The paper is largely based on review of existing literature on teaching and learning Information Literacy (IL), both online and in print. It reports on studies about the teaching and learning of IL in some institutions of higher learning. It also discusses lists of competencies, and descriptions of information literacy programmes ...
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…
Sabol, Elizabeth A.
In this article, the author describes how the tragedy of a fire at Shikellamy High School in Sunbury, Pennsylvania helped her, together with Ellen Boyer, Shikellamy High School Drama/Communication Arts teacher, light a fire under their students. They were able to launch the new Information Literacy curriculum with an 11 period introduction to the…
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…
One of the major questions that classroom teachers wrestle with is what strategy or method to use when teaching their students. This is a question that plagues school library media specialists also. One of the theories that library media specialists are finding to be effective as they teach information literacy skills is Howard Gardner's theory…
This study is a theoretical and practical examination of the role of information literacy in teaching and learning process. The study appreciates the tremendous challenges facing both staff and students in the face of declining academic productivity. A questionnaire was used to collect data for this study. Interviews and focus ...
Kuglitsch, Rebecca Z.
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…
Dinkelman, Andrea L; Viera, Ann R; Bickett-Weddle, Danelle A
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.
Full Text Available The KTH Library has a long tradition of teaching information searching to technology students. Over the last years teaching information searching has become teaching information literacy, including more evaluation and source criticism. Traditionally, there have been three forms of teaching: independent credit-giving courses, integrated shorter modules in subject-specific courses and support via individual face-to-face supervision. Although evaluation and source criticism are now important parts of our teaching, much focus is still on search methodology. During this spring we, and our teaching colleagues at the KTH library, will revise and develop the content and pedagogical methodology for the courses and integrated modules in information literacy. In doing so, we need to address important questions on how to face the changing information landscape. Should the teaching be adapted to the search behaviour observed in our students or should we keep trying to change that behaviour? Do we put our effort into directing students to traditional scientific subject databases or should we put more emphasis on the importance of critically evaluating the search results, regardless of their source? How do we find the balance between these alternatives? Recently published studies have already covered these questions to some extent. The findings from a systematic literature search, together with insights collected from our development work during Spring 2016, will be used in an analysis of these questions in the context of teaching information literacy for engineering students.
This presentation is a summary of a survey of 264 academic libraries and how they conduct information literacy related activities on the web. The presentation was done at 2012 IFLA meeting in Tampere, Finland.
Thompson, Leigh; Blankinship, Lisa Ann
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.
The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from…
Kingsley, Karla V; Kingsley, Karl
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.
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.
Kingsley, Karla V; Kingsley, Karl
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
Schreiber, Trine Louise
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...
This month's regular feature will discuss some of the implications for library-based information literacy teaching that have emerged from a HEA-funded research project conducted at De Montfort University. It is argued that information literacy teaching as it has evolved in a university setting, while having a greater degree of relevance and value than ever before, nevertheless has inherent limits when it comes to its transferability beyond the academy and into a workplace setting. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.
conceptions and learning experiences of students, information literacy initiatives and IL learning challenges in higher .... is familiar with and able to effectively engage in new technology environments, including social media, and. • is able to ... The study demonstrated that a lack of information literacy skills in university.
Mokhtar, Intan Azura; Majid, Shaheen; Foo, Schubert
The key for students of today to become independent learners and knowledge workers of tomorrow lies in being information literate. However, existing information literacy (IL) teaching approaches have not always been successful in equipping students with these crucial skills to ensure deep erudition and long-lasting retention. Hence, sound…
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...
Xu, Anxin; Chen, Guisong
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…
2) would agree, saying that information literate students access, evaluate and use information from a variety of sources, communicate effectively, and reflect on the process as well as the product. Information Literacy is especially relevant in primary and secondary schools, institutions of higher learning, and in business and ...
accepted, leading to a renewed emphasis on information literacy in all education sectors (Bundy 2002). ALA's definition sees IL as ... and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society. This definition .... organizing and accessing information. The study ...
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.
Boruff, Jill T; Thomas, Aliki
To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.
Brettle, Alison; Raynor, Michael
To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Randomised control trial. Seventy-seven first year undergraduate pre-registration diploma nursing students. Online in-house information literacy tutorial One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. The searching skills of first year pre-registration nursing students improve following information literacy sessions (pteaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1 month post-session for either method (p=0.216). Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method. Copyright © 2011. Published by Elsevier Ltd.
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…
Townsend, Lori; Brunetti, Korey; Hofer, Amy R.
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…
Ross Cory Alexander
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.
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.
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Full Text Available This presentation introduces the concept of “backward planning” in course design based on a general model consisting of three major components: frames (or frame factors, processes and outcomes. The model is principally “open” in the sense that it can be utilized in a wide variety of social settings. In this model, students’ learning is understood in light of teaching in a broad sense incorporating a whole range of frame factors such as time, content, learning activities, assignments, assessments etc. This represents a holistic and action-driven approach to learning at the expense of transfer models of teaching based on positivist thinking. From an information literacy perspective, the aforementioned approach to course planning may call for students to discuss the use of sources, including literature in a traditional sense. Examples of frames could be a mandated discussion of the selection and use of sources, including their relative usefulness for the set task. Or, students may be asked to add and argue in favor of more comprehensive references in the event of an extension of their work. Generally, the use of sources is fundamental in academic work calling for the inclusion of information literacy issues in course design strategies rather than as add-ons of any kind.
Madeleine du Toit
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
It's obvious that technology is reshaping students' reading and writing practices, with or without educators' intervention. The challenge is to teach students to be truly literate in two languages--those of the pre- and post-digital worlds. So how can teachers teach to two literacies at once? They must approach this task with three mind-sets.…
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
Atjo, Nur Amanah Ilham; Pratama, Muhammad Fadhil
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...
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.
Dinkelman, Andrea L.; Aune, Jeanine E.; Nonnecke, Gail R.
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…
Ngo, Huyen; Walton, Geoff
Information literacy (IL) research has been hitherto dominated by the USA, Australia and the UK . Vietnam, however, remains under-represented and there is no IL work in upper secondary schools in the country to date. This paper, which is part of an ongoing PhD research, presents preliminary findings of the study to understand IL level of…
Mohamad Adnan Al-Alaoui
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.
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...
Information Impact | Journal of Information and Knowledge Management
Abstract. This paper discussed information communication technology (ICT) literacy as the relative measure of library staff's capacity to make appropriate use of ICTs for information acquisition, organization, retrieval and dissemination. It also examined the impact of Information and Communication Technology (ICT) literacy ...
Full Text Available Information literacy is a critical component of a 21st century education. Teacher educators are confronted with teaching about information literacy on two levels: Not only do pre-service teachers need to become proficient in IL skills for their own success, they also need to learn how to teach their future students to become information literate (Branch, 2003; Carr, 1998; Hinchcliffe, 2003. In an effort to determine the extent to which teacher education programs incorporate information literacy instruction, researchers at a large Midwestern university conducted a survey of teacher education faculty in selected states. The survey sought to gather data related to faculty knowledge, inclusion, and assessment of information literacy in teacher education programs, and the degree to which there was collaboration between librarians and faculty in the teaching of information literacy skills.
Abdallah, Mahmoud Mohammad Sayed
This article discusses the development of the concept of literacy in the context of IC technologies and English language teaching stressing the idea that literacy is no longer a stable concept which was always connected with the basic skills of reading and writing. The rapid developments of today have been changing, affecting and modifying this…
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…
Weiner, Sharon A.
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…
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.
Dalton, Michelle; Tumelty, Niamh
The Information Literacy Journal Club (http://infolitjournalclub.blogspot.co.uk/) is an online discussion group that focuses on information literacy and other aspects of user education. The journal club was originally set up on the Blogger platform in December 2012 by Niamh Tumelty (University of Cambridge) and Sheila Webber (University of Sheffield), and since then the community involved has grown to include a range of professionals interested in the area.
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...
McBride, Mark F.
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…
Breivik, Patricia Senn
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)
Brown, Natalya; Ferguson, Kristen
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,…
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 ...
Bielich, Paul; Page, Frederick
Describes a pilot partnership formed by a science teacher and a science library media specialist between Detroit's Northwestern High School and the David Adamany Undergraduate Library at Wayne State University to develop student information literacy in high school. Discusses activities; teacher attitudes; introduction of the Big6 Skills; and…
Diehm, Rae-Anne; Lupton, Mandy
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…
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.
McCrank, Lawrence J.
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…
Wilkening, B.; Schwartz, K. L.
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
Anett Kristin Kolstad
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.
Rosanne Marie Cordell
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.
Full Text Available Objective – This study examined information literacy tutorials in science. The goals of the research were to identify which of the information literacy standards for science, engineering and technology were addressed in the tutorials, and the extent that the tutorials incorporated good pedagogical elements.Methods – The researcher chose for review 31 of the tutorials selected by members of the ACRL Science & Technology Section (STS Information Literacy Committee. She carefully analyzed the tutorials and developed a database with codes for the topic of each tutorial, the STS information literacy standard(s addressed by the tutorial, and whether good pedagogical elements were incorporated. The entire analysis and coding procedure was repeated three times to ensure consistency.Results – The tutorials analyzed in this study covered various subjects and addressed all the (STS information literacy standards. The tutorials presented information clearly and allowed users to select their own learning paths. The incorporation of good pedagogical elements was limited, especially in relation to active learning elements.Conclusions – Web tutorials have been accepted as effective information literacy instruction tools and have been used to teach all elements of the STS information literacy standards. Yet, ensuring they provide a real learning experience for students remains a challenge. More serious thought needs to be given to integrating good pedagogy into these instructional tools in order to attain deep learning.
This thesis is about the Albanian public's understanding and awareness of Information Literacy (IL) and the role of libraries in implementing policies, fostering Life Long Learning (LLL), and IL. Our research, carried out through a questionnaire, targets the national level, but for the purpose of this research , was distributed only in Central Albania. The survey has shown, that the government and its ministries, libraries and universities, lack an understanding of the concept and use of IL. ...
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 ...
Heather A. Johnson, MLIS
Conclusions: Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.
Allison, Caleb; Laxman, Kumar; Lai, Mei
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…
In the field of English language teaching, there has been increasing interest in the way literacy development is influenced by institutional and community practices, and the way power is implicated in language learners' engagement with text. In this paper, I trace the trajectory of my research on identity, literacy, and English language teaching,…
In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners' engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed…
Stanley J. Wilder
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.
This presentation introduces the concept of “backward planning” in course design based on a general model consisting of three major components: frames (or frame factors), processes and outcomes. The model is principally “open” in the sense that it can be utilized in a wide variety of social settings. In this model, students’ learning is understood in light of teaching in a broad sense incorporating a whole range of frame factors such as time, content, learning activities, assignments, assessm...
Denyse B Rodrigues
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.
Janelle M. Zauha
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.
This literature review is deepening the relationship that information literacy can create into the university environment: the triangle formed by librarians, students and teachers. Each corner of this triangle has its own vision and perceptions about what information literacy skills are or should be.
Breivik, Patricia Senn; Senn, J. A.
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…
Wilder, Stanley J.
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…
M.J.J.M. van de Ven; G. Goris (Gert)
textabstractAbstract: Information literacy is a crucial factor in renewing our educational programmes. Gradually, the educational process is changing from prescribed learning paths and materials to situations that appeal to the creativity of students. We have developed an online Information Literacy
Johnson, Heather A; Barrett, Laura
The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.
Johnson, Heather A.; Barrett, Laura
Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745
Cordell, Rosanne Marie
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.
Behen, Linda D.
Building on the information needs and the learning style preferences of today's high school students, the author builds a case for using pop culture (TV shows, fads, and current technology) to build integrated information skills lessons for students. Chapters include a rationale, a review of the current literature, and examples of units of study…
Maria Conceição da Silva Linhares
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.
Barboza, Katherine; Jensen, Ashley E.; Bennett, Katelyn J.; Sherman, Scott E.; Schwartz, Mark D.
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
Cowan, Sandra; Eva, Nicole
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…
Long, Jessica; Burke, John J.; Tumbleson, Beth
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…
Aharony, Noa; Bronstein, Jenny
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…
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.
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.
Walczak, Mary M.; Jackson, Paul T.
The American Chemical Society (ACS) has recently decided to incorporate various information literacy skills for teaching analytical chemistry to the students. The methodology has been found to be extremely effective, as it provides better understanding to the students.
Nancy E. Goebel
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.
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.
Introduction: We examine relationships between information literacy and information ecology with regard to conceptual innovation in information science. We aim to expand our understanding of human information behaviour and relevance assessment in the electronic environment. Method: Conceptual analysis and conceptual mapping is used and…
Suggests learning activities for teaching computer ethics in three areas: (1) equal access; (2) computer crime; and (3) privacy. Topics include computer time, advertising, class enrollments, copyright law, sabotage ("worms"), the Privacy Act of 1974 and the Freedom of Information Act of 1966. (JM)
education students' use of collocations in writing are discussed. Keywords: teaching ... academic literacy in a South African context goes beyond language proficiency, the latter seems to be the only matter of ..... The results indicate that the explicit teaching of collocations results in significant gains in collocation growth, both ...
Dolmer, Grete; Nielsen, Henrik Balle
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 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 teacher feedback linguistic ethnography research-based teacher education...
Lee, Elizabeth A.; Reed, Brenda; Laverty, Corinne
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…
Denyse B Rodrigues
Full Text Available Brave or naive, but aware of the research, teaching and play potential, the authors plunged into teaching part of an employee communication course at Mount Saint Vincent University in Halifax, Nova Scotia in Second Life, a virtual environment. Using the analytical tools of observational protocols, and discourse analysis of rhetorical accounts found in student and teacher reaction logs, discussion transcripts and focus group interviews, we situated ourselves among the learners to explore the threshold concept of information literacy in our classroom in Second Life.
Flood, Lisa Sue; Gasiewicz, Nanci; Delpier, Terry
Although research regarding effective informatics teaching strategies is sparse and informatics competencies have not yet been finalized, nurse educators have been challenged to include informatics throughout the curriculum. Nurse educators are confronted with how best to incorporate informatics into an already burgeoning curriculum. This article offers a systematic approach to incorporating information literacy, a vital component of informatics, across a baccalaureate of science in nursing curriculum. Motivated by the Institute of Medicine report, guided by the initial Technology Informatics Guiding Education Reform competency framework, and using the specific Quality and Safety Education for Nurses informatics competencies, the proposed integrated approach emphasizes clinical applications. The five assignments are designed to incrementally increase students' abilities to recognize the need for information (i.e., knowledge); advance students' abilities to locate, evaluate, and use information (i.e., skills); and foster a positive appreciation for information literacy (i.e., attitudes) when planning safe, effective patient care. Copyright 2010, SLACK Incorporated.
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…
Franzen, Susan; Bannon, Colleen M.
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…
Full Text Available Teachers play a key role in raising individuals equipped with literacy skills that societies need in the 21st century. Therefore, teacher candidates should be equipped with such skills first. Thus those programs that aim to help teacher candidates gain these skills should be included in the curriculums of education faculties. Based on this framework, the aim of the study is to both reveal if the information literacy program is considered in both national policies, in laws and in teacher qualification and also determine the existence of information literacy program in departments of educations’ teacher training curriculum. For this purpose, qualitative research approaches have been utilized in the study for determining the existing situation. The data is collected from documents of laws, national policies and action plans, national education council decisions, teacher competencies which were produced by Ministry of Education of both Turkey and Turkish Republic of Northern Cyprus (TRNC and other related institutions and ministries and missions and programs of primary sources of governmental and foundation universities including education faculties in Ankara-Turkey and TRNC. Content analysis method was used to analyze the data. The analysis showed that information literacy education is not addressed sufficiently both in Turkey and TRNC in teacher education programs, there is a lack of awareness on information literacy education program in the education faculties. At the end of this study, evaluation of the obtained data was made and suggestions were made for future researches.
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…
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 ...
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
Allen, L. B.; Steiner, M.; Crowley, K. J.
Climate literacy is an important and timely aspect of students' and educators' scientific understanding. Climate science is a challenging topic to understand and communicate, given that factors affecting change in climate are spatially and temporally distant from one another, and include layers of understanding biotic, abiotic, and anthropogenic factors. Some learning scientists describe complex processes such as these "constraint-based interactions" and consider them to be among the more difficult for learners to grasp. An additional challenge for climate education is the politicized nature of the issue of climate change among U.S. adults. Our goal is to create a climate literacy program that bridges informal and formal learning for middle school students by integrating tools and ideas from pre-field trip classroom activities into deep investigations on the floor of the natural history museum. In this presentation, we address the challenges and successes of an in-progress climate literacy project sponsored by NASA from the perspective of educator learning. A group of experienced natural history docents were asked to participate in an iteratively designed field trip program for climate education. The project challenged educators with both new content and a new pedagogical structure: using real NASA satellite data to visualize and explore earth's climate, while implementing student-centered, participatory learning on the floor of the museum. By engaging in an iterative, design-based research process of prototyping field trips at the Carnegie Museum of Natural History, we collected observational and interview data from seven dedicated informal educators who were asked to change both the content and the format of their interactions with middle school field trip students. These docents have a wide variety of experiences and opinions around climate science, data, and student-centered teaching and learning pedagogies. Over the course of one semester of iteratively
Blåbjerg, Niels Jørgen
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-learni...
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;…
Breivik, Patricia Senn; Ford, Barbara J.
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…
Winzker, M.; Schwandt, A.
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…
Information technology (IT) is widely used in variety of ways to improve the quality of learning in Nigerian universities. One significant area of application of IT is the provision of basic access to and utilization of global electronic information resources. The aim of this study is to investigate the extent of IT literacy among ...
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
Mackey, Thomas P.; Jacobson, Trudi E.
Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy. Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the…
Huysmans, F.; Franke, M.
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
Barbara Anne Sen
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.
This article argues that advocates of “information literacy” (IL) within the library profession are guilty of grossly exaggerating its importance. It presents several, referenced examples of hyperbole in recent literature and shows how this is partly a consequence of a conflation of IL with lifelong learning. Identifies a tendency amongst IL proponents to write about information-seeking in generic, abstract terms and to over-emphasise its complexity. Criticises the lack of debate within the U...
National Institute for Literacy, 2010
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…
Full Text Available First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL, this paper argues that in line with Lea and Street’s (2006 discussion, literacies is the most effective approach for developing students’ lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students’ identifying and practicing using language devices and rhetorical structures in academic genres.
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.
Mohamad Adnan Al-Alaoui
Full Text Available This paper reports on our project, “ALIT”, Adult Literacy using Information Technology, consists of an adult computer literacy software package that aims at helping adult illiterates to learn how to basically read and write in Arabic. Our proposed software seeks to empower its users with substantial and effective educational gains. This is achieved by providing adequate tools such as voice communication with the user and interactive Arabic handwriting recognition using geometrical features and neural networks to automatically recognize (read on-line handwritten Arabic words. Moreover, the proposed ALIT seeks to offer a variety of economic, social, and human-development benefit. The success of this program depends to a large extent on illiterates’ willingness to choose, adapt, and use the IT based software effectively.
dimensions: a social (exchange information), cognitive (understand, organise and reason about information) as well as a linguistic (language) dimension” (cf. also Nizonkiza and Van Dyk. (2015:152). More specifically, the linguistic dimension of academic literacy and writing skills in particular are relevant for this study.
Wiebe, Todd J.
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…
This article considers how information literacy training initiatives delivered by health library services are evaluated. It presents three validated assessment and evaluation models, and using examples from practice, discusses how these can be used to establish the impact of information literacy training and to improve current evaluation practices. HS. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.
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…
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…
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…
Yearwood, Simone L.; Foasberg, Nancy M.; Rosenberg, Kenneth D.
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…
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…
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.
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.…
Teaching students to use news and information media ("information literacy") is an important aspect of civic education, especially now that news sources are rapidly changing and fragmenting along ideological lines. Information literacy is required in several state standards, and it is also frequently defined as an important "21st…
Background: A current problem in media literacy studies is whether or not to categorize graphic novels as media literacy texts. Thus, this article begins with a review of current media literacy research and its emphasis on defining media literacy texts as texts that rely on both print literacies and image literacies. Because graphic novels rely on…
Presents a case study of an integrated approach to teaching history, literacy and music, in a Year 6 class. Suggests success was due to use of varied teaching approaches including storytelling, drama, singing and discussion. Emphasizes links between genuine historical tasks, and activities in the National Literacy Strategy. Suggests how music…
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…
Amanda Kathryn Nichols Hess
Motivational design theory complements instructional design theory and, when used together, both principles can impact 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 practices for using motivation in information literacy or library-based instruction. The existing research does indicate that librarians who deliver info...
Ferrer-Vinent, Ignacio J.; Bruehl, Margaret; Pan, Denise; Jones, Galin L.
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…
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.
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…
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
Dastani, Meisam; Sattari, Masoume
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.
Louise Limberg; Olof Sundin
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 ...
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.
Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.
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
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…
Wolfe, Kate S.
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…
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
Kurtz-Rossi, Sabrina; Funk, Carla J.
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
Shipman, Jean P; Kurtz-Rossi, Sabrina; Funk, Carla J
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. 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. 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. 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.
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.
Špiranec, Sonja; Kos, Denis
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…
David A. Walczak
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
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
Breivik, Patricia Senn
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)…
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.
King, LaGarrett Jarriel
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…
Wakeland, Robin Gay
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…
Mraz, Maryann; Salas, Spencer; Mercado, Leonardo; Dikotla, Masennya
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…
Seyed Ali Akbar Famil Rouhany
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.
Catherine Elizabeth Snow
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
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.
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…
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.
Poler Kovacic, Melita; Zgrabljic Rotar, Nada; Erjavec, Karmen
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…
Full Text Available With the help of articles from foreign and domestic literature this paper shows the role of promoting information literacy, stemming from the experience of librarians of school and other types of libraries. Emphasis is on the current problems of the adequacy of digital libraries for children (advantages and disadvantages of easy access to informa¬tion and on preparing adolescents for proper use of the Internet, i.e. information accessible through it. The importance of teaching children to use and search for information from the primary school onwards, and the continuation of promoting information literacy in subsequent stages of schooling in different ways: integration into the lessons, various courses, co-operation between different types of libraries.
Taylor, M. J.; Jones, R. P.; Haggerty, J.; Gresty, D.
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…
Bønløkke, Mette; Kobow, Else; Kristensen, Anne-Kirstine Østergaard
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...
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....
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.
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 literacies that are taught and…
Lubetkin, Erica I; Zabor, Emily C; Isaac, Kathleen; Brennessel, Debra; Kemeny, M Margaret; Hay, Jennifer L
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.
Sun, Haibin; Liu, Tingting
In the paper, we focus on the information literacy of science teachers in China. Information literacy encompasses knowledge of one's information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information. Science teachers should have information literacy which is a basic…
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.
Farmer, Lesley S.J.; Henri, James
As library educators help the academic community incorporate information literacy into the curriculum and instruct students so they become information literate, the role of assessment becomes key--and problematic. What should be assessed, how should it be examined, and is there even a valid and feasible set of assessment tools? This work helps…
Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana
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...... 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...
Craver, Kathleen W
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
Janke, Robert; Pesut, Barbara; Erbacker, Lynnelle
Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made. Copyright © 2011 Elsevier Ltd. All rights reserved.
The paper examines information literacy (IL) initiatives in two universities in Ghana, namely: the University of Ghana and the University of Cape Coast. IL initiatives such as library literacy, computer and media literacy and communication skills literacy carried out at the two universities for their students are described.
Full Text Available Introduction. Theoretical approaches and frameworks that help us to understand the contemporary notion of information and communication technology (ICT literacy in the formal education sector are reviewed and examined. Method. The analysis is conducted from a technology (i.e., computer science conceptual perspective. The focus is on those aspects of new literacies that are directly related to the use of ICT. Structured literature review and documentary research techniques are applied. Analysis. Relationships between ICT literacy, information literacy, media literacy and other new literacies are clarified. Important terms - 'ICT', 'literacy' and 'ICT literacy' - are discussed. An analytical framework for the investigation of contemporary understandings of ICT literacy is presented. Three analytical dimensions of ICT literacy - (1 intended, (2 implemented and (3 achieved - are employed in this framework. The main perspectives and structural approaches that can be applied for the examination of ICT literacy in each of these three dimensions are discussed. Results. The proposed analytical framework reveals links between (1 the conceptual approaches and initial aims of ICT literacy policies, proposed at the top-level of policymaking; (2 teaching and learning practices, implemented at the middle-level of educational system and (3 ICT literacy learning experiences and students' outcomes, expected at the base-level of educational system. Conclusion. . It is argued that this analytical framework can be applied for an integrated analysis of ICT literacy. The framework provides a conceptual structure for discovering inconsistencies in the understanding of ICT literacy at various levels of educational systems.
Full-Time Faculty View Information Literacy as Important but Are Unlikely to Incorporate it Into Their Teaching. A Review of: Bury, S. (2011. Faculty attitudes, perceptions and experiences of information literacy: A study across multiple disciplines at York University, Canada. Journal of Information Literacy, 5(1. Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V5-I1-2011-1
Eamon C. Tewell
Full Text Available Objective – To explore faculty attitudes towards information literacy (IL; in particular,faculty perception of student IL competencies, importance of IL skills and instruction, and ideal means of planning and delivering IL instruction.Design – Online survey questionnaire.Setting – Large public research university located in Toronto, Canada.Subjects – 221 full-time faculty.Methods – The author designed and distributed an online survey to all full-time York University faculty (n=1,451 in March 2007 using Zoomerang software. The survey consisted of between 26 and 36 questions depending on responses selected by respondents, and included both open- and closed-ended questions. The author handcoded the qualitative data and used SPSS to analyze the quantitative data. The survey had 221 usable responses giving a response rate of 15.2%.Main Results – The study revealed a high degree of concern among survey respondents regarding undergraduate students’ information literacy skills, accompanied by a perceived gradual increase in IL abilities corresponding to student year. Faculty ranked each of the Association of College and Research Libraries’ (ACRL Information Literacy Standards for Higher Education as being extremely important. No ACRL standard ranked below 6 on a scale of 1 to 7, suggesting full agreement with the value of IL proficiency. Of the faculty 78.7% felt that IL education should be a joint collaboration between faculty and librarians. A considerable majority of respondents (81.7% answered that IL instruction should be required for all students. Far fewer faculty incorporated IL teaching in practice, with 52.9% engaging in IL instruction and 47.1% not incorporating IL instruction at all. Of the faculty who incorporated librarian-led IL sessions into their courses, 85% of faculty perceived a “substantial impact” or “some impact” on their students’ IL competencies.Conclusions – The author concludes that this study adds
Information Literacy is a process for finding, using, evaluating and incorporating information into an individuals' knowledge base. This process has been formalized into the "ACRL Information Literacy Competency Standards for Higher Education." The concept of Information Literacy as articulated in the "ACRL Standards" is…
Rainey, Emily C.; Maher, Bridget L.; Coupland, David; Franchi, Rod; Moje, Elizabeth Birr
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…
Lander, Dorothy A.
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)
Byrne, Michelle M
The concept of information literacy may be new to some perioperative nurses; however, embracing this concept will help nurses identify situations that necessitate gaining more information, locate and access information sources, evaluate and analyze data, and cite information in compliance with copyright and fair use laws. The culture of health care is continually changing as a result of new technology and new methods to improve patient care, and this creates an information explosion. Perioperative educators should add information literacy as a strategic goal for obtaining Magnet status because it is foundational to evidence-based practice. Administrators also should advocate to obtain resources that will enable nurses to access information that addresses current patient care issues.
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…
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.
Information literacy has been recognized as a critical skill by professional associations and regional accrediting bodies. Consequently, institutions are increasingly integrating information literacy instruction into the academic curriculum, in turn creating the need to assess instructional impact. However, information literacy is a relatively new concept and credible assessment tools are only now forthcoming. This paper summarizes several information literacy assessment tools recent to the m...
Schreiber, Trine; Harbo, Karen
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...
Vaughan, Lauri J.; Smith, Sue; Cranston, Meredith
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…
Hess, Amanda Nichols
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…
The study was carried out to assess the Information and Communication Technology Literacy among Academics in A.B.U., Zaria. Two research questions were raised and answered and 2 hypothesis were also formulated and tested at α 0.05. The research questions sought to find the available ICT gadget and fluency of the ...
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 ...
This paper explored eAssessment challenges and Information and Communication Technology (ICT) Literacy needed for effective automation of assessment in Open and Distance Learning. The population consisted of students of National Open University of Nigeria (NOUN) already exposed to eAssessment. Sample was ...
Full Text Available Plagiarism is a folk devil into which is poured many of the challenges, problems and difficulties confronting higher education. This article investigates how software -Turnitin in particular- is ‘solving’ a particular ‘crisis’ in universities. However, I investigate how alternative strategies for the development of information literacy offer concrete, productive and imaginative trajectories for university staff and students.
Plagiarism is a folk devil into which is poured many of the challenges, problems and difficulties confronting higher education. This article investigates how software -Turnitin in particular- is ‘solving’ a particular ‘crisis’ in universities. However, I investigate how alternative strategies for the development of information literacy offer concrete, productive and imaginative trajectories for university staff and students.
Farmer, Lesley S. J.
Presents a case study of how educational reform can improve the library media program, based on experiences at one high school that was assisted by the Bay Area School Reform Collaborative (BASRC) project and its spin-off project, the Bay Area National Digital Library (BANDL). Discusses methods for increasing schoolwide information literacy,…
Julien, Heidi; Hoffman, Cameron
The purposes of the study were to explore the role of Canada's public libraries in developing the public's information literacy (IL) skills, to explore current IL training practices, and to explore the perspectives and IL experiences of individuals who visit public libraries to access the Internet. This article documents the second phase of a…
Appleton, Leo; Grandal Montero, Gustavo; Jones, Abigail
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…
Cowan, Susanna M.
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…
Even though the concept of information literacy typically embraces an idea of a complete participation in an information community, its definitions have tended to underline the phases of seeking, searching and evaluation instead of creating information. Shortcomings of information creation can, however, explain many of the difficulties of finding…
Pomerantz, Karyn L.; Muhammad, Abdul-Ali; Downey, Stacey; Kind, Terry
This article describes a community-based health information partnership to address health literacy and health information inequalities in marginalized communities. Public health, medical, literacy, and library practitioners promote health literacy through outreach, training, and professional development activities in community settings. They create learning environments for people to develop the necessary knowledge and skills to better understand health information and health policy so they can make decisions concerning personal and community health. Outreach activities focus on visits to neighborhood health centers, health fairs, health exhibits at union meetings and conferences; training programs involve hands-on, peer-led computer classes for people living with HIV and for the general public; and professional development programs connect librarians, health providers, public health workers, and literacy teachers in joint planning and learning. Several learners currently participate in and lead community health education programs and HIV advocacy. The coalition's strength develops from strongly shared objectives, an absence of territoriality, and a core active leadership group. PMID:18544664
Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura M.
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…
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.
Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.
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
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…
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 ...
Aziz El Hassani
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.
Ngomba-Westbrook, Nalova Elaine
This study investigates the tensions a teacher educator faces in facilitating a media literacy teacher education course at the university level. Teaching tensions are conceptualized as a three-tier framework. At the first level, tensions may arise in the selection and application of pedagogies associated with critical and new/21st century…
Parsons, Seth A.
Researchers frequently suggest that effective teachers adapt their teaching to navigate the complexity of classroom literacy instruction. However, little research has examined how teachers adapt their instruction, teachers' reflections on their adaptations, or the instructional conditions in which they adapt. To address this gap in the research…
Fleckenstein, Kristie S
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...
Birru, Mehret S; Steinman, Richard A
African Americans with low incomes and low literacy levels disproportionately suffer poor health outcomes from many preventable diseases. Low functional literacy and low health literacy impede millions of Americans from successfully accessing health information. These problems are compounded for African Americans by cultural insensitivity in health materials. The Internet could become a useful tool for providing accessible health information to low-literacy and low-income African Americans. O...
Nielsen, Bo Gerner; Borlund, Pia
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...... of user education in the public library with a strong focus on the individuality of the user, and that hands-on courses are preferred as the pedagogical form....
Breivik, Patricia Senn; Jones, Dan L.
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)
Birru, Mehret S
African Americans with low incomes and low literacy levels disproportionately suffer poor health outcomes from many preventable diseases. Low functional literacy and low health literacy impede millions of Americans from successfully accessing health information. These problems are compounded for African Americans by cultural insensitivity in health materials. The Internet could become a useful tool for providing accessible health information to low-literacy and low-income African Americans. Optimal health Web sites should include text written at low reading levels and appropriate cultural references. More research is needed to determine how African Americans with low literacy skills access, evaluate, prioritize, and value health information on the Internet. PMID:15471752
Although academic librarians have been teaching information literacy online for years, the increasing number of nontraditional students learning online has motivated many librarians to develop Web-based tools that help students independently learn to identify, access, evaluate, and use information resources in the online environment. Adult…
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.
Phelps, Sue F; Hyde, Loree; Planchon Wolf, Julie
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.
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.
Risinger, C. Frederick
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…
First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students' ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key…
Carlin, Bruce Ian; Robinson, David T.
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…
Cartwright, Kelly B
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
Albrecht, Evonir; Voelzke, Marcos Rincon
This present paper is about the intervention of teaching methodologies which was realised at the State School of Colõnia dos Pescadores in the City of Caraguatatuba. This school takes three classes of the third year of a high school, and 119 students aged between 16 and 19 years were involved. Before starting the intervention, a questionnaire of twenty dissertate and objective questions was dealt, applied by the teacher of the class who gave the corresponding lessons. This questionnaire was the same one in all three classes with the objective to diagnose the previous knowledge of Astronomy of the students. Starting the intervention in the classes, the involved teacher used three diferent teaching methodologies: (A) in form of seminars, prepared and presented by students, in which the teacher makes only the necessary interventions, (B) in traditional form, with the help of multimedia for the development of lessons and the third (C) the traditional, making exclusive use of chalkboard and chalk. At the end of the work the students answered the questionnaire again, so that the three used methods could be compared. They now presented better applications, the initial results were compared at the end. When the students were initially asked about the meaning of Astronomy, it was noticed that class A got 100% right answers, class B got 64% and class C got 84%. But, after the intervention, they got 100%, 97% and 85% respectively, what proved a clearly knowledge assimilation. When they were asked about how many planets there are in our solar system, class A got 39% right answers, class B got 48% and class C got 46%; but after the development of the activities, they got respectively 94%, 97%, and 90%. Finally, the learning was that meaningful that the students even produced comics with very rich information. Another very important finding is that despite the theme Astronomy is widely recommended, it is not taught - neither at elementary schools nor at high schools.
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
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.
Lipu, Suzanne; Lloyd, Annemaree
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
Shoemaker, Joel; Schau, Elizabeth; Ayers, Rachael
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…
Full Text Available One of the biggest challenges of the XXI century technology and library science (library consortia, library services assessment, information literacy, RFID technology and institutional repositories, information literacy enjoys the greatest interest. People access to information is a complex processes that requires continuous training conducted by the librarians who have to assume a teaching positions. Users are taught to identify, locate and use information with efficiency and responsibility. In order to be able to optimally carry out this activity, libraries must have a detailed plan, from which institutional collaborations are a must.
Svitlana M. Ivanova
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.
Cromer, Donna E.
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.
Information literacy programmes and early childhood education as a means to achieving sustainable development goal 4: Any nexus for librarianship? Magnus Osahon Igbinovia, Christiana Omolola Akinbade ...
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.
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.
... DEPARTMENT OF EDUCATION Applications for New Awards; Literacy Information and Communication System... Education. ACTION: Notice. Overview Information Literacy Information and Communication System Regional... Purpose of Program: The Literacy Information and Communication System (LINCS) Regional Professional...
Gonzales, Brighid M.
As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science…
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…
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...
Acquisition of information literacy skills by teachers and students in this 21st century Information Age is paramount for their all-round success in life. This paper has X-rayed how different authors conceptu alised information literacy skills and the role they can play in the academic, professional and personal life of individuals.
Addison, Colleen; Meyers, Eric
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…
Schaub, Gayle; Cadena, Cara; Bravender, Patricia; Kierkus, Christopher
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…
Fowler, Kendra; Bridges, Eileen
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…
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...
The paper presents the background to Information Literacy, defines what Information Literacy (IL) is, and discusses its importance to individuals, Business and Citizenship. It further discusses the inter-sectoral approach to IL right from the informal sector to the formal sectors of Higher Education and challenges faced in the ...
Crawford, Nicole; Broertjes, Andrew
Arts IRIS (Introductory Research and Information Skills) is a compulsory online information literacy unit for commencing students in the Faculty of Arts, Humanities and Social Sciences at The University of Western Australia (UWA). The aim of Arts IRIS is to provide students with a foundation in research and information literacy skills for studying…
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
A.A.J. (Jos) van Helvoort
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
Adhikari, Janak; Scogings, Chris; Mathrani, Anuradha; Sofat, Indu
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…
Brey, Rebecca A.; Clark, Susan E.; Wantz, Molly S.
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…
This column focuses on the conceptual and practical aspects of teaching information literacy and opens with the question: What is a university library's relationship with peer tutoring services on campus? Peaceful coexistence, détente, or active collaboration? Armies of tutors employed through student services may routinely use a university…
Podgornik, Bojana Boh; Dolnicar, Danica; Glažar, Saša Aleksej
Information literate students with a good understanding of science are regarded as an important pool of future successful professionals. The study explored correlations between the information literacy (IL) and scientific literacy (SL) of university students and analysed their achievements according to Bloom's cognitive categories of remembering,…
Elham Esmaeil Pounaki
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.
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.
Adesope, Olusola O; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles
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
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 ...
This in-depth case study explores a modern approach to education: the benefits of using film, technology and other creative, non-conventional pedagogical methods in the classroom to enhance students' understanding of literature. The study explores the positive effects of introducing a variety of visual-based (and auditory-based) teaching methods…
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.
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
Information literacy is an essential skill for business communication students. Traditionally taught by librarians, there is a pressing need for all business instructors to incorporate informational literacy training into their courses. Moreover, students need to hone their research skills, moving beyond a dependence on Google and Wikipedia. This…
Zhang, Haiyan; Washington, Rodney; Yin, Jianjun
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…
Jacobson, Trudi E.; Mackey, Thomas P.
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…
Jacobson, Trudi E.; Gibson, Craig
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…
Voogt, J.; ten Brummelhuis, A.; Tatnall, A.; Davey, B.
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
Raish, Victoria; Rimland, Emily
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…
Matteson, Miriam L.
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…
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.
The article regards some requirements concerning information literacy and competences which have been exhaustively determined by Association of College and Research Libraries (ACRL). On their basis the ACRL Anthropology and Sociology Section (ANSS) has determined some indicators of the students’ information literacy development . These indicators are oriented towards a research process’ methodology and tools in cultural anthropology, biological anthropology, linguistic anthropology, archeo...
Korobili, Stella; Malliari, Aphrodite; Daniilidou, Eugenia; Christodoulou, George
This research examines the level of information literacy skills in high school teachers and the extent of information literacy instruction in the western province of Thessaloniki. A census survey was conducted, which resulted in 500 structured questionnaires that were processed and analysed statistically using multivariate methods. The findings…
Martorana, Janet; Curtis, Sylvia; DeDecker, Sherry; Edgerton, Sylvelin; Gibbens, Carol; Lueck, Lorna
A team of University of California, Santa Barbara instruction librarians developed information literacy workshops for local high school teachers and librarians. They introduced teachers to information literacy standards, provided technology training, presented strategies and activities for incorporating critical thinking into the research process,…
Benjamin R. Harris
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 reception by librarians and information literacy advocates.
McDonough, Beth Allsopp
More than two decades of debate since the Association of College and Research Libraries (ACRL) adopted the term information literacy have been marked by ongoing criticism of its associated definitions and standards. Some scholars and practitioners have argued for a critical information literacy, which applies the precepts of critical pedagogy to…
Herring, James E.
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…
Benjamin R. Harris
Full Text Available 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 reception by librarians and information literacy advocates.
The paper surveys the information literacy skills among librarians in Delta State University, Abraka. The study is intended to explore the information literacy skills of the librarians in this era of electronic librarianship. Questionnaire and observation techniques were used to gather data. A total of 30 librarians made up of ...
This article reviews efforts made by higher education institutions in Nigeria and Tanzania in transforming student learning through information literacy (IL). It examines the need for higher education institutions in the two countries to create the necessary foundations for strengthening information literacy programmes as a ...
Established models of information literacy education (ILE) which are contextually grounded in Western social and intellectual structures fail to take into account local African contexts. This article argues that in a developing context, the traditional definition of information literacy needs to be adjusted to include an ...
Riddle, Derek R.; Beck, Jori S.; Morgan, Joseph John; Brown, Nancy; Whitesides, Heather
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.
Klucevsek, Kristin M.; Brungard, Allison B.
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…
Slater, Timothy F.; Slater, S.; Dwyer, W.
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
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.
Klebansky, Anna; Fraser, Sharon P.
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,…
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.
Lam, Wan Shun Eva
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…
Considine, David; Horton, Julie; Moorman, Gary
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…
Roberts, Terry; Billings, Laura
Help students meet today's literacy demands with this new book from Terry Roberts and Laura Billings. The authors show how a seminar approach can lead students deeper into a text and improve their speaking, listening, and writing skills, as recommended by the Common Core State Standards. Roberts and Billings provide easy-to-follow information on…
Paxton, Moragh; Frith, Vera; Kelly-Laubscher, Roisin; Muna, Natashia; van der Merwe, Mathilde
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…
Kelly-Jackson, Charlease; Delacruz, Stacy
This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach science…
Parsons, Seth A.; Metzger, Salem Rainey; Askew, Jeanna; Carswell, Ashley R.
The current high-stakes testing environment is compelling many educators to teach reading in programmatic ways. This type of teaching contrasts research on effective literacy instruction. This article describes a Title I elementary school's effort to improve literacy instruction not by adopting a program but rather by providing professional…
Patricia Hernández Salazar
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.
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.
Ali, Radwan; Katz, Irvin R.
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…
Ford, P J; Foxlee, N; Green, W
In this time of rapid expansion of the scientific knowledge base, subject matter runs the risk of becoming outdated within a relatively short time. Instead of adding more content to already crowded curricula, the focus should be on equipping students to adapt to their changing world. The ability to access, evaluate and apply new knowledge for the benefit of patients has been acknowledged as an important goal for dental education. Information literacy is key to achieving this. An information literacy programme for first year oral health students was instituted. This was integrated within a biosciences course and linked with its assessment. Small group instruction reinforced by the use of a tailored online Assignment Guide was used in the context of a specific task. Effectiveness was measured in terms of assessment outcome, processes used and student experience. Twenty-seven students participated in the intervention which was effective in enhancing foundation literacy skills and confidence of students in accessing and evaluating information sources in the context of a clinical problem. Improvement in higher level literacy skills required to articulate this information in the synthesis of a scientific review was not demonstrated. Integration of this information literacy programme within the learning activities and assessment of a basic sciences course resulted in significantly enhanced information literacy skills. As this is highly relevant for higher education students in general, the wider promotion of information literacy should be encouraged.
Tewell, Eamon C.
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,…
Patterson, Ramona; Carter-Templeton, Heather; Russell, Cynthia
The 21st century presents a major challenge in the form of information overload. In a profession where new knowledge is ever expanding, nurse educators must equip nurses to find the information they need to provide safe evidence-based care. Information literacy and information technology competencies have become a priority in nursing education, but inconsistencies in definitions, frameworks, content, and design, combined with ill-equipped faculty have hindered the development of a transferable model geared toward improving nurses' information literacy. Challenges are compounded for nurses in developing nations, where access to information and training for information literacy are both problematic. This paper describes experiences from the LISTEN project, during the 1st year of a 3-year funded Nurse Education Practice and Retention grant. Designed to improve information literacy competencies of student and workforce nurses, using individualized learning via interactive web-based modules, LISTEN provides on its' website a Did You Know video dramatizing the importance of information literacy to nurses, and offers resources for information literacy, information technology, and evidence-based nursing practice. Preliminary findings from beta testing reveal the module content is realistic, complete, and logical. The website and video have generated worldwide interest. Future possibilities include nationwide implementation and adaptation for the international arena.
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.
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.
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
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.
Widin, Jacquie; Yasukawa, Keiko; Chodkiewicz, Andrew
The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their…
Kleyman, Emily Z; Tabaei, Sara
To determine whether incorporating information literacy education through workshops led by library faculty improves students' information literacy skills. A series of information literacy initiatives were incorporated into the curriculum of a physician assistant program. Initiatives included two library workshops, class instruction, and a research paper. Assessment included subjective and objective measures of students' information literacy skills and research competencies. Students' ratings of their skills were significantly higher on the postmeasure (t37 = 2.85, P = .007). The objective measures of these skills revealed an increase from 25% to 65% of the class scoring above 70% correct. Class assignments also revealed an improvement from 10% of the class citing and referencing material correctly at the beginning of the initiative to 80% at the end of the initiative. Engaging academic library faculty and providing students with guided instruction has a significant positive effect on objective as well as subjective measures of students' skills.
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.
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...
Phelps, Sue F
This column documents the rationale for creating information literacy competency standards for nursing based on the Association of College and Research Libraries (ACRL) "Information Literacy Competency Standards for Higher Education" and the three documents from the American Association of Colleges of Nursing (AACN) on essential skills for nurses in baccalaureate, masters, and doctoral level education and practice. It chronicles the process of the task force which is designing the discipline specific skills and predicts the value of their use, once they are published.
Julien, H.; Williamson, K.
Introduction: This paper argues for increased research consideration of the conceptual overlap between information seeking and information literacy, and for scholarly attention to theory-based empirical research that has potential value to practitioners. Method: The paper reviews information seeking and information literacy research, and…
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.
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…
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.
Al Sultan, Adam
The purpose of this study is threefold. First, this study examined pre-service elementary teachers' scientific literacy levels. Second, this study examined pre-service elementary teachers' personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers' scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern United States. Data were collected using the Test of Basic Scientific Literacy (TBSL), the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and Beliefs About Teaching (BAT). Results show that the pre-service elementary teachers in both groups had a satisfactory level of scientific literacy. There was a significant difference in the score for personal self-efficacy and subject-specific self-efficacy among the participants in the advanced science methods course. Participants in the advanced science methods course had an existing relationship between scientific literacy and subject-specific self-efficacy in teaching science. These results have implications on teacher preparation programs and science education research. Specifically, this study provided an indication of the level of scientific literacy and self-efficacy of pre-service elementary teachers as an attempt to inform policy makers and educational researchers about how realistic they are in their perception related to the pre-service elementary teachers' skills to achieve the goals of science curriculum.
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.
Information literacy recognizes the need for information to solve problems, develop ideas, and locate appropriate information that would be used by individuals. The school library media centre has an important role of disseminating information to all students regardless of their physical abilities. This article examined the ...
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.
and perceptual outcomes for non-traditional students in information literacy contexts. This is important because: 1 information literacy skills are a central aspect of successfully transitioning from the educational setting to the modern workplace; 2 increased confidence can enhance students’ sense of self-empowerment and self-efficacy, as well as decreasing “library anxiety”; and 3 establishing a sense of the personal relevance of information literacy engages students with tools that they can and will actually use in work and life situations. In addition, the author connects these findings to two other areas. One is the new ACRL (Association of College and Research Libraries Framework for Information Literacy for Higher Education; the author notes that “threshold concepts”, defined by Roberts as “big picture ideas that are foundational to the field”, relate best to teaching techniques such as problem-based learning. The other is the concept of metacognition, which is an aspect of metaliteracy; the author states that the study’s information literacy session addressed three of four metaliteracy goals being considered. Future avenues of research and collaboration will include librarians working with learning scientists around the Framework content; finding new and engaging methods for teaching literacy concepts and assessing learning; incorporating metacognitive awareness into teaching and assessment; and specifically focusing on transferable skills and knowledge, in the service of preparing non-traditional students for the world of work.
Adesope, Olusola O.; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles
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…
Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang
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 and PE teachers' health literacy teaching intentions and professional competency and to investigate their relationships. This study adopted a cross-sectional design. A questionnaire survey was administered to 906 middle school HE and PE teachers in Taiwan by mail, and 545 provided valid data with consent. Participants had a favorable health literacy (47.78/50), positive health literacy teaching beliefs and attitudes, and acceptable efficacy. They intended to implement health literacy instruction within the subsequent year. Teaching beliefs, attitudes, and efficacy were all positively correlated with intentions (all p improve students' health literacy, educational authorities and schools should pay attention to HE and PE teachers' intentions and vital factors, thereby enhancing teachers' willingness to perform health literacy instruction. © 2018, American School Health Association.
Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang
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…
Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy
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…
Renata Bittencourt Procópio
Full Text Available This paper aims at investigating the use of visual resources in foreign language vocabulary teaching based on a pedagogical orientation which explores the reading of visuals elements. Firstly, it presents a theoretical refl ection contextualizing the debate about visual literacy. A vocabulary activity from an EFL textbook was selected for the empirical experiment. This activity was used in data collection, which involved two groups of students. The fi rst group carried out the activity proposed by the students’ book. The second one carried out the same activity, however, with some additional questions exploring the visual resources. The results obtained in vocabulary tests show that the second group had a better performance, providing evidence of the importance of turning students able to explore the visual resources.
Ramirez, Pablo C.; Jimenez-Silva, Margarita
In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.
Chang, Fong-Ching; Chiu, Chiung-Hui; Chen, Ping-Hung; Miao, Nae-Fang; Lee, Ching-Mei; Chiang, Jeng-Tung; Pan, Ying-Chun
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.
Monroe, Ronald J.
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…
Sexton, Randall; Hignite, Michael; Margavio, Thomas M.; Margavio, Geanie W.
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…
The school library media centre has an important role of disseminating information to all students regardless of their physical abilities. This article examined the acquisition of information literacy skills by disabled students and the role of the school library media specialist in ensuring that they becomes information literate ...
There is a growing concern that users cannot retrieve and evaluate information that will be required for problem solving and decision making, that is, they are not information literate. This paper examines the way information literacy should be understood. Alternative models which can be applied are introduced.
Knowledge is the Country's most precious commodity, and people who are information literate are the most valuable resource. The study aimed at establishing strategies for building information literacy skills among the undergraduate students for long life learning in Makerere University. It intended to establish information ...
Van de Vord, Rebecca
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…
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
Thompson, Dale R.; Di, Jia; Daugherty, Michael K.
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,…
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.
Kingsley, Karl; Galbraith, Gillian M; Herring, Matthew; Stowers, Eva; Stewart, Tanis; Kingsley, Karla V
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. 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. 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 science librarian, virtually all students were able to find and retrieve evidence-based materials for subsequent coursework. 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.
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.
Alvarez, Maria do Carmo Avamilano; França, Ivan; Cuenca, Angela Maria Belloni; Bastos, Francisco I; Ueno, Helene Mariko; Barros, Cláudia Renata; Guimarães, Maria Cristina Soares
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.
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.
Gregory, Lua; Higgins, Shana
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…
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…
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.
Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie
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.
Beam, Walter R.
Discusses business and technology trends that affect the need for employees to have more information skills. Highlights include the globalization of commerce; competition; lower-cost digital technology; employment trends; the role of digital systems; the impact of technology; advanced information-related literacy skills; and future education…
Hutchings, Jessica; Willey, Malia
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…
Saglam, Aycan Çiçek; Çankaya, Ibrahim; Üçer, Hakan; Çetin, Muhammet
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…
Education, Engineering, Law, Science and SocialScience Faculties in the selected universities. The main instrument ... Information is a vital ingredient for success required by every student in all tertiary institutions. This is ... association of College and Research Libraries (ACRL, 2005) refers to information literacy as the ...
Stombaugh, Angie; Sperstad, Rita; Vanwormer, Arin; Jennings, Eric; Kishel, Hans; Vogh, Bryan
To develop evidence-based practice skills, students need to be capable of retrieving various levels of scholarly information, evaluating its usefulness, and applying it to clinical practice. The authors discuss the process of developing an information literacy curriculum for a cohort of students over a 5-semester nursing program using lesson study.
Garritano, Jeremy R.
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…
Shanahan, Madeleine C.
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
Shanahan, Madeleine C. [Medical Radiations, School of Medical Sciences, RMIT University, PO Box 71, Bundoora, Victoria (Australia)]. E-mail: firstname.lastname@example.org
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.
Spang, L; Marks, E; Adams, N
Educating diverse groups in how to access, use, and evaluate information available through information technologies is emerging as an essential responsibility for health sciences librarians in today's complex health care system. One group requiring immediate attention is medical assistants. Projections indicate that medical assistant careers will be among the fastest growing occupations in the twenty-first century. The expanding use and importance of information in all health care settings requires that this workforce be well versed in information literacy skills. But, for public school vocational education staff charged with educating entry level workers to meet this specialized demand, the expense of hiring qualified professionals and acquiring the sophisticated technology necessary to teach such skills poses a dilemma. Health Sciences Information Tools 2000, a cooperative work-study information literacy program jointly formulated by the Wayne State University's Shiffman Medical Library and the Detroit Public Schools' Crockett Career and Technical Center, demonstrates that cooperation between the health sciences library and the public school is a mutually beneficial and constructive solution. This article describes the background, goals, curriculum, personnel, costs, and evaluation methods of Tools 2000. The Shiffman-Crockett information literacy program, adaptable to a variety of library settings, is an innovative means of preparing well-trained high school vocational education students for beginning level medical assistant positions as well as further education in the health care field.
Spang, L; Marks, E; Adams, N
Educating diverse groups in how to access, use, and evaluate information available through information technologies is emerging as an essential responsibility for health sciences librarians in today's complex health care system. One group requiring immediate attention is medical assistants. Projections indicate that medical assistant careers will be among the fastest growing occupations in the twenty-first century. The expanding use and importance of information in all health care settings requires that this workforce be well versed in information literacy skills. But, for public school vocational education staff charged with educating entry level workers to meet this specialized demand, the expense of hiring qualified professionals and acquiring the sophisticated technology necessary to teach such skills poses a dilemma. Health Sciences Information Tools 2000, a cooperative work-study information literacy program jointly formulated by the Wayne State University's Shiffman Medical Library and the Detroit Public Schools' Crockett Career and Technical Center, demonstrates that cooperation between the health sciences library and the public school is a mutually beneficial and constructive solution. This article describes the background, goals, curriculum, personnel, costs, and evaluation methods of Tools 2000. The Shiffman-Crockett information literacy program, adaptable to a variety of library settings, is an innovative means of preparing well-trained high school vocational education students for beginning level medical assistant positions as well as further education in the health care field. PMID:9803297
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
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…
Adams, Nancy E.
Evidence-based practice (EBP), like information literacy, is concerned with an individual's knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied health fields, and public policy. A comparison of the Association of College and Research Libraries'…
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…
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...... teacher feedback linguistic ethnography research-based teacher education...
Mackenzie, Noella M.; Hemmings, Brian; Kay, Russell
Teachers bring a complex array of beliefs and attitudes to the teaching of literacy. The purpose of the study reported in this article was to investigate the nature of teacher attitudes towards the learning and teaching of writing in the first year of school and to identify any broad underlying attitudinal dimensions. The secondary aim was to…
National Centre for Vocational Education Research (NCVER), 2010
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…
Full Text Available In the higher education Information Literacy context, there is growing interest and requirements for evaluation of librarian teaching and assessment of student learning. This session will explore these issues and use WASSAIL as a sample tool to consider for these purposes. WASSAIL is open source software developed at the Augustana Campus Library of the University of Alberta to support the evaluation and assessment requirements of Augustana's Information Literacy program. WASSAIL was the 2010 ACRL Instruction Section Innovation Award winner. Session participants are requested to bring laptops to interact with WASSAIL in the hands-on part of the workshop. Participants can bring questions they would like to enter into evaluation or assessment tools, or sample questions will be provided. A diversity of methods will be discussed: evaluation tools such as end of "one-shot" questionnaires and general surveys, as well as assessment methods such as in-class quizzes, pre-/post-tests, and more.
GSE1 (PG Information Literacy and Communication Skills) module was redesigned to a more project orientated and problem-based learning (POPBL) delivery. Research showed evidence for the benefits to Information Literacy instruction of a PBL approach.
M. Detken Scheepers
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.
The article gives an account of a study on the impact of facilitating information literacy education (FILE) on its participants, health librarians who have attended this course between 2007 and 2010. The analysis presented here is based on the first stage of the research, funded by the Higher Education Academy Information and Computer Sciences and consisting of an online survey. This survey was conducted in Autumn 2010 and examined the respondents' examples of information literacy practice before and after FILE. Two main outcomes can be drawn from the data. First, that overall the respondents' provision of information literacy education has shifted from a tutor-centred approach (where the trainer decides what the learner needs) to a learner-centred approach (where the learner decides what he/she needs). And secondly, that the impact of FILE should be seen in terms of a self-perpetuating professional development, rather than measured in terms of specific changes that occur at set times (e.g., at the end of the course or 6 months after completion). As one FILE participant puts it: 'When FILE ends your career as an information literacy professional starts.' © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.
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…
The purpose of this study was to determine librarians' information literacy skills and provide reliable data to support the study recommendations. The study used the survey approach. The sampling frame is the National Universities Commission approved list of universities in Nigeria as at August, 2012. Sampling of ...
Greco, George E.
Chemistry majors at Goucher College are now required to take a 1-credit course in their sophomore year entitled Chemical Information Literacy. Students in the course learn the structure and organization of the chemical literature, and how to carry out searches of various databases for topic, author, chemical compound, or structure. They learn…
Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia
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
Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia
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
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…
Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean
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…
Gilchrist, Sarah Burns
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…
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…
McGowan, Britt; Gonzalez, Melissa; Stanny, Claudia J.
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…
Harris, Benjamin R.
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…
Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter
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.…
Townsend, Lori; Hofer, Amy R.; Hanick, Silvia Lin; Brunetti, Korey
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:…
Mooij, Ton; Smeets, Ed
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
The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at Kansas's…
Twelve open-ended interview protocols were administered to twelve (12) lecturers in various departments in both Colleges of Science and Technology in addition to two librarians ... The Nigerian Library Association (NLA) should work to develop an information literacy education policy and enforce it in Nigerian universities.
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 ...
Weiner, Sharon A.; Jackman, Lana W.; Prause, Emily
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…
Crouse, Warren F.; Kasbohm, Kristine Esch
In discussions about information literacy and required research assignments, several high school teachers lamented that student research papers had regressed to the point that the completed work represented nothing more than "point and click" exercises. Similarly, Asselin and Lee (2002, 10) began their article on the need for library instruction…
The purpose of this study was to explore the current state of information literacy (IL) training and to identify the strategies and methods used by Canadian public libraries in improving IL skills for their staff and patrons. Also, the study sought to identify problems associated with the development of IL training. This study employed document…
Langan, Kathleen A.; Sachs, Dianna E.
Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information…
Towlson, Kaye; Rush, Nathan
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…
Koltay, Tibor; Krakowska, Monika; Landova, Hana; Prokai, Margit
The Visegrad group comprises four countries: the Czech Republic, Hungary, Poland and Slovakia. The literature on information literacy, mainly in the respective national languages, and the development of initiatives are presented in this paper. The situation in each country is discussed separately, followed by a short discussion of similarities and…
The purpose of this article is to present an overview of the process that resulted in the compilation of draft national information literacy training guidelines for university libraries in South Africa, in pursuit of a national framework. At national level there has been little attempt to coordinate and develop a common core curriculum ...
It was observed that the user education programmes had gone through metamorphoses – from guided tours through video instruction and currently Information Literacy Skills programme (ILS), which is in the process of being implemented. The basic problem that has bedeviled all the user education programmes was found ...
Gaunt, Marianne I.; Nash, Stan
A program at Rutgers University (New Jersey) to integrate information literacy into first-year composition courses involved librarians and faculty. The pilot project included two research seminars within each course. Evaluation of the project revealed a successful basic strategy, useful techniques and elements, and some areas for adaptation and…
Amidon, Leslie E.
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,…
This paper discusses the findings regarding information literacy (IL) delivery in primary school libraries in Enugu State, Nigeria. The discussion is based on IL content and delivery methods, as well as their effectiveness. The study was an instrumentation research in which experiment was used to test effect of a developed IL ...
This paper examined information literacy skills as correlates of Library user satisfaction among undergraduates in selected university Libraries in Niger Delta Area of Nigeria. The study adopted a descriptive survey research design and used the stratified and simple random sampling techniques to determine the sample for ...
This article is based on a study which investigated the ability of law students to search the electronic databases of the University of Botswana (UB) Library and their perceptions of the Information Literacy course offered by the Library. The study population consisted of 362 undergraduate law students. Data was collected by ...
Schmidt Hanbidge, Alice; Sanderson, Nicole; Tin, Tony
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…
Ruppel, Margie; Fry, Sara Winstead; Bentahar, Adil
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…
Jastram, Iris; Leebaw, Danya; Tompkins, Heather
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…
Schloman, Barbara F.; Gedeon, Julie A.
This article describes Tool for Real-time Assessment of Information Literacy Skills (TRAILS), a freely available, online tool designed to measure the information literacy skills of high school students. It is based on information literacy competencies for ninth-graders found in the "Ohio Academic Content Standards" (Ohio Department of Education…
Labelle, Patrick R.; Nicholson, Karen
Academic librarians widely believe that information literacy instruction is most effective when integrated into the curriculum and addressed in course objectives. In order to persuade campus colleagues likewise and to confirm the real and pressing need for this type of instruction, additional quantitative research is required. "Information Literacy: Study of Incoming First-Year Undergraduates in Quebec" is one such research project that attempted to gauge student information competence upon e...
Although the information landscape in scientific and technical fields in general and physics in particular is becoming increasingly complicated, a survey of physics librarians found that information literacy instruction for undergraduate and graduate physics students is almost nonexistent. The rise of electronic (and often unrefereed) communication, through websites, electronic discussion lists, and eprint servers, has made the system of information dissemination even more complex. Despite this increased complexity, in physics curricula formal instruction on navigating and intelligently consuming information resources is minimal. The limited instruction that is done appears to be very pragmatic training on how to use specific resources and does not address issues of information literacy. Research literature indicates that students with immediate and concrete information needs (e.g., course assignments) are most receptive to information literacy instruction. Thus, faculty and librarians need to work together to co-ordinate instruction efforts in a way that is not currently being done, so students with information needs have the appropriate skills to fill those needs.
Manganello, Jennifer A; Falisi, Angela L; Roberts, Kristin J; Smith, Katherine C; McKenzie, Lara B
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.
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.
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.
Archer-Bradshaw, Ramona E.
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, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.
Even with the prevalence of a global culture, cultural and language barriers continue to present challenges for information professionals. Furthermore, international students are increasingly turning to library instruction classes for discovering library programs and resources. With the presence of cultural and language barriers, information literacy initiatives are forced to address the disparity in cultural displacement. The inclusion of language preferences in library instruction classes a...
Fairbrother, Hannah; Curtis, Penny; Goyder, Elizabeth
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.
Cummings, Carol A.; Obel-Omia, Carolyn
Across the world, development of health literacy skills with elementary school students improves health outcomes, reduces health risks, and increases academic success. As elementary school classroom teachers are often responsible for delivering the health curriculum to their students, this article examines ways to integrate health literacy with…
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…
Describes how the author became critically aware of the dynamics of literacy and race in a composition classroom. Introduces his students to rap music as a legitimate literacy and a type of literature in its own right. Describes the lesson plan he used in the project and explains some of the theory that inspired his classroom inquiry. (SG)
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…
Cole, David R.
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…
Farmer, Lesley S. J.
ACRL and other academic librarians are currently re-examining the tough questions of learning, literacy, and education--and the librarians' role in addressing these issues. They can use AASL's learning standards as one springboard for thought, particularly in terms of articulating learning. The result is a developmentally appropriate set of…
Cloris Porto Torquato
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.
Full Text Available 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 information. This paper describes a case study of a semester-long information literacy course that utilized neo-Marxist philosopher Louis Althusser’s figurations of ideology and ideological state apparatuses as a site of critical self-reflection for students and a method by which students could become empowered to recognize themselves as not just consumers, but shapers of discourse.
Sural, Serhat; Dedebali, Nurhak Cem
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…
Basic Skills Agency, 2007
This module provides teachers with practical tools to improve the quality of teaching and learning activities and enable learners to achieve their objectives in literacy, language and numeracy. Unit 1 explores approaches that are particularly appropriate to adult learners, developing thinking skills and involving them in decision making and…
Clairoux, Natalie; Desbiens, Sylvie; Clar, Monique; Dupont, Patrice; St-Jean, Monique
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.
César Manso Perea
Full Text Available We present the first results about a research that aims to promote information skills in undergraduate nursing students through an educational proposal that integrates information literacy in the curriculum of the School of Nursing Red Cross in Madrid. In collaboration with the library information needs of students are evaluated and learning from a previous training experience taught from the university library is valued. The results show satisfaction with the skills acquired in previous training and the methodology followed; and reflect the need for training and information skills transversely distributed in different subjects of the degree. The training proposal reveals the importance of the acquisition of information skills by future professionals nurses and advantages of the involvement of information professionals in their teaching.
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
Full Text Available Background and objective: Health Literacy has been defined as the cognitive and social skills that determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health. Considering the nurses impact of health literacy on promoting health literacy and improve public health, the aim of this study was investigating health literacy Level and relation to demographic factors of nurses in in teaching hospitals at West Cities of Iran: 2016 Methods: This study was practical, in term of time is sectional which is done in year 2016.The research community were the nurses of teaching hospitals in West region of the Iran that were348 selected randomly by cluster samples. Reliability of Questionnaire was obtained through Alpha-Cronbach's which was calculated to be 0.85 and its validity was confirmed by related experts. Data were collected through questionnaires distributed among the people of the society. Data analyses were conducted using Binomial test, Mann-Whitney test, Pearson correlation test using SPSS22. Results: The results of this study showed about 93 percent nurses have acceptable level of health literacy rates. Also Pearson correlation test were no significant relations between health literacy with age and work experience of the nurses and a meaningful relation was observed between health literacy and gender of the nurses (p<./001 Conclusion: According to the results, the health literacy was acceptable level of the Nurses. Management and personnel programs and support to its application in health promotion and education and improving health literacy of patients provide. Paper Type: Research Article.
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…
Taylor, Arthur; Dalal, Heather A.
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…
Turbow, David J; Evener, Julie
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
Maura A Smale
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...
Suryanti, D.; Sinaga, P.; Surakusumah, W.
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%).
Soleymani, Mohammad Reza
Background: 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. Materials and Methods: This is a prac...
Akben-Selcuk, Elif; Altiok-Yilmaz, Ayse
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.
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.
Al-Issa, Reham E.
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…
Raeis, Ahmad Reza; Bahrami, Susan; Yousefi, Mitra
on gender was significant in level of (p≤ 0.05). It means the ability of purposeful application in male students was more than female students. Conclusion: 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. PMID:23687459
Raeis, Ahmad Reza; Bahrami, Susan; Yousefi, Mitra
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.
Ginosar, Avshalom; Tal, Tali
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.
De Moor, Lieven; Verschetze, Lindsey
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…
Grainger, Peter; Christie, Michael
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…
Bacon, Chris K.
This article reviews and synthesizes empirical literature on critical literacies in English language teaching (ELT), gathering perspectives from international scholarship. Across a range of global contexts, the consistency with which English learning is touted as access to power while acting to marginalize those still learning the language…
The ways in which literacy in English is taught in school generally subscribe to and perpetuate the notion of a homogenous, unvaried set of writing conventions associated with the language they represent, especially in relation to spelling and punctuation as well as grammar. Such teaching also perpetuates the myth that there is one…
This study offers a discussion of the role of the visual in the professional training of geographers arguing that visual literacy is not necessarily promoted during geography undergraduate studies. It then analyzes an experience of teaching a visualized Latin America developed in Argentina, as an illustrative example: on the one hand, it reveals…
Morrell, Ernest; Duenas, Rudy; Garcia, Veronica; Lopez, Jorge
This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement…
Moje, Elizabeth Birr
In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary…
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…
Giles, Rebecca M.; Tunks, Karyn
Teachers' assumptions about teaching and learning have a critical impact on pedagogical practices. This study was conducted to investigate the perceptions of early childhood educators regarding children's acquisition of literacy in an attempt to gain a picture of current instructional practices. Prekindergarten through second grade teachers…
Toussaint, Karen A.; Tiger, Jeffrey H.
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…
Patterson, Nancy; Weaver, Joanna; Fletcher, Jamie; Connor, Bryce; Thomas, Angela; Ross, Cindy
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…
Breivik, Patricia Senn
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…
Introduction: The present study presents a view of information literacy not primarily as skill but as different practices, situated within specific social and institutional contexts. It suggests that questions of authority of knowledge are central to understanding people's information practices. Method: First, the concept of information practices…
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.
Tepe, Rodger; Tepe, Chabha
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.
Tepe, Rodger; Tepe, Chabha
Objective To develop and psychometrically evaluate an information literacy (IL) self-efficacy survey and an IL knowledge test. Methods 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. Results 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). Conclusions 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. PMID:25517736
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.
Collard, Anne-Sophie; De Smedt, Thierry; Fastrez, Pierre; Ligurgo, Valèria; Philippette, Thibault; ECIL2016: The Fourth European Conference on Information Literacy
This article reports on a work-in-progress research on media and information literacy in teamwork and distance work environments. We introduce a theoretical framework that articulates the social and informational dimensions of media and information literacy in the workplace. Based on this framework, we propose a method for investigating the relationship between information literacy and work organization in distant teamwork. This method is illustrated by preliminary data from our ongoing resea...
Gresty, KA; Heffernan, T; Pan, W; Edwards-Jones, A
Reported benefits of research-informed teaching include enhanced student engagement and graduates that are better prepared for employment in an uncertain world. However, there are a number of academic risks that can have both positive and negative impacts on staff and students when implementing research-informed teaching. Mitigating such risks could smooth the way for, or even encourage, wider exploration of innovative teaching methods with associated benefits. This paper presents findings of...
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…
Provides an overview of the theoretical arguments and problems encountered in the implementation of information technology in Chinese language teaching. States there is a belief that teaching and learning can be enhanced with the introduction of information technology, explaining that it may increase students' motivation to learn. (CMK)
Gresty, Karen; Heffernan, Troy; Pan, Wei; Edwards-Jones, Andrew
Reported benefits of research-informed teaching include enhanced student engagement and graduates that are better prepared for employment in an uncertain world. However, there are a number of academic risks that can have both positive and negative impacts on staff and students when implementing research-informed teaching. Mitigating such risks…
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
Hughes, Hilary; Hall, Nerilee; Pozzi, Megan
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…
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
María del Carmen Toledo Sánchez
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.
Since 2003, the library at the University College of the Fraser Valley has been actively working to have information literacy formally recognized by the institution, with growing success. From the inclusion of information literacy in the institution's 2004-2009 strategic plan, through efforts by the Library Advisory Committee (comprised of academic faculty) to effect policy changes, to recent curricular changes in several academic departments to incorporate information literacy concepts, UCFV...
Pettersson, Jonas; Bjorkander, Emil; Bark, Sirpa; Holmgren, Daniel; Wekell, Per
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.
Two basic approaches namely "independent lesson approach" and "integration approach" appear in teaching media literacy. Media literacy is regarded as a separate lesson in the education program like mathematics and social sciences in "independent lesson approach". However, in "integration approach",…
Hughes, Marie Tejero; Parker-Katz, Michelle; Balasubramanian, Anita
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development…
Rothman, David J.
A report from the National Endowment for the Arts, among much other such research, reveals that literacy is in serious decline in America. Ramifications of this decline extend beyond English and language departments to affect all other disciplines, ultimately raising the question of how a democracy can function when its citizens abandon the…
Hill, Andrew T.; Suiter, Mary C.
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…
Science Activities: Classroom Projects and Curriculum Ideas, 2005
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…
In Timor-Leste, many adults learn to read and write in a multilingual context. The official languages are Tetum and Portuguese, 15 regional languages are being further developed and Bahasa Indonesia and English are accepted as working languages. Most literacy programmes take place in Tetum, the lingua franca, and often regional languages are used…
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 ...
Demasson, Andrew; Partridge, Helen; Bruce, Christine
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…
Lynch, Jacqueline; Owston, Ron
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…
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
Cook, Barbara; Urzua, Carole
The literacy club described is a model cross-aged, paired reading program that is being successfully used in an elementary school in Redwood City, California to teach literacy skills to non-native speakers of English. The literacy club pairs older students--"rapid readers"--with younger students--"little readers"--in a yearlong reading experience…
Park, Hyejin; Moon, Mikyung; Baeg, Jung Hoon
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.
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.
Soleymani, Mohammad Reza
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.
Baker, Frank W.
The media, for better or worse, deliver the news and the gossip; they entertain, educate and inform. The media have not always been in American classrooms. Yes, teachers teach with media, but rarely do they teach "about" the media. It's called media literacy. Most students are not receiving adequate media literacy instruction, mostly because their…
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
Redmond, Theresa Anne
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…
Hirvonen, Noora; Ek, Stefan; Niemelä, Raimo; Korpelainen, Raija; Huotari, Maija-Leena
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…
Ms. Tatiana E. Nalivayko
Full Text Available The article deals with the concept of students’ information searching activities and shows the structure of the personal information literacy. The author substantiates the importance of providing didactic support of students’ retrieval activities to develop their information literacy.
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…
Santana Arroyo, Sonia; del Carmen Gonzalez Rivero, Maria
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…
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.
Selma Leticia Capinzaiki Ottonicar
Full Text Available In the current context of information production and access, organizations need to be able to handle the information they obtain, whether digital or analog. Therefore, there is a process known as information management, responsible for the collection, processing, storage and dissemination. It is argued that the steps of this management can be guided by informational competence and the organization of knowledge. Therefore, the following questions are raised: what is the importance of information competence and knowledge organization in information management? How do knowledge organization techniques and information competence contribute to information management? The objective is to reflect on the importance of informational competence and knowledge management for the development of intelligent information management, which meets the needs of contemporary organizations. This work is justified by interrelating the topics knowledge organization, information management and informational competence and its contribution to organizations, characterizing itself as an interdisciplinary theme. The discussions present the interrelationship between knowledge organization, informational competence and knowledge organization, in order to improve organizational processes. As final considerations, it is argued that the three proposed themes contribute to the application and improvement of information management, so that individuals construct knowledge.
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 ...
Achmad, Maulana; Suhandi, Andi
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 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.
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.
Yaminfirooz, Mousa; Siamian, Hasan; Shahrabi, Afsaneh
Due to the development of technologies, communications, databases and information resource varieties in today's information age, our various social, economic, cultural and political needs cannot be fulfilled by relying merely on past knowledge and skills as done previously. Information literacy (IL) as a set of necessary skills for all of us is an effective way of treating new technologies and their effective application in our lives. The study aimed to survey the library users' views in the Central Library of Babol University of Medical Sciences (The Library), Iran, on the role and influences of librarians on their IL development and improvement. This analytical survey used a researcher-made questionnaire for data collection. Research population consisted of all users referring Information Unit of The Library during 22 September - 20 December 2010. Of them, 150 users participating in at least 5 workshops held by The Library were selected as the study sample. Based on the findings, 52.7 percent of the subjects rated the influence of the librarians on their IL development much and very much. 44.7 percent claimed that they more acquired IL skills from librarians rather than others. 100 (63.3%) subjects preferred workshops held by the librarian to other workshops. The users of Information Unit of The Library perceived the training IL skills by librarians as a main influencing factor in their IL development and achievement. This emphasized the necessity of teaching IL to users and training the librarians in better teaching IL skills to library user.
Elizabeth Joy Birmingham
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.
The dualism of fi nancial literacy, matter and mind, is explored by means of a literature review and an empirical survey. From the survey, respondents' perceptions of the fi nancial literacy construct were gleaned. Awareness of fi nancial literacy from the interface perspective promotes a deeper understanding of the concept.
Zhang, Dell; Brown, C.
In this paper, we analyse the questionnaire survey data collected from 79 English primary schools about the situation of evidence informed teaching, where the evidences could come from research journals or conferences. Specifically, we build a predictive model to see what external factors could help to close the gap between teachers’ belief and behaviour in evidence informed teaching, which is the first of its kind to our knowledge. The major challenge, from the data mining perspective, is th...
Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar
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
Peace Ossom Williamson
Full Text Available A Review of: Catalano, A. (2015. The effect of a situated learning environment in a distance education information literacy course. The Journal of Academic Librarianship, 41(5, 653-659. http://dx.doi:org/10.1016/j.acalib.2015.06.008 Objective – To assess the efficacy of the application of situated cognition principles in education students’ transfer of knowledge to practice in an online information literacy course. “Situation cognition” refers to a theory in which expert behaviour-modeling, authentic activity and apprenticeship, and learning environment are integral in learning. Design – A randomized controlled trial. Setting – A small private university in New York State. Subjects – 85 education college students in 7 sections of a 1-credit online course titled Introduction to Library Research and Technology. Methods – Each course section was randomly assigned via cluster sampling to “situated cognition” treatment (n = 48 or control conditions (n = 37. The treatment sections provided students with expert modeling, scaffolding, authentic activity, and problem-based assessments according to the principles of situated learning and teaching for transfer; while the control sections provided students with traditional instruction of lectures and handouts.
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…
Jung, Michael, Ed.; Carstens, Ralph, Ed.
The International Computer and Information Literacy Study (ICILS) 2013, conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how students in different countries develop the knowledge, understanding, attitudes, dispositions, and skills that comprise computer and information literacy (CIL). The aim…
Jacobs, Heidi L. M.
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…
Pinto, María; Fernández-Pascual, Rosaura
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",…
Meppelink, C.S.; Smit, E.G.; Diviani, N.; van Weert, J.C.M.
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
Solmaz, Dilek Yaliz
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…
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…
Rutledge, Lorelei; LeMire, Sarah
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…
Cahoy, Ellysa Stern; Gibson, Craig; Jacobson, Trudi
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…
Frank, Emily P.; Pharo, Nils
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…
Bussmann, Jeffra Diane; Bond, Jeffrey D.
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…
Grimble, Bonnie J.; Williams, Teresa D.
In order to evaluate the information literacy skills of students using their high school media center, these authors developed an information literacy rubric to measure the understanding and competency of freshmen students' library skills. Using a format of surveys and instructional units, the study involved four main steps: (1) a "pre-test"…
Latham, Don; Gross, Melissa
In the past decade information literacy has received increasing emphasis in K-12 and postsecondary education, yet the information literacy skill levels of high school and college graduates continue to vary considerably. This report compares findings across a subset of data collected in three independent research studies focusing on students'…
Kovalik, Cindy; Yutzey, Susan; Piazza, Laura
To better understand how high school students apply their information literacy skills when conducting research and how these students carry out research projects, researchers asked a group of 289 high school seniors to complete an information literacy survey related to the research process. In addition, approximately ten percent of these students…
Brown, Cecelia; Murphy, Teri J.; Nanny, Mark
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…
Mary Jane Brustman
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.
Doyle, Glynda J; Furlong, Karen E; Secco, Loretta
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.
... 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 ...
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,…
Jeong, Seok Hee; Kim, Hyun Kyung
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.
Nie, Xueqiong; Li, Yinghua; Li, Li; Huang, Xianggang
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.
Robertson, D Susie; Felicilda-Reynaldo, Rhea Faye D
Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance. Copyright 2015, SLACK Incorporated.