Information Literacy Development Research Articles

USE OF DIGITAL TOOLS IN POSTGRADUATE PEDAGOGICAL EDUCATION

The article is devoted to the problem of using digital tools and the formation of information and digital competence in postgraduate education of teachers. The urgency of the problem is due to the need of society to develop information literacy and information and digital competence as a key competence of modern teachers, as well as the need to organize a form of blended learning in general secondary education, which provides digital literacy of teachers. The aim of the article is to substantiate the feasibility of using digital tools in postgraduate pedagogical education. Research methods are theoretical (analysis of scientific sources, educational online platforms, sites, synthesis, and generalization of results); empirical (presentation and generalization of pedagogical experience). The article analyzes the ways of organizational and methodological assistance from the Ministry of Education and Science of Ukraine, public organizations, for teachers on the organization of blended learning in general secondary education: sites, educational platforms, manuals, recommendations, guidelines. It was found that using modern digital tools in postgraduate pedagogical education, the emphasis should be on organizing the process of interaction in such a way as to guide teachers in the implementation of these digital tools in their professional activities. Was revealed the content of teacher training in the context of the use of information, digital, multimedia technologies in the educational process. Was substantiated the expediency of studying and using digital tools (Padlet, Classroom, Kahoot, Trello, Mentimeter, Zoom, Meet, Canva, Pinterest, Classtime, GoFormative, Wiser, Live Worksheets, Techer Made, Presentation Tube, Zoom, Telegram, We Chat, Google Forms, Viber, Messenger, Moodle, Flipgrid) in postgraduate pedagogical education is substantiated. Were outlined the prospects for further research.

Connections Beyond Campus: Ontario University Library Outreach Programs for High Schools

Over the past few decades, partnerships and programming between secondary school and post-secondary librarians and libraries have been widely discussed in library literature. These collaborations often exist to help high school students develop information literacy (IL) skills and to provide a smoother transition to university-level research. This paper examines the current high school outreach activities at Ontario university libraries that aim to bridge the gap between high school and post-secondary education.
 The purpose of this research, conducted through online surveys and interviews with academic librarians in the province, is to provide a snapshot of high school outreach activities and to highlight the benefits and challenges of such programming. It also examines why some libraries no longer offer such activities or programs. This analysis of the variety of outreach activities aims to generate discussion and ideas that academic libraries can use to connect with high school libraries.

“Imbecilization” in the disinformation society: what can information literacy do about it?

El artículo analiza algunos puntos sobre el estado actual de la desinformación en los procesos de información, principalmente en el contexto mediático. La globalización y su constante movimiento, de carácter socialmente asimétrico y separatista, genera discrepancias colectivas y abre caminos a lo que se denomina imbecilización colectiva. En esta coyuntura, el fenómeno ampliamente abierto de la desinformación en la sociedad resulta en una manipulación y distorsión excesivas de la información. Por tanto, esta discusión presenta, a través de un relevamiento bibliográfico, la urgencia del desarrollo de la alfabetización informacional –cuyo supuesto consiste en el aprendizaje a lo largo de la vida– orientada a la disfunción informativa presente en la comunidad. Dicha alfabetización se denota como una forma de remediación y no como la erradicación absoluta del problema, ya que es fundamental preservar el pensamiento crítico y autocrítico para reducir y controlar la calidad de la información consumida y compartida. Los esfuerzos para combatir la llamada “imbecilización” y disfunción informativa deben darse en diferentes ámbitos de la vida social, involucrando la fusión multidisciplinar de tecnología, educación, cultura, economía y política.

An Examination of Undergraduate Students’ Engagement in an Information Literacy Blended Course

To develop information literacy (IL) skills of Arab students enrolled in a first year premedical programme of an American branch campus in Qatar, the Education and Research Librarian designed a blended IL curriculum that was integrated in the English for Academic Purposes course. The IL curriculum used the flipped classroom modality that combined e-learning materials with face-to-face sessions taking place every other week. The e-learning materials consisted of biweekly online modules and practice quizzes that students needed to review and submit prior to the face-to-face sessions designed to engage students in class discussions and hands-on activities. While a few students showed a modest level of engagement during the face-to-face sessions, the majority did not seem to be fully engaged or aware of the content in the online modules. To find out why, this study sought to research the reasons for this disengagement by investigating students’ perceptions of their engagement. A case study methodology consisting of a survey and three in-depth interviews with a purposive sample of students was used to collect data. The study concludes that students’ perceptions of a blended IL curriculum are impacted by the importance they attribute to the topics covered in IL. Results also suggest students’ preference for just-in-time, online, and asynchronous access to content with an optional face-to-face attendance that would help them learn about a skill when they need to use it.Keywords: information literacy; e-learning; student engagement; first year Arab students; premedical educationPart of the Special Issue Technology enhanced learning in the MENA region <https://doi.org/10.21428/8c225f6e.1fd869f8>

The Principal's Role in Developing Information Literacy: Finding from Australia and Canada

&#x0D; &#x0D; &#x0D; IASL and IFLA have provided funding for an international study of the principal's role in developing and supporting information literacy. In this paper, the researchers describe the development of this international project and report on the progress of the study in two of the participant countries, Australia and Canada. Some preliminary findings are presented related to both the research questions and the research methodology. This information will be of interest to researchers who might want to replicate the study in other countries. The completed research should provide information that will be useful to principals and school librarians in countries throughout the world, as they struggle in difficult times to provide quality schooling and information services and to contribute to the development of literate and independent library users.&#x0D; &#x0D; &#x0D;

Primary School Children's Interaction with Library Media: Information Literacy in Practice

&#x0D; &#x0D; &#x0D; In the context of a study of professional development in relation to information literacy, children at four primary schools were observed as they worked with a variety of media in various curriculum areas. The challenges they encountered are discussed against the bund of the teachers' understanding of information skills and resource-based learning.1&#x0D; &#x0D; &#x0D; &#x0D; Educators and librarians have acknowledged that the skills that constitute information literacy are becoming crucial to everyday life. However, it is suggested by some that students in general are not being equipped to meet those demands in the 1 990s any better than they were in the 1980s. For example, since 1981, when Marland published Information skills in the secondary curriculum, there have been many initiatives to develop and promote the teaching of information skills in schools. Much of the widely disseminated research prompted by that report and reviewed by Rogers (1994), confirms that the original working party recommendations remain relevant today. Indeed, Rogers quotes extracts from British government reports which suggest the overall picture in schools has not changed significantly at all.&#x0D; The fact is that library and study skills have been taught in schools for nearly a hundred years, but many students still cannot easily find and critically use information. In some schools, information literacy is enhancing teaching and learning, but the information age has yet to reach others. Information technology and pressures on library resources and services can, in this context, be seen as a catalyst for critically examining teaching techniques necessary for fostering information literacy.&#x0D; Poor performance in finding and using information has in the past been attributed to a lack of explicit classroom attention to the cognitive aspects of the task (e.g. Irving, 1985; Kuhlthau, 1987). Yet the thinking underlying information literacy may be hidden from teachers and few studies illuminate process issues from the viewpoint of the students themselves. Further, whereas twenty years ago we focused on getting our most able students to think critically and do "research projects" at school, we now face the challenge of helping our least able students to solve information problems efficiently. Consequently three factors are of central concern in developing information literacy. One is the nature of information literacy itself, the second is teachers' understanding of that concept and the third relates to the conceptions of inexperienced information users.

University/School Library Collaborations to Integrate Information Technology into Resource-based Learning

If the goal of teacher-librarians is to work with teachers to develop information literacy, then how do we model this collaboration for pre-service teachers during their teacher education program? This question was explored in a research study involving university researchers, teachers, and teacher-librarians in six elementary schools in Canada. Learning projects arose from collaborations among the pre-service teachers, classroom teachers, and teacherlibrarian as they developed IT projects that were integrated into the pre-service practicum. Data were collected on the learning strategies children used and on the collaborative relationship established between the pre-service teachers and the teacher-librarian. This study tracked how pre-service teachers reacted to working with teacher-librarians. Results indicated these projects created authentic environments where pre-service teachers learned the role of the teacher-librarian and how the curriculum development process associated with resource-based learning develops through school library programs.

Information Literacy in New Zealand Secondary and Primary Schools

New Zealand schools were surveyed on current aspects of developing information literacy. The research also sought to identify schools' priorities to further develop these skills. Response rates were 63% (secondary schools) and 67% (primary schools). Most schools are working on various aspects of teaching information skills and considered their students are developing these skills to at least some extent but recognise that there is still some way to go. Research showed a strong need for professional development for teachers and for information literacy resources covering the place of information skills in the curriculum, a skills framework at each level, and practical help for teaching and evaluating information skills.

Developing Information Literacy in the Malaysian Smart Schools: Resource-Based Learning as a Tool to Prepare Today's Students for Tomorrow's Society

Today's students are surrounded by more information coming from more sources than ever before. In order to deal with the vast amount of information they will encounter in school, life, and work, they must develop skills not required of previous generations. Since schools cannot teach all that students need to know, a better way is to teach them to manage the information resources. Although schools should still identify the basic information that students need to know, schools must also teach "information literacy", that is, the ability to find, interpret, use, and communicate information from a variety of sources. Resource-based learning is a tool to help students handle information. It is based on the belief that students learn best by interacting directly with learning resources instead of just listening to classroom lectures. The learning is in line with the Malaysian Smart School Concept in that it is more self-directed, self-paced, and self-accessed, and hopefully, more meaningful. Since the skills of information literacy cannot be taught in a content vacuum, resource-based learning integrates the classroom and the school resource centre or the school library. Students go through a problem-solving process that requires them to define the need for information, determine a search strategy, locate the needed resources, assess and understand the information they find, interpret the information, communicate the information, and finally, evaluate their conclusions in view of the original problem.

Knowledge Building Through Multiple Literacy Learning

In the 'knowledge society' increasing emphasis is being placed on independent, resource-based and technology-based inquiry learning. This learning process requires teacher librarians/library media specialists and their teaching teams to have access to an expanding range of curriculum information and teaching/learning methodologies. An outcomes approach to learning in regard to a sequential, developmental and progressive learning of information literacy skills within an information processing framework has been on the agenda and actively pursued by teacher librarians/library media specialists for more than a decade. In addition, teacher librarians/library media specialists have embraced information and communication technologies (ICT) as a means to extend the information literacy skills of their learners. An information skills framework becomes the backbone and 'vehicle' through which learners are able to demonstrate what they know and can do within an outcomes-based curriculum. This inquiry approach is the 'linch-pin' across the curriculum. Combine this with a recognized information skills, and information and communication technology (ICT) continuum, one has the beginnings of a progressive and development outcomes curriculum, which works on increasing levels of sophistication and complexity of tasks. In planning a unit of work the information skills framework provides the backbone to sequence the learning activities according to an inquiry-based approach. The tools and methodologies one uses to activate learning within this framework encourages and fosters the development of information literacy attributes and provides opportunity to engage in ICT skills development. School based planning of information literacy in conjunction with an outcomes approach to the curriculum facilitates an informative reporting process for students, as well as parents, as learners continue the journey through lifelong learning in the 'knowledge society'.

Using drama-based pedagogy to support college students’ information literacy development: how do the students feel about it?

ABSTRACT This qualitative case study explored how college student writers perceive the utility of drama-based pedagogy in their development of information literacy (i.e. their skills in locating, evaluating, and ultimately transferring information). The qualitative analysis of the study data showed that the students were interested in the entertaining platform provided by drama-based pedagogy. The students also felt that drama-based pedagogy gradually stimulated their thinking and expanded their knowledge on the given writing topics. It enabled them to better search for information and to better evaluate and use it for their writing.

Educational Leaders As Change Agents Towards the Information Literate School

Over the last decade, the development of new information and communication Technologies (ICT) has provided a variety of opportunities for people all over the world. But still, the vast majority of society remains untouched by the digital revolution, creating real disparities between and within countries and socioeconomic groups. Undoubtedly, ICT plays a vital role in the future of our societies especially in Education. School heads, decision makers, local authorities and school librarians have significant role to play in the development of information literacy in schools. School principals trained in ICT should initiate information literacy in their schools and should provide support to secure cooperative deals and development aid. In the Philippine Educational System, schools located in affluent cities especially those schools in the capital are fully equipped with information infrastructure but too many schools in secondary cities and remote provinces are deprived of the tools to access information.

A Philosophical Framework for Education and Information Literacy Development in Hong Kong

Principles for furthering information literacy in Hong Kong after 1997 must come into line with the education policy of the HKSAR, which shall encourage both freedom of the individual mind and the growth of a national identity. Freedom of the mind will increase creativity and independent thinking capability of the individual; the build-up of a national identity for Hong Kong people is crucial as this will lead to the steady development of the local democratic political establishment. Although these two elements of education policy are fundamental in many other countries, they were basically missing before 1997. Therefore, on the eve of political and cultural change, the principles for information literacy, the author believes, should be the “no-action” principle laid down by the famous Chinese philosopher, Lao Tzu, and the principles brought out in the Theory of Legal and Moral Value Balance and Rules of Spontaneity developed by the author.

MLC Libraries intranet website: A collaborative process

This paper examines the collaborative processes involved in developing the MLC Libraries intranet website and outlines helpful hints about website design, evaluation and promotion. The MLC Libraries intranet website has been designed to provide the MLC community with information resources that reflect the educational, cultural, literary and recreational needs of the college. Information resources include an online suggestion book, online teacher librarian research assistance, access to the catalogue, newspaper and magazine databases, reading lists, information literacy programs and internet search tips. MLC Libraries promote the development of information literacy and nurture an appreciation of literature in a supportive, creative and information-rich learning environment. This intranet website was created by a team of MLC teacher librarians and library staff, with technical support from a website designer and MLC computer staff. It was launched to the MLC community in March 2003. The workshop will demonstrate a virtual and visual tour of the MLC Libraries intranet website.

An investigation into the teaching of information literacy skills by teachers in New Zealand secondary schools

There is very little research looking at how much teachers from any country actually know about information literacy and at how they develop information literacy skills with their students. This contrasts research in recent years which focuses on the influence that school libraries, teacher librarians and/or library media specialists have on student learning. For some time international government and educational bodies, including New Zealand, have recognised that all citizens need skills and processes to enable them to become information literate. This paper reports on findings from a research project which investigated the understanding, knowledge and teaching of information literacy processes of secondary teachers from five urban co-educational state secondary schools.

Information Literacy through Guided Inquiry: Preparing Students for the 21st Century

Across the globe, school libraries play an essential role in preparing students for living and working in the 21st century through information literacy. The Rutgers University Center for International Scholarship in School Libraries (CISSL) promotes this initiative in information literacy through research on the impact of school libraries on student learning, research symposia for international scholars, and training institutes for school librarians and teachers. Our research shows that guided inquiry is a dynamic, innovative way of developing information literacy through the school library. Guided inquiry is carefully planned, closely supervised, targeted intervention of an instructional team of school librarians and teachers that leads students through the research process toward independent learning. Guided inquiry develops research skills and subject knowledge as well as fostering cooperative learning, motivation, reading comprehension, language development and social skills that underlie competency for our young people in the 21st century.

EGaming? Seriously! for Information Literacy

Schools and libraries are considering the incorporation of egaming because of its attraction to youth and its potential benefit for instruction, developing information literacy skills, and facilitating academic success. Although egames are played by most youth, egaming has gender-linked properties, particularly in novice gaming practice. School libraries are uniquely positioned to provide resources and services to insure gender-equitable gaming experiences: gaming periodicals, opportunities to select and review games, collaboration with classroom teachers, and game development. The emerging trends of casual gaming, mobile egaming, and gaming design offer opportunities that attract an ever broader range of students, which teacher librarians can leverage in their services.

Forging Strong Links

Integrating information skills into the school curriculum is one of the prime focus areas of the teacher librarian and strong collaboration is a key to the library becoming a vital cog in the teaching and learning mission of a school. This is easily said, but how do we make it happen? What strategies can we use for building information literacy and effecting change? This paper will briefly consider definitions and models of information literacy and collaboration, particularly Montiel-Overall’s work, including the theoretical and pedagogical underpinning of these ideas. As well as reflecting on the role and the mindset of the teacher librarian, a range of practical macro- and micro-strategies for effectively developing information literacy in collaboration with teaching staff will be presented, including technology, special learning needs, building a reading culture, literacy and instructional design. A self-diagnostic tool developed from this paper will be offered to enable each teacher librarian to evaluate opportunities for further developing information literacy through his/her library.

Developing information literacy through independent learning projects in a UK setting

Two information literacy skills pilot projects are being undertaken at Malvern St James School (MSJ) with Year 6 and Year 9 pupils during 2009-10. The projects encourage the development of independent learning skills, with pupils planning, managing and executing both the research and practical elements of their project. Each pupil sets their own aims and objectives and it is the process skills as well as the project that is assessed. The projects examine pupil motivation levels, if pupils can use research to inform their practical project and how pupils respond to opportunities to undertake self-directed learning.

School Libraries

Health education is a major social, educational and political issue in today’s world and it is fundamentally tied to teacher-librarians and their important roles in promoting information literacy. Although this may be considered a new responsibility for schools, history shows that since the 19th century, schools have played vital roles in the prevention of diseases and in encouraging better health behaviors. This presentation presents some of the major current developments in health information literacy including guidelines suggested by the U.S. Centers for Disease Control through its CHSP program (Coordinated Health School Program). This program emphasizes the importance of schools serving all grades as important agents in promotion health information. UNESCO’s suggestions on how health information can be integrated in all curriculum areas are likewise highlighted in this discussion. Overall, the emphasis is practical and presents concrete suggestions about how teacher-librarians can and are assuming a leadership role in promoting health information literacy. Included are overviews of instructional strategies that have proven successful in promotion better health information in various communities. A major portion of the presentation highlights how health instruction can be integrated into curriculum areas that have not often been considered as venues for health information. These areas include literature, biography, art, music, and dance. For example, musicians, dancers, and artists, like athletes, have health issues that must be carefully considered in fulfilling their artistic goals. Likewise, biography offers examples of personalized models showing how a variety of persons have faced health crises. The presentation concludes with a review of how globalization is influencing health issues and how the teacher-librarian can better respond to those important developments now and in the future.