Enhance Information Literacy Research Articles

Collaboration and Problem-Based Learning: Integrating Information Literacy into a Political Science Course

This paper details the collaborative efforts of a reference librarian and a political science professor to seamlessly meld the study of politics with the acquisition of information literacy skills using a problem-based learning approach. Students in an introductory American Government class were engaged in a group project in which they acted as media consultants for the political candidate of their choice. Two information literacy sessions were embedded into the project. ACRL Information Literacy Standards were used to generate and assess performance outcomes. Student feedback, as well as pre-test and post-test results, indicate that a problem-based approach to enhancing information literacy in political science courses effectively engages students interest and improves students’ information literacy skills.

Evaluation of Information Literacy Skill Development in First Year Medical Students

Medical practitioners need the skills to find relevant information and evaluate its authenticity, validity, and reliability. The learning of information literacy has been embedded in the University of Western Australia (UWA) medical course since 2000. The purpose of this study was to evaluate the effectiveness of the enhanced information literacy program with respect to medical students' information literacy skills. The Australian and New Zealand Information Literacy (ANZIIL) Standards were used to define the information literacy skills required by medical students, and the Information Skills Survey for Assessment of Information Literacy in Higher Education (ISS) was used to determine students' self-perception of information skills. Two cohorts of students were evaluated - one that had teachers who had been coached by librarians and one that had no teacher coaching. This study substantiates others' findings for ANZIIL Standards 2, 5, and 6 for beginning medical students. Higher median scores were obtained for Standard 2, 5, and 6. Lower median scores were obtained for Standard 3 and 4. Persistent significant positive differences were found for Standards 3, 4, and 6 at the beginning of Year 2. The coaching of teachers has made information literacy skills more explicit in the curriculum for learners and teachers as skills that need to be developed and practiced deliberately.

Information literacy instruction in the library: now more than ever

PurposeThe purpose of this column is to examine the importance of libraries continuing to provide and enhance information literacy instruction to students in a challenging teaching and learning environment.Design/methodology/approachThe approach takes the format of a literature review and commentary on this topic that has been addressed by colleague institutions.FindingsThe need for the continued development and implementation of information literacy instruction in the library must continue to evolve as a collaborative effort between librarians and faculty to ensure higher levels of student success in library use and research acuity.Originality/valueThe value in addressing this issue is to examine the necessity of the professional librarians collaborating with faculty in delivering relevant information literacy instruction in an academic library.

Less is more: essential web resources that eliminate clutter and enhance service

Purpose – – The purpose of this paper is to propose that drawing on a smaller number of high‐quality web‐based resources can facilitate the work of reference librarians.Design/methodology/approach – Draws on the writer's experience as a reference librarian and teacher of MLIS students, and offers a list of 25 exemplary web resources that provide high quality and utility for both academic and public library service. There are five compelling reasons to emphasize the use of a smaller number of high‐quality web‐based resources: providing reinforcement and clarity about authoritative, practical and high‐quality resources for new reference librarians; facilitating the growing phenomenon of digital reference service; enhancing information literacy; supporting students of library science residing outside Western countries; and working to create greater equity by assisting librarians and patrons in areas with fewer resources to recognize and make use of web‐based materials.Findings – Focusing on fewer resources, especially on those that consist of aggregated or compiled sources subjected to quality review, enhances reference service and information‐seeking.Originality/value – The challenges associated with web‐based information‐seeking and research have never been addressed by the “less is more” hypothesis, that is, by the proposal that limiting the number of sites consulted can improve results.

Enhancing Research Skills and Information Literacy in Community College Science Students

Community college science majors were assigned a team-based research project in a course sequence of General Biology I and II and were followed over a two-semester sequence during three academic years. The project was intended to introduce key General Education principles such as global citizenship, scientific reasoning, communication skills, information literacy, and stewardship. Conducted in partnership with library faculty, the assignment used course-integrated workshops and one-on-one reference instruction to help students produce research papers, learn the mechanics of online library research, and practice public speaking. Assignments were designed to emphasize and refine skills such as information literacy, critical thinking, and writing, while supplementing course content with current global events. Pre- and post-surveys were conducted to analyze assimilation of skills during General Biology I and mastering of those skills the following semester.

Creating effective and engaging information literacy programmes for the dental curriculum

In this time of rapid expansion of the scientific knowledge base, subject matter runs the risk of becoming outdated within a relatively short time. Instead of adding more content to already crowded curricula, the focus should be on equipping students to adapt to their changing world. The ability to access, evaluate and apply new knowledge for the benefit of patients has been acknowledged as an important goal for dental education. Information literacy is key to achieving this. A template for an Information Literacy programme for undergraduate students is described. This was embedded within a compulsory course for each of the first and second years of the Bachelor of Oral Health programme and consisted of a hands-on workshop (attendance voluntary), information literacy quiz, self-evaluation and a summative assessment task, with the second year of the programme building upon the learning of the previous year. Effectiveness was measured in terms of demonstration of information literacy skills and confidence in using these skills. Integration of this programme within the learning activities and assessment of first- and second-year courses resulted in enhanced information literacy skills and confidence. Self-perceived high skill levels may be a potential barrier to student engagement with information literacy programmes.

It came from Hollywood: Using popular media to enhance information literacy instruction

It came from Hollywood: Using popular media to enhance information literacy instruction

Customizing an open‐source tool to enhance information literacy

PurposeThe purpose of this paper is to discuss customizing an open‐source program called the Assignment Calculator into a tool designed specifically to serve the needs of students at California State University, Fresno, and at San José State University. The paper aims to discuss information literacy standards, students' need for convenient access to resources, time‐management and research help and the technical issues involved in such a project.Design/methodology/approachThe paper presents how the steps and content of the open‐source tool were connected to the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards. Subject matter was researched and evaluated from other tutorials to find the most valuable instructional concepts based on assessment of their students' needs. The paper discusses ways to customize, maintain and continue to revise the Assignment Calculator to keep it relevant and beneficial.FindingsThe customized online tool can help improve understanding of the library's role in information literacy and provides opportunity for librarians and faculty to collaborate. Statistics and a survey can yield information on usage and usefulness.Originality/valueThis case study reviews current research in incorporating information literacy concepts into an online tool. It describes the process for librarians to research and customize an open source tool and concludes that while it is initially time‐consuming, it is ultimately a rewarding experience which will improve students' understanding of these concepts.

Information Literacy and Office Tool Competencies: A Benchmark Study

Present information science literature recognizes the importance of information technology to achieve information literacy. The authors report the results of a benchmarking student survey regarding perceived functional skills and competencies in word-processing and presentation tools. They used analysis of variance and regression analysis to analyze the mean differences between two information domains and the determinants of perceived and desired competencies. The study supports previous research findings that highlight the need to infuse software-application productivity tools and the collaboration competency into the higher education academic curriculum to enhance information literacy. Practical implications and research directions are discussed.

Developing information literacy with first year oral health students

In this time of rapid expansion of the scientific knowledge base, subject matter runs the risk of becoming outdated within a relatively short time. Instead of adding more content to already crowded curricula, the focus should be on equipping students to adapt to their changing world. The ability to access, evaluate and apply new knowledge for the benefit of patients has been acknowledged as an important goal for dental education. Information literacy is key to achieving this. An information literacy programme for first year oral health students was instituted. This was integrated within a biosciences course and linked with its assessment. Small group instruction reinforced by the use of a tailored online Assignment Guide was used in the context of a specific task. Effectiveness was measured in terms of assessment outcome, processes used and student experience. Twenty-seven students participated in the intervention which was effective in enhancing foundation literacy skills and confidence of students in accessing and evaluating information sources in the context of a clinical problem. Improvement in higher level literacy skills required to articulate this information in the synthesis of a scientific review was not demonstrated. Integration of this information literacy programme within the learning activities and assessment of a basic sciences course resulted in significantly enhanced information literacy skills. As this is highly relevant for higher education students in general, the wider promotion of information literacy should be encouraged.

The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course

Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction.

Ask the audience!

The paper focuses on the use of a Personal Response System (PRS) as a tool for engaging students during initial library induction sessions. The Personal Response system is an interactive tool that is appropriate for a wide range of learning and teaching activities. The PRS works by each student (or group of students) responding to questions or statements using a handset. A virtual library tour created by Kingston University library staff was developed interspersed with the use of the PRS. The paper explores the background to the development of this virtual tour and the use of the PRS in information literacy sessions prior to the introduction in the library induction sessions. It reflects on the advantages of using this technology and the benefits for both staff and students.

Using online collaborative learning to enhance information literacy delivery in a Level 1 module:

Purpose: The purpose of this study was to encourage Sport & Exercise Level 1 students to use the discussion board facility in the Blackboard Virtual Learning Environment (VLE) in order to engage them in online collaborative learning of This was achieved by using notions of scaffolding, reflection and situated learning in delivering the information literacy (IL) elements of the programme. Delivery of the programme was carried out in a blended fashion (a mix of face-to-face and online interventions). The study is part of a PhD pilot study and a Learning & Teaching Fellowship project undertaken by the main author. Methodology: This was a quasi-experimental design using both qualitative and quantitative strategies. Qualitative data was gathered via: capturing student postings and examining their content; a questionnaire administered at the end of the module and from Focus Group responses. Quantitative data was gathered via pre and post delivery tests and by calculating numbers of postings and time taken by students to make initial postings. Findings: This paper indicates that it is possible to engage students in even the most detailed aspects of IL (for example, breaking down a URL as a criterion for evaluating a web site or where to place commas in a reference) if the appropriate tasks (involving active hands on, collaborative working), settings (within a subject based module during a timetabled session) and assessments (task based with some form of evaluation and reflection) are used. Discussion board output captured via VLE provides a rich insight into what students learn as they tackle IL online activities. From the tutors’ perspective the process of iteration used in the evaluation activities was successful and was an unanticipated outcome of the delivery. It can be seen that by seeding online discussions with student comments ‘moments of iteration’ were provided which enabled IL learning to be articulated in increasing detail. Practical implications: We feel that the study shows that IL programmes underpinned with a productive collaborative relationship between support services and faculty is central to successful delivery. Scaffolded learning has two benefits: as a successful pedagogical technique within online collaborative learning (OCL) and as a mechanism for realising the iterative process within IL itself. A new process map showing how to structure this within the Blackboard discussion board facility is put forward for the purposes of improving future delivery and providing the basis for further research. However, the research also revealed that more work is required both in terms of courseware development and in articulating more robust techniques for analysing discussion content. Originality: Providing learning opportunities via means of online collaborative learning to level 1 Sport & Exercise students is a novel approach to the delivery of IL in the university sector.

Integrating Information Literacy into Blackboard: Building Campus Partnerships for Successful Student Learning

Learning management systems (LMS), such as Blackboard, make it possible to include information literacy in courses online. This survey assessed librarians' use of learning management systems. Results indicate that utilizing the LMS to enhance information literacy remains underdeveloped. The author recommends suggestions for campus-wide collaborations to improve student learning.

Efficacy of Integrating Information Literacy Education Into a Women's Health Course on Information Literacy for RN-BSN Students

Information literacy, essential to evidences-based nursing, can promote nurses' capability for life-long learning. Nursing education should strive to employ information literacy education in nursing curricula to improve information literacy abilities among nursing students. This study explored the effectiveness of information literacy education by comparing information literacy skills among a group of RN-BSN (Registered Nurse to Bachelors of Science in Nursing) students who received information literacy education with a group that did not. This quasi-experimental study was conducted during a women's health issues course taught between March and June 2004. Content was presented to the 32 RN-BSN students enrolled in this course, which also taught skills on searching and screening, integrating, analyzing, applying, and presenting information. At the beginning and end of the program, 75 RN-BSN student self-evaluated on a 10 point Likert scale their attained skills in searching and screening, integrating, analyzing, applying, and presenting information. Results identified no significant differences between the experimental (n = 32) and control groups (n = 43) in terms of age, marital status, job title, work unit, years of work experience, and information literacy skills as measured at the beginning of the semester. At the end of the semester during which content was taught, the information literacy of the experimental group in all categories, with the exception of information presentation, was significantly improved as compared to that of the control group. Results were especially significant in terms of integrating, analyzing, and applying skill categories. It is hoped that in the future nursing students will apply enhanced information literacy to address and resolve patients' health problems in clinical settings.

대학도서관 방문 프로그램을 통한 대학도서관과 학교도서관의 연계 방안

In information society, enhancing information literacy is a common goal of the academic and school libraries. Consequently the academic libraries connect with the school libraries through information literacy In this study, a academic library visiting program is presented and proposed as a policy to link the academic and school libraries. This program may be a alternative to activate school library-based teaming and overcome lacks of resources and teacher librarians, in the academic libraries. it may be a policy to improve lacks of materials and carrels and overcome the problem of service increase in the opening academic library for local communities. And it will contributes to the educational role or the librarian.

Zur Vermittlung von Informationskompetenz an Hochschulbibliotheken – Entwicklung, Status quo und Perspektiven

Der vorliegende Artikel basiert auf einer an der Fachhochschule Köln entstandenen Master's Thesis und beschäftigt sich mit den theoretischen Grundlagen sowie der Praxis der Vermittlung von Informationskompetenz an deutschen Hochschulbibliotheken. Nach einem Vergleich von Entwicklung und derzeitigem Stand der Diskussion zwischen den USA und Deutschland werden die Ergebnisse einer Website-Untersuchung vorgestellt. Den Abschluss bildet ein Ausblick auf Möglichkeiten zur weiteren Verbesserung der allgemeinen Informationskompetenz in Deutschland. The present article bases upon a Master's Thesis written at the University of Applied Sciences Cologne and deals with theoretic principles and practical issues of information literacy in academic libraries. Following the comparison of development and current state of the discussion in the USA and Germany, the results of a website analysis are introduced. The final part oft the survey outlines possibilities for further improvement of general information literacy in Germany. L‘article présent est basé sur une thèse „Master“ soutenue à l‘Ecole supérieure de bibliothèques de Cologne et s‘occupe des bases théoriques ainsi que de la pratique de médiation de la compétence d‘information auprès des bibliothèques universitaires allemandes. Aprés une comparaison du développement et de l‘état actuel de la discussion entre les Etats-Unis et l‘Allemagne on présente les résultats d‘une enquête d‘un site web. L‘article clot avec une vue sur les possibilités d‘une amélioration future de la comptence générale d‘information en Allemagne.

New information models for rural populations in developing countries. Sponsored by SIG III, MGT

AbstractThere is a widespread belief in the developing world that the global explosion of knowledge may ameliorate the socio‐economic conditions of the rural populace. What are the key information models that seem to be working in developing countries to remove illiteracy, and to enhance information literacy of the poor?

Information literacy program assessment: one small college takes the big plunge

Managing a library instruction program at a small liberal‐arts college has many challenges. Programs at such institutions often have limited financial resources and are maintained under difficult staffing conditions. This study examines the effectiveness of an instruction program offered at a four‐year liberal‐arts college with fewer than 3,000 students. The research was designed to assess the effectiveness of the current program and measure it against a pilot group of students exposed to enhanced information literacy opportunities based on the Association of College and Research Libraries (ACRL)Information Literacy Competency Standards for Higher Education.Working with five faculty members, information literacy goals were clearly articulated and implemented into nine sections of first‐year writing and speaking courses. Bibliographic analysis, an information literacy questionnaire, and an in‐class writing exercise were used to determine whether students in the pilot groups performed better than students receiving the program’s customary library training.