Information Literacy in the Context of Electronic Learning in India: a Phenomenographic Study

The qualitative methodology phenomenography has been successfully used to determine the range of information literacy experiences of defined groups and professions. Phenomenographic method is believed to yield research findings which give a richer and more accurate picture of what information literacy means in practical terms. The archetypal definitions of the limited but interrelated experiences of information literacy that a phenomenographic study provides have been used as a basis of evidence-based information literacy educational interventions (Andretta, 2007). What are the epistemological ideas behind phenomenography and what are the data collection and analysis procedures based on its philosophical underpinnings? The key principles as described in the literature are discussed in this paper, beginning with the early work of Marton (1986). The use of phenomenography to research information literacy experience began with Christine Bruce’s (1997) seminal work. The value of the work of Bruce and her followers have been recently recognized by ACRL (2014).

Designing games in the classroom: Learning benefits

Web designers and developers experiences of information literacy: A phenomenographic study

Exploring variation in the ways of experiencing health information literacy: A phenomenographic study

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

This feature focuses upon information literacy in health courses in Higher Education. In particular, it places emphasis on the importance of faculty-library cooperation in promoting and teaching information skills and reflects upon the time the author spent carrying out roles in each area.

In recent years, smart classrooms have been widely constructed in colleges and universities. To help the design of student-centred smart classroom in compliance with students’ information literacy levels and enable all students to adapt to the smart classroom smoothly, this study utilised a quantitative method to investigate the information literacy and preferences for smart classroom learning environments (PSCLE) of 873 Chinese college students. The results indicated statistically significant effects of college students’ information literacy on the eight dimensions of students’ PSCLE (student negotiation, inquiry learning, reflective thinking, usefulness, ease of use, multiple sources, connectedness, functional design). In addition, three profiles could be identified regarding students’ information literacy. Students with a high level of information literacy obtained significantly higher scores on four of the critical dimensions of PSCLE (student negotiation, inquiry learning, reflective thinking and functional design) than those students with medium or low levels of information literacy. Based on the results, we suggest that college students’ information literacy and their PSCLE should be considered by researchers and education practitioners when designing, constructing and evaluating smart classroom learning environments. Implications for practice or policy: Schools should evaluate students’ information literacy and equip smart classrooms with various information communication technology devices to cater to students’ varying levels of information literacy. Instructors or curriculum designers should develop differentiated instruction strategies and activities for students, in alignment with different levels of information literacy. Institutions and organisations should reconsider evaluation criteria for smart classrooms and incorporate the improvement of students’ information literacy as an important indicator.

The original concept of information literacy (IL) identifies it as an enabler for lifelong learning and learning-to-learn, adaptable and transferable in any learning environment and context. However, practices of IL in electronic information and learning environments (e-environments) tend to question the origins, and workability, of IL on the grounds that the generic models of IL are inadequate for the complex and evolving context of e-environments. Conducting an analytical review of the literature on the approaches taken to adapt IL in e-environments, we discuss how a failure in understanding the dynamic context and components of e-environments and IL have resulted in the emergence of a marginalised way of viewing and practicing IL in these environments. Drawing on Nazari’s (2011) contextual study of IL in an online distance learning programme, we propose a holistic way of viewing and practicing IL in EL environments which is aligned with IL origins; it enables the e-learner to conceptualise IL and customise it to their actual learning style and needs. This study can be of value to IL scholars and practitioners who are interested in the concept and practice of IL in e-environments.

PurposeThis study aims to examine how college students’ information literacy affects their online learning engagement and what factors contribute to this relationship.MethodThe research adopted the method of cluster sampling to deliver a questionnaire survey to a sample of 1421 students’ representative of four colleges. Information Literacy Scale, Online Learning Engagement Scale, Information Literacy Self-Efficacy Scale, and Psychological Resilience Scale were utilized in this study. SPSS 26.0 and the PROCESS plugin were used for correlation analysis, mediation effect and moderating effect testing. This study was based on the theories of learning engagement and self-determination and centred on building a moderated mediating model with online learning college students as its primary focus.Result(1) Among college students, there was a positive association between information literacy and online learning engagement; (2) Information literacy self-efficacy was demonstrated to mediate the relationship between information literacy and online learning engagement; (3) The impact of information literacy self-efficacy on online learning engagement and the influence of information literacy on online learning engagement were both moderated by psychological resilience.ConclusionColleges have the potential to enhance the online learning engagement of college students by improving their information literacy abilities, hence increasing their involvement in online learning projects. Implementing strategies including increasing the availability of online courses and improving teacher support in online learning can improve college students’ information literacy self-efficacy and psychological resilience. This, in turn, can increase their participation in online learning activities.

Undergraduate students' experiences of using information at the career fair: A phenomenographic study conducted by the libraries and career center

An increasing proportion of students entering the Brisbane College of Theology (BCT) are adult learners and engaged in theological education for general academic purposes or personal enrichment. In meeting the needs of these students, the user-education programmes conducted by the BCT Libraries endeavour to address the Australian Information Literacy Standards.1 The literature reveals that information literacy is learned through experience primarily shaped by both librarians and faculty. This case study, which uses an adaptation of Biggs' model of presage, process, and product, looks at the information search process from the perspective of one theological library. As a phenomenographic study, it examines the interconnected theories of students' experience, perception, approach, and learning outcomes in the information search process. It will be shown here that user-education programmes and mediation with the librarian significantly influence the information-seeking behaviour of students.

Purpose – The purpose of this paper is to describe how an “experience framework” for an evidence-based information literacy educational intervention can be formulated. Design/methodology/approach – The experience framework is developed by applying the qualitative methodology phenomenography to the analysis of the variation in the experience of a phenomenon by a target group, making specific use of one of its data analysis methods, that pioneered by Gerlese Akerlind. A phenomenographic study’s descriptions of the limited but related experiences of the phenomenon, and the detail of context and complexity in experience achieved through the Akerlind data analysis technique, are essential to a framework’s structure and educationally valuable richness of detail. Findings – The “experience framework”, an example of which is set out in this paper, is formed from a detailed range of contexts, forms and levels of complexity of experience of a phenomenon, such as information literacy, in a group or profession. Groupings of aspects of that experience are used to formulate, through the application of variation theory, an education theory developed from previous phenomenographic research, learning contexts and aims which can form the focus of educational activities. Originality/value – The framework can be used to form the basis of an evidence-based educational intervention to enrich the experience of any concept within LIS that Information professionals work to develop in their users.

Information literacy (IL), media literacy (ML), and information communication and technology literacy (ICT Literacy: ICTL) are some of the most important skills for 21st century learning and which help promote other skills, including life and career skills and learning and innovation skills. This kind of learning allows students to connect as a learning network without barriers or borders. It fully supports the use of equipment and technology to develop the skills necessary for life. The purpose of this research study is two-fold: first, to develop a research-based Open Online Assessment Management System (OOAMS), and second to develop the standardized measurement for an assessment of IL, ML, and ICTL for higher education learners. The sample group consists of 2,300 higher educa-tion learners and the methodology was divided into 3 phases: (1) developing the conceptual framework, definition, and features of IL, ML, and ICTL for higher education learners; (2) examining requirements, designing wireframes, and de-veloping an OOAMS for higher education students; and (3) testing the quality of OOAMS for IL, ML, and ICTL using exploratory factor analysis (EFA) and confirmation factor analysis (CFA) statistical methods. The research result found that, first, the specific features of the system included development using PHP and MySQL database and the design to interact with users with a responsive UI framework. The system is compatible with MOOCs and the Open edX platform, or can be used as a stand-alone application. It can create, share, copy, and extend both Likert scales and rubrics evaluation forms. It can also generate reports in both CSV and PDF formats. Secondly, the results of this research provided a standardized measurement for assessing IL (49 items), ML (63 items), and ICTL (69 items). Also, it can be improved or enhanced for online learning in a ubiqui-tous learning context such as e-learning, blended learning, virtual learning and MOOCs effectively.

The purpose of this study is to explore gender differences and the mediating effect of self-regulation in the relationship between university students' information literacy and academic achievement in online learning. SEM and multi-group analysis were used by university students’ responses from 2020(12th) of the Korean Education Longitudinal Study 2005(KELS 2005). The study found that university students' information literacy directly affects academic achievement, and the mediating effect of self-regulation was significant between information literacy and academic achievement. In addition, the effect of information literacy on self-regulation was found to be significant in both males and females. This means that information literacy has a positively significant effect on self-regulation regardless of gender. Finally, it was confirmed that there was no difference between genders in the mediating effect of self-regulation, but the effect of self-regulation on academic achievement was higher in women. The results of this study suggest to accomplish academic achievement in online learning, it is necessary to strengthen self-regulation through the improvement of learners' information literacy, and in particular, continuous education and support are required to cultivate information literacy.

BackgroundThere is a need to survey the quality of online education and the level of students’ academic satisfaction and evaluate their learning experience to improve the quality of online education, especially for graduate students. Therefore, the present study investigated relationship between information literacy and satisfaction with quality of virtual education in Iranian nursing students during the COVID-19.MethodsThis is a cross-sectional descriptive study that was conducted on 80 nursing master’s students who were enrolled in the study using convenience sampling. This study was conducted using data collection tools including four questionnaires of demographic information, quality of online education, academic satisfaction, and educational information literacy of the learning and study strategies inventory (LASSI).ResultsThe mean score of the Iranian nursing students' information literacy was 63.78 ± 9.14, and that of their quality of virtual education was 151.72 ± 22.93. In addition, their mean score of satisfaction with virtual education was found to be 70.29 ± 25.77, respectively. The results showed that there was a direct correlation between information literacy on the one hand and quality of virtual education (r = 0.78, p < 0.001) and satisfaction with virtual education (r = 0.73, p < 0.001).ConclusionAccording to the results of the present study, given the direct relationship between information literacy and students’ satisfaction with the quality of online education, it is suggested that education planners should take measures to improve the students’ information literacy.