Information Literacy Component Research Articles

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

<span lang="EN-US">This research aimed to determine how the reading, identifying problem, constructing solution, solving problem, reviewing and extending problem solution (RICOSRE) learning model integration with collaborative mind mapping affects students’ information literacy in higher education institutions. This quasi-experimental study used a pretest-posttest non-equivalent control group design. There were 40 multiple-choice questions selected to assess student information literacy. All instruments have been validated and are reliable. The data were collected from 100 participants who were college students enrolled in the environmental pollution course of the biology education degree program at Siliwangi University, Indonesia. To analyze the research data, analysis of covariance (ANCOVA) was used at a 5% level of significance, followed by the least significance difference (LSD) test. The ANCOVA results showed that the RICOSRE-CMM learning model impacted students’ information literacy. LSD scores were significantly different in terms of students’ information literacy. It can be concluded that the RICOSRE-CMM model could enhance each component of information literacy as these components have been integrated into the learning model syntax, which involves a series of information discovery and analysis processes during group work to find a solution to a problem.</span>

Integrated Instruction to Develop Information Literacy Skills of Undergraduate Students

This study designed a technologically integrated course to develop the information literacy skills of 100 first-year students from the Faculty of Arts, Silpakorn University, Thailand. The Technological Pedagogical Content Knowledge (TPACK) model was integrated into an information literacy skills instructional design. A pre-and post-test design was adopted to measure the students’ information literacy skills. During the sessions, interactive open sources were employed as the technology-integrated instruction for the online classroom learning activities. After the course completion, participants retook the test, from which it was found that the post-test information literacy scores were significantly higher than the pre-test scores for all information literacy components. However, the low-performing students’ pre-and post-test scores for information evaluation showed no statistically significant differences. Therefore, developing the information evaluation skills of this group should be considered. This study’s findings could be beneficial for instructors and learning designers seeking to design courses that develop the information literacy skills of undergraduate students.

ИНТЕГРАЦИЯ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ И ФОРМИРОВАНИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ В УЧЕБНО-МЕТОДИЧЕСКОМ ПОСОБИИ

This article deals with the issues to develop critical thinking in teaching a foreign language. It gives the experience of writing a textbook to study English for university students through critical thinking development. It shows the modern challenge to work with information, to select it, percept, analyze, assess, and judge. It considers critical thinking as an integral component of information literacy of the personality which we need to develop purposefully and systematically in the educational process. The authors come to a conclusion that it is possible to integrate effectively the purposes to develop critical thinking of the personality in particular and information literacy in general into the process of teaching a foreign language. It provides the proof that we can emphasize critical thinking development of the personality at English classes studying different lexical and grammatical topics. It also studies a step-by-step algorithm to develop the desired personality skills within several lexical topics, illustrating it with different types of exercises aimed to form the linguistic competence and information literacy of the student's personality. It uses the methods of theoretical and practical analyses of the problem to develop critical thinking in the educational process. The positive experience of introducing critical thinking into the English language learning proves the potential and prospect of such an integration.

Preparing students – future teachers to minimize deviantogenic threats from the digital space

Introduction. The prevalence of deviant behavior in the modern youth environment is recorded by official statistics and data from relevant departments. In this regard, the prevention of deviant behavior of children and youth is one of the most pressing issues for pedagogical science and practice. The research topic is relevant because at present the media and information space is one of the main sources of deviance of the younger generation and the educational forces of society are in need of purposeful minimization of deviantogenic threats from the digital environment. Purpose of the study: substantiation of the training program for future teachers for the implementation of the deviantological component of media and information literacy of schoolchildren and their parents. Materials and methods. The total sample of the study was 182 people in the experimental group (hereinafter referred to as the EG) and 123 people in the control group (hereinafter referred to as the CG). In the EG - 12 boys (6.6%) and 170 girls (93.4%). In the CG there were 5 boys (4%) and 118 girls (96%). At the time of the first stage of the study, the respondents were aged 18-23 years. All subjects are students of the training areas: "Pedagogical Education", "Psychological and Pedagogical Education" and the specialty "Pedagogy and Psychology of Deviant Behavior" of the Faculty of Pedagogy, Psychology and Communication Science of the Kuban State University. At the control stage (5 years after graduation), the sample is represented by 73 graduates who participated in the previous stages: 44 people from the EG (5 boys and 39 girls) and 29 people from the CG (1 boy and 28 girls). Methods of mathematical statistics: Pearson's chi-squared test (χ2 ). Research results. At the formative stage, within the framework of these disciplines, a program was implemented to prepare students for the formation of the deviantological component of media and information literacy among schoolchildren and parents. Differences were recorded between the indicators in the experimental group before and after the formative stage. When comparing the results of a survey on the impact of media products on adolescents before and after the experiment, the calculated value of Pearson's chi-squared test was χ2 emp = 136,876 (p≤0,01). When studying the answers about trying to understand and evaluate the interests and goals of the creators, χ2 emp = 132,780 (p≤0,01) was obtained. Studying the answers to the question about the critical understanding of values and attitudes that are embedded in the media product, in the experimental group, χ2 emp = 167,656 (p≤0,01) was obtained. Comparing the results of the answers to the question about the need to prepare a modern person for a critical analysis of media products, the value of the criterion was χ2 emp = 127,641 (p≤0,01). Conclusion. The prospect of the study is the addition of the methodology for deviantological analysis of media products, as well as the creation of a digital platform for using the methodology and placing training materials to scale the experience.

Assessment and Practice of Information and Research Literacy Skills among Students in Indian Higher Education Institutions

The study presented and focused on the process and implementation of the information and research literacy program, the level of awareness among students and research scholars, and their potential after receiving information and research literacy training. The purpose of this study is to learn more about users' information and research literacy skills when it comes to various information sources and services. The essential component of information literacy provided students with a significant amount of insight into the practical instructional methods they could use to use the information sources without difficulty. The aim of this study is to assess the level of information and research literacy among students in Indian higher education institutions and to identify areas for improvement. The study found that while students have basic knowledge of information and research literacy, they struggle with more advanced research skills such as finding, evaluating, and synthesizing information. To separate the content, a list of 33 topics was used, covering the majority of topics to measure the awareness of information and research literacy skills and how to overcome their improper implementation among students and research scholars. The study highlights the need for institutions to prioritize the development of these skills through targeted training and practice opportunities.

Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma

The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.

Information culture of students (on the example of a regional university)

The article presents an overview of scientific works on the topic «information culture», identifies aspects of scientific research of the multifaceted phenomenon of «information culture». A description of the structure of the concept of information culture of students, formed as a result of the inductive method of scientific cognition undertaken by the authors, is proposed. The definition of the concept of information outlook is given, the meaning of the concepts of information literacy and information hygiene is concretized. The article presents an analysis of the practical study of the components of the information culture of students as a buffer social group that is in the stage of its active formation — both personal and professional; analysis of the results of a sociological study among students of the Astrakhan State Technical University. The study uses a quantitative method of collecting social information — a written survey. The respondents were selected using a two-stage nested sampling method. The sample size was 300 full-time students (150 boys, 150 girls) in three areas of professional training: natural science, technology and technical sciences, social sciences. As a result of the conducted research, the authors found insufficient formation of students' information culture in the components of information outlook and information literacy; a correlation was revealed between the variables «technologies and technical sciences» and «knowledge of ways to identify «fakes», students understanding of information hygiene was determined. The practical novelty of this scientific work consists in measuring the formation of the elements of the information culture of students of a regional university identified by the authors on the basis of a representative sample, taking into account the profile and specialty of vocational training in a particular university. The theoretical significance of the research is due to the introduction of the concept of «information outlook» into scientific use, the justification of the study of the essential elements of the information culture of students, the analysis of scientific papers on the topic, which allowed to expand scientific ideas about the object and subject of research.

수학 교과를 위한 정보 리터러시 규준과 지표 개발 연구

Information literacy is a fundamental and essential competency to live as a citizen, who is an independent and self-directed learner, in the future society. This study, as a follow-up to Kim and Kim’s research (2022a, 2022b), explores the components of information literacy for mathematics, and develops standards and indicators of literacy. Through three rounds of modified Delphi surveys and FGI, the standards and indicators of information literacy for mathematics were stabilized, and the application to practices in schools was explored. As a result, Standards 1 through 4 of information literacy for mathematics consisted of ‘cognitive thinking skills’ and ‘using physical and symbol tools’ in the personal cognitive domain, and Standard 5 was set as ‘social communication competency’ and ‘social awareness and practice competency’ in the social domain. Sixteen indicators were presented under the corresponding standards, and the relationship between competencies and standards of information literacy in mathematics was specified. This study emphasizes the key competencies of information literacy in mathematics education that are necessary for preparing individuals for future society and provides the foundation to cultivate it in school mathematics.

Can information literacy increase political accountability? Linking information evaluation with obstinate partisanship via social media political homophily

ABSTRACT Scholars have recently sought to explain why some voters remain loyal to “their” parties or candidates “no matter what they do” – an attitude that has been labeled as obstinate partisanship (OP) and limits electoral accountability. We argue that the development of OP may have to do, at least partly, with people’s (in)ability to critically evaluate political information and their tendency to isolate themselves in online bubbles of congenial information and interactions. Building on this framework, we use two-wave panel survey data (NW1 = 1,259; NW2 = 982) to explore direct and indirect associations between information evaluation – a key component of information literacy – and OP. We find that information evaluation is negatively associated with OP in cross-sectional and autoregressive regression models. Analyses also support an indirect relationship between information evaluation and OP through political homophily in social media and online. We discuss possible implications for democracy and information literacy initiatives.

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching

This study analyzes the relationship between pre-service teachers’ information search and information evaluation literacy and their information and communication technology (ICT) self-efficacy in teaching. Theoretical analysis confirmed a direct relation between information literacy and pre-service teachers’ ICT self-efficacy in teaching. However, there is insufficient understanding regarding the effect that specific components of information literacy, i.e., information search and evaluation, have on teachers’ ICT self-efficacy in teaching. Data were collected using an online survey of students in teacher training programs who were engaged as research participants. The analysis disclosed that perceived information evaluation literacy has a more strongly expressed indirect impact on teachers’ ICT self-efficacy than a direct impact, while perceived information search literacy has a stronger direct impact on teachers’ ICT self-efficacy in teaching. Therefore, for teacher educators, it is important to develop a sufficient level of information literacy and ensure a positive experience with information search and evaluation, which are related to higher pre-service teachers’ ICT self-efficacy in teaching. This finding may help support calls for teacher training and/or professional development programs with a focus on information literacy, which might increase teachers’ ICT self-efficacy in teaching and improve ICT use in teaching.

Barriers to the formation of information culture and improvement of information literacy

Introduction. Prospects for the study of information culture in world science are associated with identifying the causes of information inequality and information poverty, solving the problems of information security and information trust, highlighting points of growth and detecting the negative effects of the development of the information society. The purpose of this study was to find barriers to the development of information culture and study the digital adaptation of older people (of the “silver” and “golden” age) against the backdrop of the COVID-19 crisis. Materials and methods. The survey involved 500 respondents aged “45+” from the Kostroma region (Russian Federation). The survey was conducted in a mixed format using a questionnaire developed by the authors: online survey (published at: http://webanketa.com/forms/6cr3cchh6cqkadb460rp6css/ (100 respondents)), as well as a personal survey method (f2f). Research results. Against the background of adaptation to life in the face of the COVID-19 pandemic, the surveyed individuals of the silver and golden age revealed the following manifestations of information culture: high coverage of gadget use, in particular, 95.3% of the respondents use a mobile phone, while 63.9% use a desktop computer (whereas only 18.2% think that gadgets distract from more important things). The growth trend of online shopping has been confirmed. More than half of the 45+ respondents in the Kostroma region use the services from the Russian Portal of State Services (59.2%). The vast majority of older respondents (86.3%) support the point of view that it is mandatory to comply with the rules of digital etiquette, and among the respondents of the golden age, the ethical requirements for Internet communication turned out to be more pronounced than among those of the silver age. The problematic areas of digital practices of older people, which increase the subjective barriers to their use, are associated with the search for the necessary, in particular, news information on the Internet (23.7%). Respondents also lack the skills of safe Internet communication (for example, reckless behavior with letters from strangers); 61.6% of the respondents confirmed the desirability and necessity for themselves of digital educational sessions on digital literacy. Conclusion. Based on the literary material, the authors present an analysis of the terms that are in the semantic field of the concept of information culture, it is emphasized that in addition to the technological component of information culture and information literacy, a moral component is important. Against the background of a generally favorable picture of the adaptation of older people to the digital world, a request for educational programs on digital literacy, especially in the field of security, was identified.

An exploration of ethnic minorities' needs for multilingual information access of public digital cultural services

PurposeEthnic minorities (EMs), who make up a sizable proportion of multilingual users, are more likely to browse and search in their native language. It is helpful to identify multilingual users' information needs to provide public digital cultural services (PDCS) for making their life better.Design/methodology/approachThe in-context interview is an efficient way to explore EMs' information needs and evoke their daily experience with PDCS. The material from 31 one-on-one interviews with EMs in China was recorded and analyzed using thematic analysis.FindingsThe findings reveal that language proficiency is a critical factor influencing multilingual information access (MLIA) and multilingual users' information needs. Moreover, language ability, digital literacy and cultural literacy are important components of multilingual information literacy (MLIL), which is helpful for EMs to access PDCS. In light of Kochen's theory, the information needs of PDCS can be classified into the aroused need of resources, the recognized need of functions and services and expressed need. For the expressed need, it is necessary to develop a one-stop convergence platform of PDCS to process various requests of resources, functions and services in the future.Originality/valueThe findings will be valuable for governments, public institutions and social organizations in identifying, addressing and resolving these issues about PDCS.

Формування інфомедійної грамотності майбутніх учителів засобами педагогічних дисциплін

The article highlights the scientific foundations of the formation of media and information literacy of future teachers by means of pedagogical disciplines. Based upon the analysis of scientific literature, it has been found that the concept of media and information literacy has been ambiguously interpreted by scientists. Considering various viewpoints of scientists, the author’s understanding of the essence of this phenomenon as well as the content of the structural components of media and information literacy of applicants for higher pedagogical education have been determined. It has been noted that experimental work on the formation of media and information literacy of future teachers was implemented on the basis of H. S. Skovoroda Kharkiv National Pedagogical University and covered their study of academic disciplines «Introduction to the Specialty», «General pedagogy», and «Pedagogy» as well as students’ extra-curricular work. It has been specified that the mastering of media and information literacy by the subjects of educational process took place during brainstorming sessions and discussions of the «buzz-group» type in such formats as: online, web-quests, webinars, working in the appropriate online courses, self-study of materials presented on the Internet on the problem outlined (cartoons, training videos and videos proper), performing special problem tasks and interactive exercises, participating in online trainings, quizzes, workshops, games, working with the multimedia online manual «Media driver», etc.

Composition and collaboration: Partnering with an academic department to promote information literacy

In 2015, the University System of Georgia began a 3-year collaboration with the Gardner Institute’s Gateways to Completion (G2C) program to help redesign high-enrollment courses to promote student success. One institution selected their English 1102 course for this initiative, and the department partnered with the library to include a mandatory information literacy component. Finding, evaluating, and using sources are integral parts of this course’s learning objectives which connects with the ACRL’s Framework for Information Literacy in Higher Education. This article details the design, development, and data collected during implementation of a flipped information literacy module in a department-wide course integration.

Knowing and doing

This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students’ evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL – information seeking, source evaluation and source use – can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity.

From Literacy to Information Literacy: Reading for Understanding in the Real World

Good readers evaluate as they go along, open to triggers and alarms which warn that something is not quite right, or that something has not been understood. Evaluation is a vital component of information literacy, a keystone for reading with understanding. It is also a complex, complicated process. Failure to evaluate well may prove expensive. The nature and amount of information on the Internet make evaluation skills ever more necessary. Looking at research studies in reading and in evaluation, real-life problems are suggested for teaching, modelling and discussion, to bring greater awareness to good, and to less good, readers.

Helping Struggling Readers Comprehend Information Texts

This experimental study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the reading comprehension of struggling grade 5 students. Elementary (primary) school children are infrequently instructed in strategies for reading informational text, with its genre specific text structure although this is an essential component of information literacy. Two grade 5 classes were pre- and post- tested for reading comprehension. One class received instruction in collaborative strategy instruction for reading informational text. The post-test revealed that students in the experimental class achieved significantly better comprehension scores than the control class. This study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the comprehension of struggling fifth grade readers.

The Relationship between Information Literacy, Motivated Strategies for Learning with Self-directed Learning Readiness

Abstract Introduction: Although several studies have been conducted about self-directed learning readiness, it seems that in Iran there has been no research on the relationship between information literacy, motivated strategies for learning with self-directed learning readiness. The purpose of this study was to investigate the relationship between information literacy and motivated strategies for learning, and students’ self-directed learning readiness. Method: This research was a descriptive correlational study. For this purpose, 335 students were selected using convenience sampling method. To collect data, the Information Literacy Questionnaire (ILQ), Motivated Strategies for Learning Questionnaire (MSLQ) and Self-Directed Learning Readiness Scale (SDLRS) were used. The SPSS, Pearson correlation coefficient, and multiple regression analysis were applied to analyze the data. Results: The findings showed that information literacy, motivated studying and learning strategies, and their components, except formetacognitiveself-regulation, had a significant relationship with self-directed learning readiness. Also, the results of multiple regression analysis revealed that approximately 39 percent of students' self-directed learning readiness variance is predictable based on motivated strategies for learning. The coefficients of the regression model showed that information exchange was significantly involved in predicting self-directed learning readiness among the components of information literacy. Conclusion: It can be concluded that information literacy, motivated strategies for learning are the variables associated with self-directed learning readiness. It is necessary to focus on cognitive skills for improving self-directed learning readness in education system.

Identifying information literacy skills and behaviors in the curricular competencies of health professions.

Objective:This research identified the presence of information skill and behaviors components of information literacy in curricular competencies to inform a medical sciences library's instructional schema for five different professional programs at Texas A&M University: College of Medicine, College of Nursing, College of Veterinary Medicine and Biomedical Sciences, Irma Lerma Rangel College of Pharmacy, and School of Public Health.Methods:Curricular competency documents were collected from each program and reviewed. Coding categories were identified from the curricular competencies of professional health curricula using data-driven qualitative coding. To guide the identification and coding of competency categories, we developed a seven-category rubric from the coding categories. Three researchers used this rubric to independently code the categories of all of the included professional health curricular competencies. An additional researcher used a revised version of the rubric to identify action verbs in each competency.Results:Competencies for four of the five professional health curricula explicitly stated information skills and behaviors. Each of the five curricula included several competencies that depended on information-specific skills and behaviors. The most common verb used to describe implicit or explicit competencies was “evaluate.”Conclusions:The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Both underpin the importance of evidence-based medicine methodology.

Desarrollo de habilidades de evaluación de la información a través de estrategias de aprendizaje móvil para licenciados en la Universidad Técnica

El documento investiga el desarrollo de habilidades de evaluación de la información como componente de la alfabetización informacional a través de herramientas de aprendizaje móvil. Los datos para el estudio fueron recolectados en la universidad técnica. A los estudiantes del grupo experimental se les ofreció un cuestionario sobre el nivel de información crítica y la evaluación de los recursos de Internet. Después de la sesión sobre la evaluación de la información, los estudiantes de control y grupo experimental realizaron una investigación. La calidad de la investigación se evaluó al final del experimento con un enfoque en la calidad de la información y su impacto en la investigación.