Information Literacy Concepts Research Articles

The Role of Policies on Teaching Information Literacy in Higher Education: A Comparative Study in Italy and Thailand

The context of Europe and the ASEAN countries highlights a parallel growth of the concept of information literacy and the diversity of policies to solve information literacy issues. The comparative study aims to understand the influence of policies for the teaching of information literacy in universities in Italy and Thailand and was based on a theoretical framework built by international literature. The data was collected from the analysis of literature and web documentation in Italy and Thailand. The comparative analysis shows that the concept of information literacy has had a similar growth but the influence of policies for teaching information literacy in higher education is different in Italy and Thailand and still in continuous development. The results show that one element of success is the integration of information literacy into the higher education curriculum.

DIGITAL MEDIA INFORMATION LITERACY PROGRAM FOR TEACHER

The development of Information and Communication Technology (ICT) is very rapid. APJII 2020 data revealed that internet penetration in Indonesia reached 73.7% (196.7 million people) of the entire Indonesian population of 267 million people. This condition allows the dissemination of information so quickly and easily, whether it is positive and useful information or hoaxes. This also has an impact on the world of education. The sophistication of the internet is misunderstood as a learning method. As a result, plagiarism and googling exam answers have become a habit for students. Therefore, the community service team created an information literacy education program for the teacher community. This program aims to introduce the concept of information literacy, how to verify hoaxes, plagiarism and how to write articles for teaching materials. The methods used are webinars, FGDs, writing reflections, and guidance on writing articles for teaching materials. The results of the program evaluation showed an increase in the information literacy skills of the participants. Articles written on teaching materials for teachers are published as an ISBN book with the title "My Class Story".

Integrating Immersive Experiences to Instruction through BreakoutEDU

This study employed an escape room motif to engage students to use information literacy course material to solve puzzles. Students practiced research techniques in a classroom environment that bypassed their expectations of traditional course instruction. Instructor objectives were to increase student engagement with the course material, and to foster teamwork among students in a cooperative learning environment. Authors initially obtained 9 kits from Breakout EDU, a company specializing in immersive games. Games were devised for three of the course units, with each unit identifying 4-5 information literacy skills or concepts. The puzzles were focused on reinforcement of the key concepts. After each escape room class session, students completed a short survey. At the end of the semester students completed another survey about their experiences. Over 80% of students indicated the games helped them understand course concepts. Comparisons of final grades in the gamified courses with previous, non-gamified courses revealed that students achieved more A’s and fewer D’s and F’s in the gamified courses. Future directions for study include flipping game design to student groups, and further analysis of correlations between concepts learned through traditional teaching techniques and those learned in Breakout EDU classes.

A Proposal of Information Literacy Concept in Accordance with the Context of Higher Education in Vietnam

Information literacy is a type of personal capacity, which demonstrates an individual’s ability to master the information world, exploit and use information effectively to deal with his/her living, studying and working needs. Information literacy is associated with the development of lifelong learning capacity and social inclusion for individuals. Therefore, information literacy has become increasingly important, becoming a popular topic in education research, especially in the current context of the 4th Industrial Revolution. Since the 70s of the 20th century, information literacy has been widely discussed and developed by educational institutions, especially higher education ones, in Western countries. Concepts, theoretical frameworks and practices for developing information literacy for learners have been established and mostly applied in Western countries. However, with a different educational context, such as the one in Vietnam, how should information literacy for university students be conceptualized and developed? This paper firstly presents an overview of how the concept of information literacy has been changed globally and those aspects that impact the way information literacy has been conceptualized and developed. Key points discussed are educational context, academic culture, teaching and learning practices. From that analysis, the paper proposes a concept of information literacy for students, which is in accordance with the academic culture of Vietnamese higher education.

Searching for a Definition of Information Literacy as a Socially Cohesive Component of Community: A Complementarity of Experts and Student Approach

Information literacy can be seen as a fundamental prerequisite for a sustainable complex information society. As a lack of information literacy, information poverty represents a significant social and educational issue. Information literacy and information poverty will be the new dividing lines of a complex world, as the “rich north and poor south” metaphor became in the 20th century. A careful study of discourses in information literacy allows for effective educational and social policies aimed at its development. The aim of this study is to present an analysis of different approaches and discourses to define the concept of information literacy based on a review of papers from Web of Science. The study identifies four important directions of definitions or new grasps of information literacy, with an emphasis on social justice, the analysis of social and technological change, and a demand for higher quality information literacy education. Based on this analysis, the discourses present in the responses of undergraduate information studies and library science students (n = 132) collected between 2019 and 2022 are studied. The qualitative study shows that these underlying discourses are present in the students’ responses but, at the same time, offer specific perspectives on their fulfilment.

Leveraging information literacy: Mapping the conceptual influence and appropriation of information literacy in other disciplinary landscapes

Information literacy forms a key concept within Library and Information Science, where it forms the focus of scholarship, conferences, journals and teaching librarian practice, alike. However, little is known about how other fields and disciplines have employed these outputs within their own research and practice. This paper examines how the concept of information literacy has been leveraged into the discourses of non-Library and Information Science disciplinary landscapes. This is achieved through a qualitative mapping of five different fields and disciplines, including Higher Education, Management and Business, Public Health, Nursing and Psychology, to identify how information literacy terminology, definitions, theories and frameworks have travelled across scholarly and practice boundaries to become appropriated into other disciplinary landscapes. The aim of this collaborative work is to develop an indicative rather than an exhaustive understanding of what travels within information literacy research and practice and to strengthen the Library and Information Science narrative on the impact of information literacy activities.

Untangling media literacy, information literacy, and digital literacy: A systematic meta-review of core concepts in media education

This article presents a systematic meta-review of the scientific literature discussing the concepts of information literacy, media literacy, and digital literacy. While carrying out a cross analysis of the way in which literature reviews specifically address these three concepts, this article identifies, and articulates a critical analysis of, the main findings from the reviewed texts regarding the conceptual landscape that they cover. This work highlights confusion between the constitutive dimensions of literacies, recurrent difficulties in establishing theoretical articulations between contributions, and operationalization problems in observing and assessing these literacies. These issues are the subject of a discussion grounded in the specific field of media education.

The Common European Framework of Reference for Languages Literacy of Teachers Working in Turkish Teaching Centers

The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of “CEFR” were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.

Critical Information Literacy in the Post-Truth Era: A Strategy for Facing Information Flow in Indonesia

Information literacy in this post-truth era is an important thing that must be understood by the Indonesian society in dealing with the truth and lies of the information obtained. This paper examines through a literature approach about the conception of information literacy in the post-truth era and what strategies must be understood by the information community in Indonesia in dealing with the spread of fake news from various media. This study concludes that critical thinking is an important part of information literacy that must be understood by Indonesian people to face the dynamics of information in the post-truth era. Critical information literacy can help our ability to search, find and use quality information. Thus, the strategy that must be carried out in dealing with the dissemination of information in the post-truth era is to identify the source, check the author, read the entire contents, check the novelty of the writing, check the balance of the information, the authenticity of the information, and always ask the experts when checking the web source.

What Role Do You Play? Faculty Perceptions of Librarian-led Information Literacy Instruction

This study explored faculty perceptions of librarian-led information literacy instruction using Interpretative Phenomenological Analysis. Semi-structured interviews were conducted with six faculty who taught undergraduate general education courses. The emergent theme of this study was that faculty believe their role in teaching information literacy differs from librarians. The participants thought faculty were responsible for teaching information literacy through direct instruction and assigning course work, while the librarians were responsible for teaching the research process. This study suggests that there are opportunities for librarians to assess further how faculty incorporate information literacy concepts into their classrooms.

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.

Information Literacy As An Implementation Of Tabayun Concept In Islam

The concept of Information Literacy (IL) may be recognized as a recent concept. Along with the growth of information technology, other literacy such as Digital Literacy emerged as consequences of unfamiliarity with the new-emerging technology. However, Information Literacy is as relevant as the technology itself particularly todays. In an era in which users are flooded with information, and most of information they receive are frequently irrelevant to what they need. In addition, with the abundance of information available on the internet, most of the time the information they get are invalid. The example of fake news circulating on social media as we may have heard many times is because people are not able to evaluate information they receive. This paper explores the way in which the concept of Information Literacy is related to and found on the concept of Tabayun in Islam. The carefulness of evaluating information as the prophet Muhammad used to do when he received information that possibly be disinformation is one of the scopes in Information Literacy. The paper use library research method in discribing the key concepts of Information Literacy and Tabayyun of Information in Islam.the findings of the paper explores ways in which information can be evaluated through saveral methods and theories in order to get better, valid and reliable information

APPROACHES TO DEVELOPING STUDENTS’ INFORMATION CULTURE IN ENGINEERING EDUCATION

The article focuses on the importance of information culture as an integral part of professional culture of engineers, which affects the quality and safety of engineering solutions. The main two approaches to the definition of "information culture" are determined, which include an information approach when the information culture is reduced to the concept of computer or information literacy and a culturological approach when the concept "information culture" is seen as a way of human life in the information society. Development of the information culture acts as a process of harmonization of the inner world of man in the acquisition of socially significant information.
 The main components of information culture of engineers are highlighted, including literacy and competence in understanding the nature of information processes and relationships, humanistically oriented information value-semantic sphere, developed information reflection, creativity in information behaviour and socio-information activity.
 Based on a broad understanding of information culture as a qualitative characteristic of the life of a specialist in terms of receiving, transmitting, storing and using information, where universal moral values are the main priority, basic methodological approaches to forming information culture of future engineers are proposed, namely: system, personal, activity, integrative, culturological, axiological and reflexive approaches. The process of developing future engineers’ information culture in the process of professional training in higher educational institutions will be effective providing that it is based on the substantiated methodological approaches.

Framing a Gallery Program:

The Sonoma State University Library Art Committee curates exhibits and develops programming for its library gallery to support the library and university missions, the library’s curriculum philosophy, and the ACRL Framework for Information Literacy for Higher Education. These exhibits complement various disciplines, foster curiosity, provide opportunities for reflection, present primary sources for research and inspiration, and invite campus and community engagement. The Art Committee also develops course-integrated programming and aligns exhibit components with the ACRL Framework to engage visitors with information-literacy concepts. In this article, the authors discuss examples of framework-driven curation and programming, methods for collaboration, lessons learned, and future directions for the gallery program.[This article is based on a poster session prepared for the 2020 ARLIS/NA virtual conference.]

Teaching information literacy concepts in pharmaceutics through video

Objective: The objective was to determine if online, asynchronous video content could be used to teach information literacy concepts successfully to pharmacy students in a pharmaceutics course. Method: An existing in-person lecture was transferred to a series of online videos. Students enrolled in the course who agreed to participate took a 13-question pre-test, watched videos, and completed the same post-test, along with a survey of their opinions towards the videos. Scores on each of the questions on the pre-and post-test changed positively and significantly. Students slightly preferred videos to in-person instruction. Result: The results suggest that asynchronous videos can be used to teach information literacy concepts to pharmacy students and this knowledge is retained for the duration of the course.

Media and Information Literacy

Paul G. Zurkowski was the first to introduce the term information literacy in 1974 to describe the techniques and skills necessary for utilizing “a wide range of information tools and primary sources”. It also included the ability to measure information value to “mold information to [meet] needs” and to create solutions to problems.1-2 Since then, media literacy and information literacy has gained a base in advanced countries. But UNESCO is now promoting the composite concept of media and information literacy (MIL). To promote MIL and MIL research, it has founded the MIL Alliance and the Media and Information Literacy and Intercultural Dialogue (MILID UniTwin) to enable people to use information critically, ethically and legally in quality decision-making. Other useful initiatives of UNESCO include “MIL MOOC; Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge and Sustainability (MIL CLICKS); MIL Policy and Strategy Guidelines; MIL Curriculum for Teachers; MIL Indicators; MIL Framework; and MIL Week Feature Conference and Youth Agenda Forum. The International Federation of Library Association and Institutions (IFLA) has its programme entitled 'Freedom of Access to Information and Freedom of Expression (FAIFE)' and developed the MIL Guidelines. IFLA/FAIFE' programme is committed to ensure freedom of access to information and freedom of expression to empower people to realize their “right to be.”3 There are many models and standards to promote information literacy and MIL but MIL is not yet effectively imbedded in the developing countries. Hence, to sensitize the stakeholders about the concept and practice of MIL in India, this theme issue of the DESIDOC Journal of Information Technology (DJLIT) has been planned.

Developing Information Literacy for Students in the Context of Higher Education in Vietnam

The context of 4th Industrial Revolution has not only made changes in education methods, but also challenged learners. In higher education, learners are increasingly expected to learn actively by effectively exploring and using different information resources. Therefore, it is universities’ mission to acquire students with abilities in identifying their information needs, retrieving needed information, evaluating information, and using information legally and ethically in accordance with adademic regulations. In other words, those abilities are core elements of information literacy, which has been considered as an essential tool for improving students’ self-learning and lifelong learning capability at universities in Western countries. This paper aims at analyzing and clarifying the concept of information literacy in the context of Vietnamese higher education, evaluating the role of information literacy in student’s learning, and proposing solutions for developing information literacy for student at higher education institutions in Vietnam.

Digital transformation readiness: perspectives on academia and library outcomes in information literacy

This study examines the readiness of a faculty for the social challenges caused by the digital transformation in academia with the use of covariance-based structural equation modeling (CBSEM). Based on the survey results, we have examined the interplay between factors related to digital transformation. The concepts of information literacy and digital literacy related to academic librarianship were used as the basis for the self-efficacy and empowerment necessary to achieve individual success during digital changes in the academic community. We then checked how such a sense of empowerment among academics explains the presence of information culture in this community and different approaches to information management. The factors of information management and information use were presented as affecting a university's institutional readiness for the new requirements of digital transformation from the perspective of governance issues. The findings highlight that information literacy underlies academics' empowerment and a high level of self-efficacy driven by this literacy can also be indirectly translated into the formation of pro-active information culture that strengthens an academic's position in creating information use outcomes and by making them ready for digital transformation. Through information literacy outcomes the academic libraries can turn out to be an important transformative force in terms of digital changes at universities.

Reflections on the 21st Century Skills into the Curriculum of Social Studies Course

This study aimed to investigate the reflections of the 21st century skills into the curriculum of social studies course in Turkey. The classification made by the institutions classifying the 21st century skills in line with this objective has been examined and the classification made by the Partnership for 21st Century Skills (P21) has been considered as it has been generally accepted. The study investigated the reflections of the 21st century skills on social studies curriculum being subject to detailed content analysis. Accordingly, the basic approach of the curriculum was examined as to whether these skills were included in terms of the values in learning outcomes. Among qualitative research methods, the document analysis technique was used in the study. The results have shown that the 21st century skills are largely included in the social studies curriculum. However, the 21st century skills are not included in the curriculum as a concept. The main components of the 21st century skills are not equally included in the curriculum. Those included most information, media and technology skills (6 sub-skills) and learning and innovation skills (5 sub-skills). The life and professional skills were included least (2 sub-skills). It has been found out that creativity and innovation, information and communication technologies literacy, social and multicultural skills, which are within the 21st century skills, are included in the Social Studies curriculum as innovative thinking, digital literacy and social participation skills. However, there was no explanation regarding how those skills intended to be acquired. The flexibility and adaptability, productivity and responsibility, leadership and responsibility skills were not directly included in the curriculum. The concept of information literacy that came into prominence in the 21st century was mainly reflected in the social studies course curriculum with the skill dimension. Accordingly, the media literacy, financial literacy, digital literacy, political literacy, map literacy and environmental literacy have been included widely. Considering the 21st century skills, the social studies curriculum can be updated. Distribution of these skills on class levels can be done in a more balanced manner. The 21st century perspective can be evoked in the basic approach and philosophy of the curriculum.

The drama of information literacy: Collaborating to incorporate information literacy into a theatre history curriculum

Information literacy (IL) has been studied extensively, but little has been written about IL applied to the study of theater. This study addresses that lacuna by evaluating the success of a librarian-faculty collaboration to integrate IL throughout a year-long course of study. Using a pre- and post-test methodology, researchers assessed students’ knowledge on a range of IL concepts. The results were used to modify the IL curriculum to place greater emphasis on IL concepts that students struggled with, and to de-emphasize IL concepts for which students demonstrated adequate incoming knowledge. This paper will provide recommendations for librarians and other instructors seeking to integrate IL concepts into a theater (or other performing arts) curriculum.