Effective Information Literacy Research Articles

Mapping the Way: Teaching Music Information Literacy in the Contemporary Information Landscape

abstract: Information literacy instruction in the twenty-first century stands at a crossroads of multiple socio-cultural trends, recent technological advances (specifically, artificial intelligence applications and large language models), shifting professional standards, and new developments in local educational settings. It is now necessary for instructors to act as explorers of the information environments in which they live and work, observing and staying cognizant of these developments while utilizing the principles of information ethics as a compass for guiding their work. In this article, the author explains how developments in local settings, combined with the above factors, can serve as an impetus for reinventing information literacy instruction. The author presents a variety of strategies for teaching information literacy in music in both credit-bearing courses and "one shot" instructional sessions that incorporate existing information literacy standards and values in information ethics. Curriculum mapping is highlighted as a strategy for planning and codifying pedagogical strategies while keeping lesson planning adaptable and responsive to specific learning needs. Recommendations for other instructors acknowledge that the process of delivering effective information literacy instruction in music is ongoing; success will depend upon how instructors choose to respond to contemporary societal developments and the educational needs of students and colleagues at their respective institutions.

Amplifying Value: Assessment of Asynchronous Embedded Library Instruction and the Influence of Faculty Endorsements

“Embedded” librarian programs can take many different forms. At Royal Roads University, librarians embed asynchronously in research-intensive courses via a hosted online forum. Over three to five days, the embedded librarian presents a series of posts on key information literacy topics and invites students’ questions and comments. This research project undertook to investigate both the general effectiveness of this embedding approach (in terms of student learning and engagement) and the relationship that may exist between instructors’ promotion of the forum and student engagement and/or learning. Quantitative data on student learning and engagement was collected through a pretest/post-test and qualitative data was collected from instructor comments within the LMS course shell. The results of this study indicate that embedding is moderately effective at increasing student knowledge, and that robust instructor encouragement of student participation correlates positively with both student engagement and student learning. We conclude that embedding is an effective information literacy instruction method that can be made more effective through increased relationship-building with faculty and program staff.

Information and health literacy policies during pandemics: A narrative review.

The COVID-19 pandemic has compelled governments globally to formulate policies addressing the unique needs of their populations. These policies are critical in disseminating accurate information and enhancing health literacy during crises. This narrative review aims to identify and assess effective information and health literacy policies implemented during pandemics. A comprehensive literature search was performed across five electronic information sources (PubMed, Science Direct, ProQuest, Emerald Insight, Scopus), supplemented by Google Scholar. The analysis employed Walt and Gilson's health policy triangle framework to categorize and evaluate the findings. The review revealed that the policies could be grouped into several key categories: educational programs, laws and regulations, knowledge sharing, national programs, and different information sources. The development of these policies involved multifaceted processes influenced by political, scientific, economic, cultural and social factors, as well as the involvement of multiple stakeholders. This review offers significant insights and actionable recommendations for policymakers and stakeholders. By understanding the dimensions and components of effective information and health literacy policies, stakeholders can better prepare for and respond to future pandemics and similar health crises.

The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?

Abstract Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong undergraduate students completed an IGD task and a group discussion (GD) task (i.e., without source materials) in Putonghua. Four factors, speech and expression, content with source use, interaction, and language usage, were extracted to represent IGD performance. Two indicators of GD performance (linguistic expression and engagement in interaction) significantly predicted IGD performance, explaining 21.9 % of its total variance. The large proportion of unexplained IGD performance variance suggests that IGD tasks may be worth implementing. The theoretical and practical implications of the findings are discussed in details.

Information competency assessment of undergraduates: A Pakistani perspective

Students who possess information competency are better equipped to use the large volumes of data at their disposal and think critically and creatively. This study aims to address the research gap in Pakistani higher education by examining the information competency of undergraduate students at a premier university. A cross-sectional survey was conducted with 669 undergraduates, using descriptive and inferential statistics to draw inferences. The study found that students perceived their information competency to be slightly higher than average, with no significant difference based on gender or academic year. The subject domain significantly predicted students’ information competency level, with engineering students expressing higher information competency levels than students from other disciplines. The social sciences group of students reported feeling less information competent compared to the other five groups. The study addresses the literature gap and provides crucial measures for academicians and library practitioners to create effective digital and information literacy programmes for university students.

(Dis)Information Literacy: A Democratic Right and Duty of All Citizens

When the call for papers for this issue was made a few months ago, disinformation literacy to defend our democracies was already seen as having great importance. Today, when hybrid warfare (of which information disorder is a key part) is being waged, with deaths and destruction inflicted on European soil, it is clearly not only important but also urgent. Our democracies and freedoms are at stake. In a scenario where, on the one hand, labels (“audience,” “prosumers,” “media,” “fake news,” “post-truth”) and on the other hand, the realities that these labels hide are changing and are modified so quickly, different institutions that structure the democratic societies must converge in the construction of effective information literacy strategies. Schools and the entire formal education system must be the first, of course. Universities must lead this fight, combining their teaching and research mission with their work relating to dissemination and social awareness, especially from communication studies and colleges of journalism. In parallel to educational and research institutions, media also play a crucial role in promoting (dis)information literacy. As media educators, they should not only serve the mercantilist objective of retaining their clientele but also uphold their democratic responsibility to help instill a sense of civic awareness in citizens.

Train the Teacher: Practical guidance for effective, critical teaching approaches for science and data librarians

This article describes an approach to guiding science and data librarians in their development as teachers, and it outlines practical skills that are important for effective teaching in the context of science information and data literacies. The authors designed and delivered two workshops for science and data librarians. In each workshop, participants explored foundational learning theories and practical tools for teaching more effectively, including lesson planning, writing learning outcomes, designing classroom activities, assessing learning, managing the classroom, and reflecting on teaching. The workshop has evolved to introduce critical pedagogical approaches as well. Based on the content of these workshops, participant feedback, and the authors’ experiences, we detail practical, on-the-ground strategies for designing and facilitating effective information and data literacy instruction for STEM audiences. As partners in science education, librarians need practical educational opportunities to hone their teaching skills and develop a teacher identity.

Information Literacy Programme and the Use of Legal Information Resources by Undergraduate Law Students in Bayero University, Kano

The paper examined the information literacy programmes on the use of legal information resources by undergraduate law students in Bayero University, Kano. The study investigated the information literacy programmes of undergraduate law students with specific focus on the impacts of literacy programmes on the use of legal information resources in faculty of law library, Bayero University, Kano. The study employed quantitative research method using cross-sectional survey research design. The population of the study comprised of Head of the Law Library, eight staff of the law library and 1,071 registered undergraduate law students of 2017/18 academic session in Bayero University, Kano. The Isreal formula for determining the sample size (1993) was used to calculate the sample size of two hundred and ninety one (291) undergraduate law students. A total number of 291 copies of questionnaire were administered, and 247 were returned and found useful for analysis. Data collected from undergraduate students was analyzed using descriptive statistics and Narrative analysis was employed for the qualitative data collected from the head of the law library. The findings of the study showed that the library orientation exercise, library tours by chambers and course related Instruction such as legal methods and GSP Programme on the use of the library are the literacy programmes available to undergraduate law students of Bayero university, Kano; while lack of university commitment to information literacy programme, lack of regular information literacy programme and faculty unwillingness to incorporate information literacy programme into the curriculum are the factors hindering effective information literacy programme in law library in Bayero University, Kano. The study concludes that, the success of information literacy programme on the use legal information resources in faculty of law library in Bayero University, Kano can be achieved through collaboration with faculty members. The study recommends for the provision of regular information literacy programs among others.

Critical Information Literacy Education Strategies for University Students in the Post-Pandemic Era

The advent of the post-pandemic era, with its risks, uncertainties, and global characteristics, puts forward urgent requirements for the innovation of information literacy education in universities. Critical information literacy has become the top priority of information literacy education. It is urgent to explore diversified and effective critical information literacy education strategies for university students. This paper mainly expounds the educational strategies of critical information literacy, such as original material analysis, reflection, and critical reading.

Analisis Model Literasi Informasi Perguruan Tinggi Kota Malang Di Masa Pandemi COVID-19

The study aims to analyze and evaluate the successful application of the information literacy model implemented during a pandemic. Information literacy models used include the Seven Pillars, The Big6TM and Empowering 8 and The Seven Faces of Information Literacy. The object of research is UPT Library of UMM, UB Library and UPT Library of UM. The research method used is descriptive research with a qualitative approach by conducting interviews. This study analyzed the comparison of the applied information literacy model and the use of the most effective information literacy models and programs in the UPT Library of UMM during the pandemic. The result of the research is that UPT Library of UMM has 3 packages of information literacy classes, and UB Library has a special literacy class which is held online during the pandemic. Meanwhile, the UPT Library of UM carry out literacy activities with individual / group guidance, casual literacy activities or informally at the library cafe. The conclusions show that during the COVID-19 pandemic the information literacy model applied in UMM Library upt and UB Library adopted The Big6TM theory. Information literacy had an impact on the ease of information management to complete scientific tasks and research. Meanwhile, UPT Library of UM is developing an information literacy model and providing information literacy through library cafes, reading wishes and search guidance. This activity has an impact on the ease of information retrieval for the completion of assignments and scientific papers. Inputs for the three libraries are adding literacy activities by providing space for creativity, holding information retrieval classes, and literacy competitions and being able to identify outputs/ products from information literacy.

Game of Pros

This pre-conference workshop examined how we, as librarians, collaborate with campus stakeholders to incorporate effective information literacy outreach into programs and courses, especially of the distance-learning kind. All three presenters explored how to cultivate relationships with faculty, market library instruction effectively, schedule for both student and instructor availability, and ensure that students are prepared for our courseloads before the classes are held.

Mapping information literacy using the Business Research Competencies

PurposeLibrarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions.Design/methodology/approachIn this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels.FindingsThis study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers.Originality/valueThis study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

Improving Digital Library Experiences and Support with Online Research Guides

With a goal of improving the development and delivery of effective online information literacy resources, the purpose of this study was to look at how program level and the timing of the introduction of a Literature Review library guide influenced online business student perceived value of the resource. A population of undergraduate business students (N=355) and online MBA students (N=319) were introduced to a Literature Review library guide during specific points in their programs. Students were asked to complete an online survey that included 17 closed-ended items designed to measure perceived usefulness, satisfaction and likeliness to use the guide again. The survey also included two open-ended questions asking students to discuss those elements of the guide they found most valuable and whether any features had not been included in the guide, but which they would have liked to see. The data collection strategy required faculty post information about the Literature Review library guide and the survey in their courses at two specified times in the course. A low response rate (3.5%) resulted from inconsistencies in faculty including information about the guide and study in their courses. Although the small sample size (n=24) limited the planned analysis and resulted in no statistical significance between groups, descriptive findings were reported, and trends were used to revise the resource and inform future development of library research guides. Overall, students reported being satisfied with the resource and found it usable. Graduate students were more likely to report elements of the guide that supported effective search and evaluation strategies were valuable; whereas, undergraduate students tended to value the links to writing resources. Student feedback also suggested that the earlier the guide was introduced in the program, the more likely students would use the resource. Adopting a model that embeds resource guides early, and aligning guide content with the curriculum should lead to increased use of the resource.

Users’ Information Literacy Competencies: A Study with Reference to Scholarly Community of Kashmir University

Information literacy refers to the abilities of an individual in identifying, retrieving and utilising appropriate and required information. It is the process of implementing a accurate information behaviour through proper medium or channel to obtain the requisite information judiciously. The present study has been carried out to assess the information literacy skills of the scholarly community of University of Kashmir. For this study, a well structured questionnaire was administered among 100 research scholars of the University comprising of 55 male and 45 female respondents. Out of 100 questionnaires, 99 were received back from 55 male and 44 female respondents respectively. These 99 questionnaires were used for the present study. The result of the study reveals that information literacy skills form an important role in the retrieval of relevant, timely and up-to-date information. After the analysis of data some suggestions have also been given on the basis of results for the effective and proper information literacy among users.

Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

ABSTRACTThrough this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.

Use of action research to improve information literacy acquisition of international ESL students

Purpose The purpose of the present study was to examine the outcomes of more collaborative library information literacy instruction for international English-as-a-Second-Language (ESL) students. Design/methodology/approach This study used action research and employed three different data collection techniques: observations, semi-structured interviews and content analysis of classroom artifacts. Findings The paper concluded that one-shot information literacy instruction was not sufficient for international ESL students to acquire information literacy. Findings suggested that lack of secondary information literacy instruction just prior to the final papers, and lack of one-on-one mentoring opportunities hindered effective information literacy acquisition for the selected cohort of ESL students. Research limitations/implications Results derived from this study were used to design more effective, useful and holistic information literacy instruction for international ESL students beginning next semester at this private NY College. Originality/value This is a case study where the paper has used the participatory action research to present the importance of collaboration between the classroom teacher and the librarian to improve ESL students’ information literacy experience.

Designing rich information experiences to shape learning outcomes

Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and students engaged in lessons focused on exploring language and gender topics by tracing and analyzing their evolution through scholarly discourse. The findings suggest that the way learners use information influences content-focused learning outcomes, and reveal how teachers may enact lessons that enable students to learn to use information in ways that foster a specific understanding of the topic they are investigating.

Faculty and Librarians Unite! How Two Librarians and One Faculty Member Developed an Information Literacy Strategy for Distance Education Students

Librarians know that collaboration with faculty is crucial when developing effective information literacy initiatives. Our case study, based on the ADDIE model of instructional design, set out to determine if a collaborative approach between faculty and librarians could effectively support students in a distance education course. Set in a small university, our study details how two librarians, embedded within a distance education course, teamed up with the course's faculty member to deliver research and citation help to students at their point of need. This collaboration extended from the planning stages to implementation and evaluation, to the identification of future research goals.

Student Engagement in One-Shot Library Instruction

As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50–75min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction.

Science Information Literacy Tutorials and Pedagogy

This study aims at finding out which information literacy standards science and technology libraries have been trying to instruct through Web-based tutorials and the extent to which pedagogical elements are incorporated. The research results are expected to be helpful to the future designing of tutorials for information literacy instruction purpose.Cette étude a pour objectif d'identifier les normes de maîtrise de l'information utilisées par les bibliothèques de sciences et technologies dans le cadre de tutoriels en ligne et la mesure dans laquelle des éléments pédagogiques y sont intégrés. Les résultats devraient être utiles au développement de futurs tutoriels consacrés à la maîtrise de l'information.