fibrillation Health Literacy Information Technology System: Pilot Assessment.

    Science.gov (United States)

    Magnani, Jared W; Schlusser, Courtney L; Kimani, Everlyne; Rollman, Bruce L; Paasche-Orlow, Michael K; Bickmore, Timothy W

    2017-01-01

    Atrial fibrillation (AF) is a highly prevalent heart rhythm condition that has significant associated morbidity and requires chronic treatment. Mobile health (mHealth) technologies have the potential to enhance multiple aspects of AF care, including education, monitoring of symptoms, and encouraging and tracking medication adherence. We have previously implemented and tested relational agents to improve outcomes in chronic disease and sought to develop a smartphone-based relational agent for improving patient-centered outcomes in AF. The objective of this study was to pilot a smartphone-based relational agent as preparation for a randomized clinical trial, the Atrial Fibrillation Health Literacy Information Technology Trial (AF-LITT). We developed the relational agent for use by a smartphone consistent with our prior approaches. We programmed the relational agent as a computer-animated agent to simulate a face-to-face conversation and to serve as a health counselor or coach specific to AF. Relational agent's dialogue content, informed by a review of literature, focused on patient-centered domains and qualitative interviews with patients with AF, encompassed AF education, common symptoms, adherence challenges, and patient activation. We established that the content was accessible to individuals with limited health or computer literacy. Relational agent content coordinated with use of the smartphone AliveCor Kardia heart rate and rhythm monitor. Participants (N=31) were recruited as a convenience cohort from ambulatory clinical sites and instructed to use the relational agent and Kardia for 30 days. We collected demographic, social, and clinical characteristics and conducted baseline and 30-day assessments of health-related quality of life (HRQoL) with the Atrial Fibrillation Effect on Quality of life (AFEQT) measure; self-reported medication adherence with the Morisky 8-item Medication Adherence Scale (MMAS-8); and patient activation with the Patient Activation

  12. Using Empirical Data to Refine a Model for Information Literacy Instruction for Elementary School Students

    Science.gov (United States)

    Nesset, Valerie

    2015-01-01

    Introduction: As part of a larger study in 2006 of the information-seeking behaviour of third-grade students in Montreal, Quebec, Canada, a model of their information-seeking behaviour was developed. To further improve the model, an extensive examination of the literature into information-seeking behaviour and information literacy was conducted…

  13. Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

    Science.gov (United States)

    Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

    2010-01-01

    This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

  14. Information Literacy Skills Are Positively Correlated with Writing Grade and Overall Course Performance

    Directory of Open Access Journals (Sweden)

    Rachel Elizabeth Scott

    2017-06-01

    Full Text Available A Review of: Shao, X., & Purpur, G. (2016. Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6, 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006 Abstract Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade. Design – Online, multiple-choice survey. Setting – Public research university in North Carolina, United States of America. Subjects – Freshmen students enrolled in either first-year seminar (UCO1200 or basic English writing course (ENG1000. Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category, number of library instruction sessions attended, and the names of library services utilized. The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized. Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004 and final course grades (n=345, r=0.112, p=0.037. Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007, and final

  15. Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site

    Science.gov (United States)

    Lindstrom, Denise L.; Niederhauser, Dale S.

    2016-01-01

    The authors, working from a "new literacies studies" perspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices…

  16. Six ways of experiencing information literacy in nursing: the findings of a phenomenographic study.

    Science.gov (United States)

    Forster, Marc

    2015-01-01

    Information literacy plays a vital role in evidence-based practice in nursing. However there is currently little evidence to show how being information literate is actually experienced by nurses and therefore information literacy educational interventions are not genuinely evidence-based. Are they promoting the appropriate knowledge and skills to help nurses find and use the research evidence they need? To investigate how being information literate is experienced by nurses. To use the insights obtained to develop a description of the parameters of information literacy in nursing, including those of its role and value in evidence-based practice. Phenomenography. 41 UK nurses of varying experience, specialism and background. Open-ended interviews. 7 contexts in which information literacy is experienced, were mapped out and 6 representative ways of being an information literate nurse, in increasing levels of depth and sophistication, were described. These findings may form the basis of future evidence-based information literacy education programmes. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. Implementing Team Based Learning in an Information Literacy Course

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    Marijn Post

    2016-12-01

    Full Text Available Introduction: Motivating students to improve their Information Literacy (IL skills can be a challenge. As a pilot, we implemented Team Based Learning (TBL in our IL lessons. TBL is an interactive learning approach based on the “flipped classroom” concept, offering students opportunities to gather skills via immediate feedback during individual and team activities. Moreover, TBL promises to be an attractive and activating way of learning. We were interested if TBL, A indeed activates students and B improves their IL skills more than with lectures and self-tuition. Methods: TBL was implemented in a first year bachelor IL course in the year 2015-2016. Student were asked to study three IL e-learning modules before class. The obtained knowledge was assessed individually during an Individual Readiness Assessment test (IRAT and in a team via a Team Readiness Assessment test (TRAT using “scratch and win cards”. After this, teams were given an IL case and the members had to come to a consensus about the best solution out of a couple options provided. Finally, students took a written exam, which was the same as used in this course in the year 2014-2015, when TBL was not applied yet. We compared the grades of the written exam between the two academic years using a Mann Whitney U test (P<0.05. Students’ opinion about TBL was polled using a 34 question student survey. Results: The mean written exam grades were significantly higher in the TBL year than in the preceding year without TBL (respectively, 7.6 ± 1.42 vs 6.5 ± 1.31, P<0.001. The student survey showed that students were positive about the IRATs and TRATs, but neutral about other TBL parts. Conclusion: TBL seems to be a good didactical method to motivate students and enhance their IL skills.

  18. Impact of information literacy program in the Universidad de las Ciencias Informáticas

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    Liuris Rodríguez Castilla

    2015-01-01

    Full Text Available The research describes the evaluation and impact of Information Literacy through the implementation of a training program in postgraduate courses at the Informatics Science University. To obtain the results were used survey techniques, statistical analysis and verification, selecting a sample of 84 trainees involved in the courses, ranked graduates and trainers. The evaluation of the results is divided into two steps: before and after the course has been taught. A set of indicators have been taken. The courses have been widely accepted and considered very useful and necessary for both students and trainers at the university.

  19. Impact of the digital divide on information literacy training in a higher education context

    OpenAIRE

    Segarani Naidoo; Jaya Raju

    2012-01-01

    This paper reports on a master’s study undertaken to investigate the impact of the digital divide on information literacy(IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). Since1994 the demographics of higher education institutions in South Africa have changed. Today these institutions compriseheterogeneous groups of students, by race, economic background, digital background, etc. and consequently with differentlevels of literacy, infor...

  20. 資訊素養與商業教育結合之理念與實施──以逢甲大學Sunny Net商學專業網站為例 | A Practical Application of Information Literacy in Business Education── Using a Web Site to Teach Lifelong Learning in Feng Chia University

    Directory of Open Access Journals (Sweden)

    景祥祜、張簡誌誠 Hsiang-Hoo S. Ching、J. J. Chang-Chien

    1999-10-01

    , to effectively use that information, and to create a means of presenting the information in a useful and high quality manner. The project is a working model of the lifelong learning concept. As well, it is a practical means of teaching students to apply theoretical academic concepts to actual real world experiences. Lastly, it highlights information literacy as one of the essential skills required for future academic and career paths.

  1. Recostructing the Physics Teaching Didactic based on Marzano’s Learning Dimension on Training the Scientific Literacies

    Science.gov (United States)

    Karim, S.; Prima, E. C.; Utari, S.; Saepuzaman, D.; Nugaha, M. G.

    2017-02-01

    Scientific literacy is currently considered as an important aspect supporting an useful citizenship ability for civilians inhabiting highly developed countries as well as developing countries. Consequently, certain countries recommended this scientific literacy to be applied at a national curricula. The PISA study showed the Indonesian scientific literacy level of 1, which means as just simple science phenomenon that could be exactly descibed by a student. This condition indicates that common science teachings do not optimally facillitate students to guide the scientific literacy. By proposing this research, the science didactic reconstruction will be offered in order to gain the students’ scientific literacy evaluated from the qualitative analysis of the action research and the students’ respons during learning science. The qualitative evaluation was developed based on the Marzano’s learning dimension about the scientific literacy. This research, involving 29 students as participants, analyzed the improved physics teaching didactic as described in the following sentences. The teaching reconstruction concerned a high attention to the development of the structural knowledge. The knowledge was acquired from a real phenomenon followed by giving the instructed questions as the second learning dimension. The third dimension of learning reconstruction aimed to provide the knowledge repetition on an appropriate science context. At the fourth dimension, the reconstruction should be improved in order to find the best treatment for the students. Hopefully, they can control the physical parameter and evaluate the result of their investigation related to the given science problems. It can be concluded that most of the students were interested in learning science. However, the productive learning didn’t accompany students to the Marzano’s second, third, and fourth learning dimensions.

  2. Pattern of media literacy skills and internet health information ...

    African Journals Online (AJOL)

    Result: Findings revealed that majority, 798(67.3%), of respondents were in the mid adolescence stage with as much as 792(66.8%) belonging to the lower social class IV. A little over half (51.9%) reported good media literacy skill levels. There were statistically significant relationships (p< 0.50) between age, gender, ...

  3. Cancer Fatalism, Literacy, and Cancer Information Seeking in the American Public

    Science.gov (United States)

    Kobayashi, Lindsay C.; Smith, Samuel G.

    2016-01-01

    Information seeking is an important behavior for cancer prevention and control, but inequalities in the communication of information about the disease persist. Conceptual models have suggested that low health literacy is a barrier to information seeking, and that fatalistic beliefs about cancer may be a mediator of this relationship. Cancer…

  4. Chemical Information Literacy: pK[subscript a] Values--Where Do Students Go Wrong?

    Science.gov (United States)

    Flynn, Alison B.; Amellal, Delphine G.

    2016-01-01

    Chemical information literacy is an essential skillset for navigating, evaluating, and using the wealth of print and online information. Accordingly, efforts are underway to improve students' acquisition and mastery of this skillset. However, less is known about students' abilities related to finding and using chemical information to solve…

  5. Plating up Information Literacy as a Social Practice: A Slice of the Literature

    Science.gov (United States)

    Fafeita, Jenny; Lloyd, Annemaree

    2012-01-01

    Few studies in the Library and Information Studies field investigate how vocational workers use information in their learning and workplace practice. This paper introduces doctoral research that explores how apprentice chefs develop information literacy practices that enable them to learn their trade and engage with the professional practices of…

  6. Effects of Brief Integrated Information Literacy Education Sessions on Undergraduate Engineering Students' Interdisciplinary Research

    Science.gov (United States)

    Talikka, Marja; Soukka, Risto; Eskelinen, Harri

    2018-01-01

    Engineering students often conduct information searches without sufficient consideration of the context of their research topic. This article discusses how development of a new information literacy (IL) mindset through instruction in integrated IL education affects students' understanding of research problems and formulation of information search…

  7. The Future of Information Literacy in Academic Libraries: A Delphi Study

    Science.gov (United States)

    Saunders, Laura

    2009-01-01

    Information literacy is a central tenet of academic librarianship. However, technological advancements coupled with drastic changes in users' information needs and expectations are having a great impact on this service, leading practitioners to wonder how programs may evolve. Based on a Delphi study, this article surveyed 13 information literacy…

  8. Information Literacy and Web 2.0: Is It Just Hype?

    Science.gov (United States)

    Godwin, Peter

    2009-01-01

    Purpose: The purpose of this paper is to demonstrate that Web 2.0 provides an exciting set of tools for librarians to help their students become more information-literate. Design/methodology/approach: Recently, information overload and Web 2.0 have led librarians to adopt practices labelled as Library 2.0. Information literacy can be the key to…

  9. How adult students in Information Studies use a scoring rubric for the development of their information literacy skills

    NARCIS (Netherlands)

    A.A.J. (Jos) van Helvoort

    2012-01-01

    The purpose of this article is to expand on a previous study on the development of a scoring rubric for information literacy1. The present paper examines how students at the Department of Information Services and Information Management, The Hague University, use the scoring rubric for their school

  10. Developing General Cultural Literacy through Teaching English in a Russian University: Competence and Semiotic Approach

    Directory of Open Access Journals (Sweden)

    Svetlana A. Zolotareva

    2014-03-01

    Full Text Available The article is devoted to some of the issues of teaching English in a Russian university, which arouse as a result of introducing new educational standards and it discusses the ways of forming students’ general cultural competence by using authentic curricula, in order to meet the requirements of those standards. It also shows the importance of semiotics for acquisition a foreign language and culture, and reveals the worth of “personalia” as a culture language sign, as well as peculiarity of its functioning, which lies in its ability to represent social and cultural values and priorities in personal-precedential form, thus making a contribution to developingan individual’sconcept scheme and, consequently, general cultural literacy.

  11. The Ocean as a teaching tool: the first MOOC on Ocean Literacy

    Science.gov (United States)

    Santin, Selvaggia; Santoro, Francesca

    2017-04-01

    Education its broader understanding (in both formal and informal settings) serves as a high potential channel to reach young citizens. As a lack of sufficient 'Ocean Literacy' has been identified in many countries, this clearly presents a barrier for citizens to engage in ocean responsible behaviour or consider ocean-related careers. In order to sensitize and enable teachers and students to incorporate ocean literacy into educational programmes we build up a first Massive Open Online Course on Emma Platform, an European Multiple MOOC Aggregator that provides a system for the delivery of free, open, online courses in multiple languages from different European universities. Almost 500 students were enrolled from all over the world and we proposed a multi-perspective approach building on the UNESCO experience in the field of education for sustainable development. The course had two sections: a narrative format which introduces to the Ocean Literacy principles, focusing on how to incorporate them into lessons with tips, advice, references and activities; and an interactive section with webinairs which covers contemporary and emerging issues such as seafood, marine pollution and human health, simulating a "real-world experiences" with a problems-solutions approach.

  12. Health Literacy and Health Information Technology Adoption: The Potential for a New Digital Divide.

    Science.gov (United States)

    Mackert, Michael; Mabry-Flynn, Amanda; Champlin, Sara; Donovan, Erin E; Pounders, Kathrynn

    2016-10-04

    Approximately one-half of American adults exhibit low health literacy and thus struggle to find and use health information. Low health literacy is associated with negative outcomes including overall poorer health. Health information technology (HIT) makes health information available directly to patients through electronic tools including patient portals, wearable technology, and mobile apps. The direct availability of this information to patients, however, may be complicated by misunderstanding of HIT privacy and information sharing. The purpose of this study was to determine whether health literacy is associated with patients' use of four types of HIT tools: fitness and nutrition apps, activity trackers, and patient portals. Additionally, we sought to explore whether health literacy is associated with patients' perceived ease of use and usefulness of these HIT tools, as well as patients' perceptions of privacy offered by HIT tools and trust in government, media, technology companies, and health care. This study is the first wide-scale investigation of these interrelated concepts. Participants were 4974 American adults (n=2102, 42.26% male, n=3146, 63.25% white, average age 43.5, SD 16.7 years). Participants completed the Newest Vital Sign measure of health literacy and indicated their actual use of HIT tools, as well as the perceived ease of use and usefulness of these applications. Participants also answered questions regarding information privacy and institutional trust, as well as demographic items. Cross-tabulation analysis indicated that adequate versus less than adequate health literacy was significantly associated with use of fitness apps (P=.02), nutrition apps (Pliteracy was significantly associated with greater perceived ease of use and perceived usefulness across all HIT tools after controlling for demographics. Regarding privacy perceptions of HIT and institutional trust, patients with greater health literacy often demonstrated decreased privacy

  13. Current status of information literacy instruction practices in medical libraries of Pakistan.

    Science.gov (United States)

    Ullah, Midrar; Ameen, Kanwal

    2014-10-01

    The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.

  14. Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment

    Directory of Open Access Journals (Sweden)

    Sonja Spiranec

    2010-09-01

    Full Text Available In this paper, the authors will identify the fundamental principles that might inform an approach to Information Literacy (IL on the postgraduate level, which takes into account following premises: • the aims of postgraduate/doctoral studies are different in comparison to earlier educational levels and face specific challenges due to the heterogeneity of student populations • IL frameworks have to acknowledge and address this challenge by adjusting to specific needs of postgraduate students who operate in new information realms • new modes of assessment are needed as a result of revolutionary changes in information landscapes and patterns of generation or use of scientific information Teaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education. Postgraduate students are expected to develop inventories of scientific activities and abilities, such as the use of scientific inquiry processes to ask valid questions and to gather and analyze information, capacities to appraise and improve original ideas, to pursue ideas from genesis to proof and arguments, to defend and communicate ideas to peers and to the wider society. The basic precondition for the described practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularily as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0. Innovative configurations of scientific discourses have become visible, resulting in the breakdown of traditional assumptions about scientific expertise and the conversion of rigid scientific processes to more open-ended processes of communication. Scientific information and knowledge are socially produced and distributed and scientific activities can no

  15. Evaluating a Pre-session Exercise in a Standalone Information Literacy Class

    Directory of Open Access Journals (Sweden)

    Joseph E. Goetz

    2015-12-01

    Full Text Available In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for comparison. The treatment group did not demonstrate better thesaurus skills than students who had regular library instruction alone, but results pointed the way to targeted improvements of pre-session learning materials. This approach could inform other information literacy homework applications such as flipping the classroom.

  16. Cancer Fatalism, Literacy, and Cancer Information Seeking in the American Public.

    Science.gov (United States)

    Kobayashi, Lindsay C; Smith, Samuel G

    2016-08-01

    Information seeking is an important behavior for cancer prevention and control, but inequalities in the communication of information about the disease persist. Conceptual models have suggested that low health literacy is a barrier to information seeking, and that fatalistic beliefs about cancer may be a mediator of this relationship. Cancer fatalism can be described as deterministic thoughts about the external causes of the disease, the inability to prevent it, and the inevitability of death at diagnosis. This study aimed to examine the associations between these constructs and sociodemographic factors, and test a mediation model using the American population-representative Health Information and National Trends Survey (HINTS 4), Cycle 3 (n = 2,657). Approximately one third (34%) of the population failed to answer 2/4 health literacy items correctly (limited health literacy). Many participants agreed with the fatalistic beliefs that it seems like everything causes cancer (66%), that one cannot do much to lower his or her chances of getting cancer (29%), and that thinking about cancer makes one automatically think about death (58%). More than half of the population had "ever" sought information about cancer (53%). In analyses adjusted for sociodemographic characteristics and family cancer history, people with limited health literacy were less likely to have ever sought cancer information (odds ratio [OR] = 0.63; 0.42-0.95) and more frequently endorsed the belief that "there's not much you can do . . ." (OR = 1.61; 1.05-2.47). This fatalistic belief partially explained the relationship between health literacy and information seeking in the mediation model (14% mediation). Interventions are needed to address low health literacy and cancer fatalism to increase public interest in cancer-related information. © 2015 Society for Public Health Education.

  17. Health literacy in the urgent care setting: What factors impact consumer comprehension of health information?

    Science.gov (United States)

    Alberti, Traci L; Morris, Nancy J

    2017-05-01

    An increasing number of Americans are using urgent care (UC) clinics due to: improved health insurance coverage, the need to decrease cost, primary care offices with limited appointment availability, and a desire for convenient care. Patients are treated by providers they may not know for episodic illness or injuries while in pain or not feeling well. Treatment instructions and follow-up directions are provided quickly. To examine health literacy in the adult UC population and identify patient characteristics associated with health literacy risk. As part of a larger cross-sectional study, UC patients seen between October 2013 and January 2014 completed a demographic questionnaire and the Newest Vital Sign. Descriptive, nonparametric analyses, and a multinomial logistic regression were done to assess health literacy, associated and predictive factors. A total of 57.5% of 285 participants had adequate health literacy. The likelihood of limited health literacy was associated with increased age (p literacy is common in a suburban UC setting, increasing the risk that consumers may not understand vital health information. Clear provider communication and confirmation of comprehension of discharge instructions for self-management is essential to optimize outcomes for UC patients. ©2017 American Association of Nurse Practitioners.

  18. A mismatch between population health literacy and the complexity of health information

    DEFF Research Database (Denmark)

    Rowlands, Gillian; Protheroe, Joanne; Winkley, John

    2015-01-01

    skills in relation to these. DESIGN AND SETTING: An English observational study comparing health materials with national working-age population skills. METHOD: Health materials were sampled using a health literacy framework. Competency thresholds to understand and use the materials were identified......BACKGROUND: Low health literacy is associated with poorer health and higher mortality. Complex health materials are a barrier to health. AIM: To assess the literacy and numeracy skills required to understand and use commonly used English health information materials, and to describe population...... of health materials and the skills of the English adult working-age population. Those most in need of health information have the least access to it. Efficacious strategies are building population skills, improving health professionals' communication, and improving written health information....

  19. Analytical implications of using practice theory in workplace information literacy research

    DEFF Research Database (Denmark)

    Moring, Camilla Elisabeth; Lloyd, Annemaree

    2013-01-01

    Introduction: This paper considers practice theory and the analytical implications of using this theoretical approach in information literacy research. More precisely the aim of the paper is to discuss the translation of practice theoretical assumptions into strategies that frame the analytical...... focus and interest when researching workplace information literacy. Two practice theoretical perspectives are selected, one by Theodore Schatzki and one by Etienne Wenger, and their general commonalities and differences are analysed and discussed. Analysis: The two practice theories and their main ideas...... of what constitute practices, how practices frame social life and the central concepts used to explain this, are presented. Then the application of the theories within workplace information literacy research is briefly explored. Results and Conclusion: The two theoretical perspectives share some...

  20. Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries.

    Science.gov (United States)

    Schulte, Stephanie J; Knapp, Maureen

    2017-10-01

    In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework. This study utilized a descriptive electronic survey. Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction. The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.