Information Literacy Concepts Research Articles

The Power of Solidarity: The Effects of Professor–Librarian Collaboration on Students’ Self-Awareness of Skill Acquisition

The ACRL Framework for Information Literacy revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor—librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students’ receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students’ self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students’ survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.

A competência em informação no enfrentamento ao plágio no ambiente acadêmico

This article discusses information literacy in the face of plagiarism in academia. It reflects on the causes of plagiarism, such as the little incentive for students to produce authorial content and the absence of institutional policies that guide such productions. As a response to this context, the article suggests an education for authorship based on information literacy. Information literacy, among others, promotes a healthy relationship between people and the information universe. Thus, the objective is to discuss how promoting information literacy contributes to combating academic plagiarism and establishing authorship. The method involves bibliographical research in databases in the area of Information Science and argumentative construction in which the concepts of plagiarism and information literacy are related. The results include a demonstrative guide on how information literacy can be used in the production of academic work and guidelines for teachers to recognize and avoid plagiarism. The work concludes that the skills generated within the relationship between individuals and information can benefit the construction of authorship and be an effective element in combating plagiarism.

Critical open access literacy as a strategy to confront the challenges in scholarly communication

PurposeThe paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.Design/methodology/approachThe paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.FindingsThe structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.Practical implicationsThe paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.Originality/valueThe paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.

Hubungan literasi informasi dengan self-directed learning mahasiswa Fakultas Ilmu Komunikasi

The creation of a thesis, which is the outcome of student research, is one of the requirements for graduation in higher education. In the thesis completion process, students are required to have adequate information literacy and self-directed learning skills. Students of Fikom Unpad, class of 2016, were introduced to the concept of information literacy during the new student orientation and in the TPB (Preparation Stage for Learning) program in the KBLI (Information Literacy Learning Activities) course. This research aims to identify the relationship between information literacy and self-directed learning among Fikom Unpad students of the 2016 class in the thesis preparation process. The research method used is quantitative, utilizing Chi-square and Pearson Product Moment analysis. The theoretical foundation refers to the ACRL (Association of College, Research, and Library) standards of 2000, covering aspects of information needs, information search strategies, information evaluation, information usage, and ethics and law in information use. This study involved 209 students of Fikom Unpad, class of 2016, with a sample size of 136 individuals. The results show a significant relationship between information literacy (X) and self-directed learning (Y), with a high correlation between sub-variable X (information needs, information search strategies, and information usage) and variable Y. Meanwhile, other sub-variables of X (information evaluation, ethics, and the law of information use) have a moderate relationship with variable Y. It was found that students' motivation and self-directed learning ability can increase with improved information literacy skills, considering the interrelation between the indicators of information literacy and self-directed learning. The higher the level of students' information literacy, the better their self-directed learning abilities.

A Study of Enhancing University Students' Information Literacy and Global Communicative Competence

This paper describes a 12-month study investigating the feasibility of designing a cooperative learning project which provided opportunities to embed the concepts of information literacy and global communication into the university curriculum. Bridging two courses from different disciplines, the learning project under study was a platform for both postgraduate students and undergraduate students to exchange research ideas and share cultural information. Data included mainly course materials, student presentations, interviews, and a questionnaire survey. Analysis of the data shows that the learning project was innovative and effective in enhancing students’ information literacy and global communicative competence. Moreover, a tendency was identified in the students’ project presentations, i.e., the integration of the Chinese view of harmony and the international view of unity.

TBM Karya Mulya Development through the application of technology and the Information Literacy

The development of community reading parks through the application of technology and Information Literacy concepts has become a significant effort in promoting literacy and access to knowledge within the community at large. This effort is necessary to utilise the principles of technology and information literacy to improve reading experience and knowledge dissemination. This research discusses the implementation of information literacy in the library of Karya Mulya community reading park. The purpose of this study is to describe the development of Taman Baca Masyarakat (TBM) Karya Mulya through the application of technology and the concept of Information Literacy through an activity programme created by academic supervisors of lecturers and students. This research was conducted using a qualitative approach with a case study method. Data collection was done through observation and interviews with TBM managers. The results of this study indicate that the development of TBM Karya Mulya through the application of technology and the concept of Information Literacy is designed in addition to supporting one of its parent programmes, namely TBM Karya Mulya, also to introduce the concept of information literacy to TBM managers. The implementation of the programme consists of several types of activities such as the installation of SLiMS, E-DDC, and the classification of unnumbered books for stored books as well as introducing the concept of information literacy to students. This activity has enriched the understanding of information literacy among visitors to Taman Bacaan Masyarakat Karya Mulya, especially students and lecturers who were previously unfamiliar with the concept of information literacy.

Ukrainian and international experience of formation of information competences by means of library practices

The relevance of the research problem is explained by active digitization, which places modern libraries tasks to apply new information and communication technologies in their work to increase the level of information competencies of employees and readers. The purpose of the article is to determine the main forms and methods of forming information competencies through library practices in the context of Ukrainian and international experience. The research methodology is based on a combination of source analysis, comparative analysis, and systematic and logical methods of scientific research. As a result of the study, it was noted that the concept of information literacy encompasses a set of technological skills that contribute to effective information search and processing, enhance the ability to interact effectively in the media space, understanding the essence of media texts, and the ability to protect against negative media influences. Based on the analysis of the legislative framework, the content of the concepts of “digital competence” and “media competence”, which are components of information competence, was determined. The article defines the specifics of forms and methods of increasing the level of information competencies in public and academic libraries. In public libraries, work on increasing the level of information competencies includes skills and abilities to use information and communication technologies; search for information on the Internet; safe and responsible work in the virtual space; critical processing of information obtained from media resources. In academic libraries, in addition to the above, work is aimed at expanding knowledge services, strengthening interaction between teachers, students, and librarians for the effective conduct of innovative research and the quality assimilation of new knowledge. For librarians as knowledge managers, increasing the level of information competencies encompasses a complex of technological, information legal, methodological, moral-ethical knowledge with the involvement of security components. The practical significance of the research lies in the possibility of more effectively using the analyzed practices of forming information competencies by Ukrainian libraries

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.

Letramento informacional e estilos de aprendizagem: novo olhar sobre o processo ensino-aprendizagem

Information Literacy (IL) consists in the actions of locating, selecting, accessing, organizing, and using information to generate knowledge while aiming at decision-making and problem-solving. Learning Styles (LS) are the preferred ways by which one relates to the learning conditions. Our main argument posits that identifying the LS involved in IL activities can improve educational practices. It also advocates that an information literate student presents higher levels of autonomy and critical thinking. This article is part of an ongoing doctoral research and assumes a narrative literature review character. It presents the concept and importance of IL, the concept of LS and their contributions to the development of new teaching-learning practices. Thus, LS, when identified and applied to IL, promote the subject’s protagonism in the search and use of information. However, bibliographic research showed the scarcity of studies that relate the aforementioned concepts and processes, verifying the need to further discuss the subject and to invest in research that contemplates the interrelations between these processes.

Da’i Technology Literacy in Perspective of the Qur'an

The dai's technological literacy is the ability to use, understand, manage and assess an innovation that involves a scientific process to solve problems and know the dai's abilities related to literacy problems. This research aims to reveal the concept of dai's technological literacy in the view of the Koran and to find out the dai's technological literacy competence. The method used in this research is the descriptive analysis method, while the approach method used in this research is a qualitative approach through literature study. The results of this study indicate that the concept of information literacy in the Koran leads to the implementation of information retrieval. In contrast, the concept of communication literacy in the view of the Koran refers to morals and ethics in communication. In addition, technological literacy competencies include basic, primary, intermediate, advanced, technical, and literacy skills. This research implies that the preachers are expected to be able to upgrade themselves and have established literacy in the field of technology so that they can maintain their da'wah activities according to the times.

Sharing in the echo chamber

Social media platforms have had a tangible effect on how users share information and their digital literacy skills. Infographics are often shared on Instagram, but they harbour the potential for misinformation. Users do not always research posts before sharing, and the social nature of the site influences user behaviour. Current digital literacy theories highlight the need to integrate digital technologies into traditional information literacy theories, because technologies are increasingly central to everyday life and information consumption. In this article, I investigated digital literacy from a user perspective, examining how users’ digital literacy skills interact with their sharing of infographics. I also examined how infographics are used for activism, and the social and visual affordances of Instagram, which helped to dictate the users’ relationship with digital literacy. I conducted a qualitative study consisting of interviews with six participants. Participants were asked about their Instagram behaviour, infographic selection, and how they judge the reliability of an infographic before sharing. Participant responses were analysed using a grounded theory approach. Responses revealed that users are familiar with traditional concepts of information literacy, such as referencing sources, but often prioritise other areas, such as the social and personal contexts of an infographic when deciding what to share. Users also dialogue with online followers using visual imagery and activism. These sharing practices are contextualised within Instagram affordances and the behaviours the platform enables and constrains. The study is novel in examining digital literacy as enacted through Instagram, specifically the use of infographics, while also foregrounding the user perspective. The results emphasise the need to consider user perspectives in digital literacy whether conducting research or teaching.

Information literacy curriculum mapping in the health sciences

Instructional medical librarians are uniquely positioned in a context governed by multiple instructional frameworks emerging from librarianship and the professions with which they liaise. Yet very little literature exists on medical librarians’ use of curriculum mapping to align their instruction with these frameworks. This review illuminates the current state of curriculum mapping in medical librarianship. We searched five bibliographic databases for articles published between 2010 and August 2021 and centred on information literacy (IL) curriculum mapping within a health sciences university context. Studies were included based upon pre-determined inclusion and exclusion criteria. Data were extracted using an instrument developed primarily a priori, with some codes developed emergently in response to preliminary review of the data. We included 127 studies focused on curriculum mapping, of which only 24 included structures which might be considered “curriculum maps”. Across all 127 studies included, The Association of College & Research Libraries’ Information Literacy Competency Standards for Libraries for Higher Education was the most-used IL framework, though versions of evidence-based practice were used more often, with a great deal of diversity and incomplete reporting on how these frames informed instruction of discrete concepts and skills. Within the 24 articles containing figurative curriculum maps, the same diversity of concepts and incomplete reporting was present, with librarians mapping IL frameworks to classroom activities more often than learning outcomes or competencies. Development of curricular maps aligning discrete IL concepts and skills with different disciplinary contexts is needed to provide instructors with a modular structure they might implement in their own contexts. To further the identification of best practices, future research should examine existing curricular maps made by librarians.

Scientific Information Literacy: Adaption of Concepts and an Investigation Into the Chinese Public

Many studies have developed the concepts and measurements of scientific and information literacy. However, the changes in the media environment, the complexity of scientific information, and low entry barriers have brought new challenges to scientific information communication. A single scientific or information literacy concept cannot provide a clear overview of the competencies and literacy required for individuals to access scientific information in new media contexts. This study aims to adapt the existing concepts and measurement frameworks related to information literacy in science communication and to investigate scientific information literacy and the demographic differences among the Chinese public through a cross-sectional survey (<em>N</em> = 2,983). The results showed that compared to self-directed information acquisition, accurate information filtering, and information sharing and dissemination, the Chinese public has relatively lower levels of information credibility assessment and opinion expression. Besides, the scientific literacy levels among the Chinese public had significant differences according to gender, age, and education. This study argues that adapting current information literacy concepts into science communication can promote public understanding of scientific information. The concept of scientific information literacy should be considered as a means of understanding the impact of new media on scientific information communication. The contribution of this study is that it adapts existing concepts into a novel context, further enriching the empirical research on scientific literacy and the research perspective on science communication.

Media and information literacy (MIL) in library classrooms: Content analysis of news evaluative criteria in instructional worksheets and checklists

This research aims to analyze the evaluative criteria the U.S. academic librarians employ in their instructional worksheets and checklists to understand how academic librarians teach media and information literacy (MIL)-related content. The study employs content analysis as a primary method to analyze these evaluative criteria and finds that academic librarians in the U.S. are mainly concerned with information literacy concepts while teaching news literacy topics (i.e., fake news, disinformation) and select criteria that revolve around the authority of sources (i.e., “authorship” and “quality of supporting evidence”) while media literacy concepts (i.e., “representation”) go vastly unrecognized.

Media Literacy and Education in the 21st Century

The article examines the concepts of information literacy and media literacy as a corrective for safe media use. Attention is drawn to the resilience of fake news and fact-checking. Emphasis is placed on the relationship between media literacy and education. The issue of the digital media skills of Bulgarian students has been examined, as well as the inclusion of topics related to the media environment in civic education classes. The research hypothesis defines the idea that media literacy as part of 21st-century education is a corrective for the development of civil society.

Medijska i informacijska pismenost kao kritička pedagogija? Studija slučaja Osnovne škole “Hasan Kikić“ Sarajevo

<p><strong>Purpose. </strong>The aim of the paper is to examine whether – and to what extent – the concept of Media and Information Literacy (hereinafter: MIL) can be understood as a possible approach to critical pedagogy in practice by examining the adequacy and comprehensibility of the content of its curriculum, previously adapted to the BiH (Bosnian and Herzegovinian) context and its fragmented education system.</p> <p><strong>Approach/methodology. </strong>The first part of the paper presents a brief framework of the concept of critical pedagogy, its relationship with media and information literacy, together with the specifics of the education system of Bosnia and Herzegovina. In the second part, the paper focuses on the case study of pilot training conducted at the Sarajevo Hasan Kikić elementary school, aiming to acquaint teachers and librarians with the concept and curriculum of MIL.</p> <p><strong>Results. </strong>Although teachers and librarians have adopted skills to teach about MIL, the results point to a lack of emancipatory pedagogical practices in the existing education system which could counter various, primarily systemically produced forms of oppression.</p> <p><strong>Originality/value. </strong>The value of this paper reflects the efforts to read the concept of MIL through the theoretical lenses of critical pedagogy. Although based on the 2011 UNESCO’s understanding of MIL, the originality of this approach also lies in the fact that the conducted workshops were set down on its curriculum adapted to the Bosnian and Herzegovinian context.</p> <p><strong>Practical implications</strong>. The practical implications of this research could be seen through the further processes of researching and promoting collaborative teaching and learning, encouraging thus the development of critical thinking, and thinking individuals capable of combating domination and transforming reality through pedagogy.</p> <p><strong>Social implications</strong>. Incorporating critical pedagogy while reading the adapted MIL curriculum can be used for promoting a comprehensive and active role of re-creating knowledge, enabling practices of critical attitude towards the existing social reality, and promoting and strengthening democratic practices.</p>

Strateško pozicioniranje medijske i informacijske pismenosti

<p><strong>Purpose. </strong>The paper aims to point out the role of scientific research platforms as the main drivers of the integration of the concept of media and information literacy into public policies, that is, in the long term, into formal education.</p> <p><strong>Approach/methodology/design. </strong>In order to successfully analyse the obstacles to establishing a clear correlation between the lack of systematic and long-term engagement of scientific research bases and the integration of media and information literacy into public policies, this paper has explored, analysed and conceptualized the approach and results of the Institute for Social Science Research, Faculty of Political Sciences, University of Sarajevo in research, development, advocacy and integration of media and information literacy into the education system in Bosnia and Herzegovina as a case study.</p> <p><strong>Results</strong>. The research has attempted to illustrate how scientific research platforms can be used to influence (and create an optimal model for public intervention) public policies, rather than just serve as platforms for academic advancement and as project implementation tools.</p> <p><strong>Social value</strong>. The scientific research platform on media and information literacy at the University of Sarajevo can be understood as an applied practice in an open scientific environment, and developed on the principles of the common good.</p>

Research on Information Literacy and Professional Development of Teachers in Higher Education

The development and application trends of information technology, the characteristics of learners in the new era, the requirements of relevant national policies and the realistic needs of online teaching during the epidemic have all placed new demands on teachers' ability to apply information technology to teaching. In the new era, teachers must have good information literacy in order to comply with the teaching trend of the information age. In this regard, how to effectively improve teachers' information literacy has become an important and urgent research hotspot. This paper introduces the connotations and concepts of teacher information literacy and teacher professionalism, the relationship between teacher professional development and teacher information literacy, and the path options for teacher professional development.

Christian Worldview as a Critical Information Literacy Lens: A Synthesis of the CCCU Commitments and the ACRL Framework

The work of numerous authors discussing the integration of Christian faith and practice in higher education has been presented in the scholarly conversation to date. Simultaneously, literature abounds regarding the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education, its application by academic librarians and teaching faculty in the classroom, and how this framework is being utilized by scholars espousing critical information theories to analyze information. This article proposes an intersectional approach to these distinct scholarly discussions and attempts to answer the question: How can Christian educators equip students to navigate the information ecosystem of a fallen world with a Christ-centered perspective? Reasons for undertaking this work are evidenced by the three commitments articulated by the Council for Christian College & Universities (CCCU) to which the organization’s 185+ member institutions adhere; additionally, the ways in which educators can achieve this goal are founded in the guiding document on higher education information literacy concepts, the ACRL Framework.

Reflections from MLS Students’ Perceptions of Information Literacy Modules – a SoTL Study

Bringing together graduate students from different backgrounds into an online MLS program means that they show up with varying degrees of skills and competences in information literacy when they first start. As LIS educators, we often have trouble knowing where to fit this instruction into our courses, or we hesitate to take valuable instruction time from other concepts since we believe students should already arrive with a good understanding of information literacy from their undergraduate experience. Although it’s often assumed that graduate MLS students already have a good handle on information literacy, in this researcher’s experience, this is not always the case. This qualitative study of students’ self-reflections during completion of information literacy modules looks at two semesters of data from our program’s core Librarianship course and are being approached as a scholarship of teaching and learning study through the lens of constructivism from an andragogical perspective. Common emerging are that students still experience research anxiety at this level and that gaps in schooling can leave students unsure of their current competency level. Results so far indicate that students are overall appreciative of the modules and that the knowledge gained and information literacy concepts from prior experience remembered is helpful to them. They report using these skills and competencies immediately during coursework and plan to use them in the future in their jobs and life.