Business Information Literacy Research Articles

Scalable competitive intelligence education through micro-learning and micro-credentials

It is essential for students, both inside and outside the business school, to learn business information literacy skills to make ­evidence-based decisions. To address this need, faculty from a large public university developed a competitive intelligence digital module using micro-learning and micro-credentialing concepts designed to be scalable for use in many disciplinary areas. During the pilot, students in a first-year Management course and a senior capstone Engineering Technology course were surveyed to determine their perceptions of the content’s utility and usability. This paper presents the results of this survey to determine student perceptions and if there are any disciplinary differences.

Business students’ experiences, perceptions, and motivations toward business research and information literacy: Ideas for better library practices

Based on a business student survey, this article explores students’ experiences, perceptions, attitudes, and motivation toward learning business information literacy (IL) skills. The survey received 413 responses and investigated topics including most encountered research tasks, use of research tools, most experienced feelings, self-rated research competencies, perceived research importance, interest to learn more, research scenarios, challenges, preferred learning settings and learning modes, motivational factors, the time commitment for learning, and preferred quality of a learning module. Incorporating students’ suggestions on improving their IL skills, the article proposes to create six dynamic learning opportunities for students and shares ideas for realizing these opportunities through collaboration, integration, and experimentation.

Review of "Teaching Business Information Literacy"

Review of Teaching Business Information Literacy (ed. Snipes, Karo, Faulkner, & Reiter; published by Association of College and Research Libraries, 2022).

Teaching Business Information Literacy. Genifer Snipes, Marlinda Karo, Ash E. Faulkner, and Lauren Reiter, eds. Chicago, IL: ACRL Press, 2022. 412 p. Paper, $98 (ISBN: 978-0-8389-3909-3).

A collection of forty-one contributed chapters organized into nine topical sections, Teaching Business Information Literacy offers something for everyone engaged in library instruction in the contexts of business and entrepreneurship programs. From basic business research to more niche subjects, the chapters detail instructional approaches for a wide variety of topics and situations, with plenty of suggested modifications to further tailor each instructional session to suit the reader’s circumstances.

A citation analysis of MBA bibliographies: A case study

This research was initiated to identify the type of sources that online MBA students in a required marketing class cited in their final papers. It also sought to discover whether they included any of the Libraries’ subscription databases in their bibliographies, especially IBISWorld and ReferenceUSA, which were the focus of two asynchronous video tutorials that were created for this course. The author used citation analysis to do this. Results showed that students overwhelmingly used Company websites. Then citations dropped to four other categories, Trade, Consumer, Government, and News. Some database subscriptions were cited, including the two covered in the tutorials. Video play data for each of these increased each quarter. There have been a few articles focusing on citation analysis and business information literacy. This study adds to the literature and provides some areas for further research.

Perspectives: Revisited – 2022-3

A summary of selected articles from Sage publications covering smart cities development and business information literacy research.

“We’re a Little Different:” Business Information Literacy Perspectives on the ACRL Framework

The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of the Framework include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find "Authority Is Constructed and Contextual," "Information Has Value," and "Searching as Strategic Exploration" to be the most useful frames for BIL instruction.

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

Business research toolkit: The creation of an online, asynchronous business information literacy course

The Business Research Toolkit (BRT) is a free, noncredit-bearing course designed to serve students, faculty, and staff who are interested in learning more about the intricacies of business research. It began as a face-to-face course and evolved into an asynchronous, online course offered in the campus LMS. Transitioning the program to an online-only format required extensive planning and collaboration. This article describes the process of transitioning the toolkit online, answers common questions colleagues have about the toolkit, and provides strategies for practitioners to create similar programs at their institutions.

“Information Has Value” in business library instruction: Approaching the frame three ways

This article explores business information literacy applications of the “Information Has Value” frame from the ACRL Framework for Higher Education. The authors share three approaches with the corresponding lesson plans to integrate the frame from three distinctive perspectives: (a) information has value as a commodity, (b) information has value in decision-making, and (c) different voices have their unique value.

Twenty Years of Business Information Literacy Research: A Scoping Review

Objective – This study analyzes and synthesizes the business information literacy (BIL) literature, with a focus on trends in publication type, study design, research topic, and recommendations for practice. Methods – The scoping review method was used to build a dataset of 135 journal articles and conference papers. The following databases were searched for relevant literature published between 2000 and 2019: Library and Information Science Source, Science Direct, ProQuest Central, Project Muse, and the Ticker journal site. Included items were published in peer reviewed journals or conference proceedings and focused on academic libraries. Items about public or school libraries were excluded, as were items published in trade publications. A cited reference search was conducted for each publication in the review dataset. Results – Surveys were, by far, the most common research method in the BIL literature. Themes related to collaboration were prevalent, and a large number of publications had multiple authors or were about collaborative efforts to teach BIL. Many of the recommendations for practice from the literature were related to collaboration as well; recommendations related to teaching methods and strategies were also common. Adoption of the Framework for Information Literacy for Higher Education in BIL appears slow, and the citations have decreased steadily since 2016. The majority of the most impactful BIL articles, as measured by citation counts, presented original research. Conclusions – This study synthesizes two decades of literature and contributes to the evidence based library and information science literature. The findings of this scoping review illustrate the importance of collaboration, interest in teaching methods and strategies, appreciation for practical application literature, and hesitation about the Framework.

Using digital badges in business information literacy instruction: a case study

Digital badges are an increasingly popular way to display learning achievements, both in higher education and in professional environments. Digital badges can be used to help deliver information literacy instruction in a scalable and sustainable way and can increase the effectiveness of reaching a large audience of students. This case study discusses the work of a solo business librarian who uses digital badges to reach first year business students in a foundational level course.

Knowledge visualization and mapping of information literacy, 1975–2018

This article examines the evolution of information literacy over 43 years (from 1975 to 2018), using knowledge visualization and mapping of its literature, as indexed in the Scopus database. Results reveal that information literacy has evolved from being a library- and/or librarianship-oriented concept to a multidisciplinary field and is no longer restricted to social sciences but is spread across 27 disciplines in Scopus’ subject classification. New literacies have emerged after 2000 to include digital literacy, media literacy, health literacy, business information literacy, metaliteracy, content literacy, workplace information literacy, scientific literacy and science literacy. Library instruction remains a prominent method of information literacy delivery in academic libraries. We conclude that information literacy is dynamic and spread across many disciplines and would, therefore, require interdisciplinary and collaborative approaches for its effective delivery in what is turning out to be diverse and complex information and learning environments.

Building BRYT: A Case Study in Developing an Online Toolkit to Promote Business Information Literacy in Higher Education

This paper highlights the design and development process that two academic business librarians employed to create an online toolkit of eLearning supports for business students. After receiving funding from their institution’s internal teaching innovation fund, they hired and worked with two eLearning design companies to produce the toolkit. The toolkit includes videos and PDF resources that show students how to retrieve specialized resources for key business research tasks. The librarians undertook this project to increase the online business information literacy offerings at their university and better support their institution’s diverse commuter, distance, and part-time student population. To develop a student-centered toolkit, the librarians used a curriculum mapping exercise, online surveying, focus groups, usability tests, and a student review group. They also adapted the ADDIE instructional design model and consulted adult learning theory to develop a series of micro-learning supports that were relevant and useful for undergraduate and graduate business students.

National trends in adoption of ACRL information literacy guidelines and impact on business instruction practices: 2003–2015

ABSTRACTThis study compares business librarians' information literacy practices and perceptions in response to the publication of the Information Literacy Competency Standards for Higher Education and Framework for Information Literacy for Higher Education. Business librarians from AACSB-accredited institutions were surveyed in 2003 following the publication of the Standards and in 2015 following the publication of the Framework. This article discusses changes in business information literacy practice, including the use of professional guidelines, collaboration, and assessment activities over 12 years.

Capacity building modules for public libraries to support small-scale business enterprises in Meru County, Kenya

The lack of well-structured capacity building programmes is a serious drawback to the effective development of small-scale business enterprises (SBEs) in Kenya. Public libraries as community information centres can collaborate with other stakeholders in facilitating the required skills. This study investigated the training needs of SBE traders and public library staff with the aim of proposing capacity building modules that can be considered by public libraries in Meru County, Kenya in their endeavour to support the SBEs. In implementing the study, a mixed methods approach was used and the survey research design adopted. Cluster and systematic sampling techniques were used in getting 355 SBE traders while census was used on twenty-one library staff and on two staff from Meru County government. Interviews and questionnaires were used to collect the required data. The response rate was 83.4% and 95% for SBE traders and public library staff respectively. Descriptive statistics and thematic techniques were used to analyse the data. We used the findings of this study and the scholarly insights from previous studies to propose two sets of capacity building modules: for SBE traders and for the public library staff. The training areas comprise business information literacy, technology competency, and nature of information in the business domain. We recommend the adoption of the proposed modules in public libraries in Kenya in elevating support and value contribution in the development of the small business community. We further recommend a training policy for SBEs and the recruitment of experienced, skilled and knowledgeable business librarians.

Realizing critical business information literacy: Opportunities, definitions, and best practices

ABSTRACTWhat does it mean to be an ethical businessperson, and how does an ethical businessperson create, locate, organize, and evaluate business information? Critical business information literacy (CBIL) is the application of social justice to business information literacy. This article seeks to define, discuss, and realize CBIL by tracing the literatures of critical librarianship, critical management, and corporate social responsibility. To establish best practices, the authors drew upon applications of CBIL at four institutions of different size, geography, and scale. The intent is to provide spaces and foundations for further CBIL application and discussion.

Business information literacy integration into a freshman summer bridge course for underrepresented minorities

ABSTRACTThis article presents the collaboration between a professor of management and a faculty librarian within a summer bridge course designed to provide underrepresented minority students with advanced preparation prior to their freshmen year at Purdue University. The course is a combination of academic preparation, applied life skills, and information literacy to make the course relevant to the students in the short and long term. The instructors detail how the course is designed around a problem-based framework to facilitate improved learning of relevant tools and critical thinking skills within a business information literacy context.

Using the instructional design process in tutorial development

Purpose This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research. Design/methodology/approach This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students. Findings Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need. Research limitations/implications This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses. Originality/value GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.

Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment

Preface Part I: Building Relationships and Gaining Trust Chapter 1: Instructional Roles for Librarians Jessica Cole Chapter 2: Getting Your Foot in the Door Susan Kraat Part II: Learning Theories Chapter 3: Introduction to Learning Theories Rebecca S. Graves and Shelly R. McDavid Chapter 4: Adult Learning Christine Andresen and Katy Kavanagh Webb Chapter 5: Active Learning Barbara A. Gushrowski Part III: Instructional Techniques Chapter 6: Introduction to Instructional Techniques Rebecca S. Graves and Shelly R. McDavid Chapter 7: Audience Response Systems Emily Johnson Chapter 8: Team Based Learning Brandi Tuttle and Adrianne Leonardelli Chapter 9: Lesson Study in the Nursing Curriculum Bryan S. Vogh, Hans Kishel, and Eric Jennings Part IV: Instructional Modes and Assessment Chapter 10: Online Instruction Megan B. Inman Chapter 11: Face to Face Instruction Michele Malloy and Sarah Cantrell Chapter 12: Blended Librarianship Daniel P. Gall Chapter 13: Incorporating Self-assessment and Peer Assessment into Library Instructional Practice Stephan J. Macaluso Part V: Subject-Based Instruction in Health Sciences Chapter 14: What is Evidence-Based Practice? Connie Schardt Chapter 15: Creating a Curriculum Based Library Instruction Plan for Medical Students Amy E. Blevins Chapter 16: Librarians Role in Evidence-based Medicine Integration into the Medical Curriculum Heather A. McEwen, Rienne Johnson, LuAnne M. Stockton, Janice M. Spalding, David M. Sperling, Lisa N. Weiss Chapter 17: Reflections on Involvement in a Graduate Nursing Curriculum Jennifer Deberg Chapter 18: Strategies for Building an Information Skills Curriculum: The University of Michigan Experience Mark P. MacEachern and Whitney Townsend Chapter 19: What is Biomedical Informatics?: An Overview and Case Study Carolyn Schubert Part VI: Subject-Based Instruction in Other Disciplines Chapter 20: What is Information Literacy? April Cunningham and Allie Carr Chapter 21: How to Achieve Information Literacy Integration Allie Carr and April Cunningham Chapter 22: A Curricular Approach to Information Literacy Instruction in Sociology: A Case Study Adam T. Beauchamp Chapter 23: Evolution of an Undergraduate Business Information Literacy Class: A Case Study Kimberly Bloedel Chapter 24: The Expanding Role of Information Literacy in the Freshman Writing Program at Saint Louis University: A Case Study Jamie L. Emery Index About the Editors List of Contributors