Abstract
This study consists of an analysis of the information literacy (IL) needs and levels of 44 social work graduate students at a mid-sized Canadian university using the Technology Acceptance Model. Students completed a quantitative questionnaire that included supplementary open-ended questions. Results showed that students who received a library tour and/or in-class library instruction were more knowledgeable and confident about library resources and services. The study clearly demonstrates that information literacy sessions should be essential components of graduate education. A comprehensive literature review of information literacy studies focusing on social work students is also provided, along with the current graduate social work modified Beile Test of Information Literacy for Education (B-TILED) assessment tool (Beile O’Neil, 2005). The authors recommend that information literacy surveys in Canada include the relevant required elements for the Institutional Quality Assurance Process (IQAP) and program learning outcomes. Given the lack of a Canadian national document for information literacy standards, such surveys should also reflect the components of ACRL’s new Framework for Information Literacy for Higher Education. This study can serve as a model for replication at other universities, particularly those that are part of the Ontario Council of University Libraries and that have graduate social work programs.
Highlights
The academic library is the gateway to a wide range of resources for students and faculty
A comprehensive literature review of information literacy studies focusing on social work students is provided, along with the current graduate social work modified Beile Test of Information Literacy for Education (B-TILED) assessment tool (Beile O’Neil, 2005)
The questionnaire consisted of three parts: (i) questions geared towards establishing a profile of a graduate student; (ii) modified B-TILED instrument (Beile O’Neil, 2005); and (iii) open-ended questions (Technology Acceptance Model [TAM], Davis et al, 1989)
Summary
The academic library is the gateway to a wide range of resources for students and faculty. The increasing emphasis on evidence-based practice in social work makes the acquisition of information literacy (IL) skills and abilities even more important for students, faculty and practitioners. The academic library must reflect the values and meet the goals of its home institution and, in partnership with faculty, Magliaro and Munro / International Journal of Librarianship 3(2). Make information literacy an integral part of the curriculum and accreditation processes on campus. This is important for Canadian university accreditation schemes as few authors have examined the role of information literacy in institution-wide accreditation practices (Bradley, 2013)
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