Field Of Information Literacy Research Articles

Analisis Koleksi Perpustakaan Berdasarkan Standar Perpustakaan Perguruan Tinggi (Studi kasus di Perpustakaan UIN Sunan Gunung Djati Bandung)

This study aims to analyze the library collections of UIN Sunan Gunung Djati Bandung according to the National Library-University Standard (SNP-PT) and the Standard for Libraries in Higher Education. The research method uses descriptive qualitative. Data were collected by observing, in-depth interviews, analysis of various related documents, field notes, and triangulation. The results of the analysis show that based on the SNP-PT standard, the collection indicators that have met the standards include type and number, development, collection of local content, reference collection, and processing. The indicators for re-counting, weeding, preserving, and converting book collections to digital format have not been carried out as stipulated by the standard. Based on the Standard for Libraries in Higher Education, the collection indicators that have been met include the type and format of the collection, access to the collection, and the uniqueness of the collection. Meanwhile, the indicators for the availability of collections, processing infrastructure, information literacy, and the availability of long-term access have not met the standards due to the limited budget and number of human resources with special competencies in the field of information literacy and media transfer.

Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis

Information literacy is a core research topic in the field of library and information science. The developmental context of this field can be examined through a long-term retrospective analysis of relevant literature. This study explored the research trends and potential research issues in the top 100 most frequently cited articles on information literacy in higher education published from 2011 to 2020. In addition to a systematic review, this study employed bibliometric methods, including co-citation network analysis, to identify four main research streams in the field of information literacy in higher education: (a) the relationships among students’ information literacy beliefs, competencies, attitudes and behaviour; (b) teachers’, librarians’ and students’ perspectives on information literacy; (c) the relationship between students’ information literacy and epistemic beliefs; and (d) the web search behaviour of digital natives. Accordingly, potential directions for future research and practitioner notes related to information literacy in higher education are proposed herein as a reference for researchers, teachers and policymakers. Implications for practice or policy: For administrators of higher educational institutions, understanding the challenges of new digital technologies and providing training to develop information literacy skills are crucial. For teachers, designing teaching materials and pedagogy based on the latest information literacy standards and framework is useful. Collaboration with professionals from different disciplines is also useful for teachers to integrate information literacy into subject learning activities to cultivate the information literacy competencies of students.

Information Literacy is a Social Practice

The field of information literacy (IL) suffers from a gap between theory and practice, meaning that librarians, as practitioners, do not adequately use and apply the theory of information science in their work (Hider et al., 2019; Julien et al., 2013; Nguyen & Hider, 2018). Specifically, IL is theorized as a social practice, yet practitioners appear to adopt a skills-based approach to IL. As an answer to this theory-to-practice gap, a grounded theory study found that seeing information literacy as a social practice is a threshold concept for academic instruction librarians. This dissertation study employed focus groups and semi structured solicited diary prompts to explore the fit of this threshold concept with the experiences of academic librarians.
 The central research question for this study was: To what extent, if any, does the proposed threshold concept describe librarians’ beliefs about information literacy as a social practice? Qualitative content analysis of the focus group transcripts and the diary entries found that the threshold concept required a slight revision in order to accurately describe librarians’ beliefs about information literacy as a social practice. Where the initial version of the threshold concept had one arrow indicating "tensions" that prevent librarians from teaching IL as a social practice, the revised version contains an opposing arrow indicating "supports" that help librarians to deliver IL from a social practice standpoint. The role of skills and practices in IL instruction were investigated. Findings from this study have implications for LIS educators, library administrators, and practicing academic instruction librarians.

Information Literacy in Russia: Survey of DIREKT Project

In this work, we analyze responses of the Russian universities, research institutes and public libraries to survey questionnaire aimed to study the level of understanding and estimate the role of information literacy (IL) in the practices of Russian higher education. The survey was conducted in 2019 among 122 Russian organizations in 30 cities. In this work we study four reference groups: faculty, librarian, student/graduate student and others. We report that 90 % of the respondents emphasize the importance of IL for their organizations, 69 % agree that IL can be easily integrated into training courses of their organization, and 72 % consider such integration necessary. At the same time, only 24 % of respondents confirmed that IL was already well-integrated into the curricula of their organizations in 2019. and 53 % - that this was implemented at the level of individual modules. The majority (80 %) of the survey participants highly appreciate the participation of teachers and librarians of their organization in the development of IL and note the high level of their cooperation. Russian specialists highly estimate their competence in terms of knowledge and skills in the field of IL: 72 % of those who answered this question gave themselves good and very good ratings. Meanwhile, 80 % of the survey participants rated the ability to teach IL only as good and satisfactory.

LIMITATIONS AND ADVANTAGES OF COMPUTER TECHNOLOGY IN COMMUNICATION OF PERSONS WITH IMPAIRED VISION

Modern society requires a constant keeping up with innovative trends in the field of information literacy and knowledge of new computer technologies. In order for each individual to be fully integrated into social life, to progress in education and to socialize successfully, it is necessary to master the basics of computer literacy. People with visual impairments tend to fit into the educational and social environment with the help of computer technology, but they mostly encounter difficulties due to insufficient knowledge of the individual needs of each individual. It is necessary to ensure accessibility, equal conditions of use for all persons and thus enable them to successfully establish and maintain communication. Key words: computer technology, advantages, limitations, communication, People with visual impairments

Knowing and doing

This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students’ evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL – information seeking, source evaluation and source use – can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity.

Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy

The thematic evolution of research on Mobile Information Literacy between 2006 and 2019 in the field of Information Literacy, learning and mobile technologies is analysed in an international context. For this purpose, the relevant bibliographic references from five databases (ERIC, LISA, LISTA, Scopus and WOS) were retrieved. To systematize the keywords, high dimensionality is reduced by means of a term-based process. Fields, topics, sub-topics and top terms are defined. The main top-terms and their relationships are analysed applying the fractional counting methodology using VOSViewer software. Fifteen major themes were set, which were grouped into six clusters to identify the main thematic trends during the period under review: IL and e-learning, Mobile devices and competencies, Ethics, Library and e-resources, Educational technology and Technological environment. The convergence of IL and e-learning, the growth of e-literacy, the increasing relationship between mobile devices and information competencies, as well as that of libraries and e-resources, are thus detected. In conclusion, there is evidence of a growing interdisciplinarity in the scientific publications on Mobile Information Literacy, which interrelates the studies of information and digital literacy with e-learning and mobile technologies.

THE DEVELOPMENT OF PROFESSIONALLY ORIENTED MEDIA EDUCATION AND ITS FUTURE

The scientific article analyzes the importance and relevance of media education. The author provides teachers with the pedagogical foundations of teaching media education in the field of information literacy in the field of vocational education. The scientific article takes into account the fact that the development of information technology in the world contributes to the latest trends in the development of pedagogical personnel and pedagogical technologies in the development of media education in the educational process, assuming that the younger generation will be crucial for information. In the article, the author draws on scientific conclusions, citing examples of the importance and necessity of media education. Considering that information technologies are developing in society, the ways of teacher education are analyzed in a scientific article. The development of science and technology is associated with the need for widespread use and application of the latest technological methods and equipment in the direction of vocational guidance and the role of media education in this direction.

Mapping the Research Trends on Information Literacy of Selected Countries during 2008 2017 A Scientometric Analysis


 
 
 The growth rate of literature on ‘Information Literacy’ during the period of 10 years i.e. (2008-2017) in which a total of 9496 research papers were published in the field of Information Literacy is analysed. A scientometric study is one of the most famous measurement tools to identify and find out the publications trends in the field of sciences. The study analysed and examined the different scientometric parameters i.e. year wise distributions of publications, annual growth rate, compound annual growth rate, relative growth rate and doubling time, most productive authors, geographical distributions and found that the maximum 1234 (12.99 %) were published in 2016, 25.679 per cent annual growth rate was recorded in the year 2010 and the maximum 10.212 per cent CAGR recorded in 2009. The maximum RGR 0.795 and Dt. 5.824 were recorded in 2009 and 2017, respectively. The most prolific authors were Wolf, M.S with 65 publication, followed by 31 publication by Pinto, M. The maximum citations were recorded in the 2010 i.e. 14298, followed by 13594 citation in 2011. The maximum 5770 of contributions were published by the United States, followed by the United Kingdom with 1028 contribution.
 
 

Young people’s conceptions of political information

PurposeThe purpose of this paper is to explore young people’s conceptions of political information. The study sought to identify what political information sources young people encounter, how they construe these sources and the messages they communicate, and how the information experiences of young people may be better understood to inform information literacy interventions to support the development of political agency.Design/methodology/approachUsing personal construct theory as a conceptual framework, repertory grid (RG) interviews were used to explore the different ways in which 23 young people aged 14-15 from a town in Northern England conceive of political information and how they evaluate its quality and authority.FindingsThe study identified the sources of information young people engage with for finding and receiving what they understand as political information. The results from the RG interviews indicated that young people use a wide range of sources of political information to become informed about politics and the world around them. These sources of information include family, friends, teachers, television news, newspapers, radio shows, comedy shows, social media and community meetings. Participants were aware that they passively encounter information sources as well as actively engage in debate and discussion with other sources. Some participants had difficulty critically evaluating the political information sources they encounter. The nature of young people’s experiences of political information varied greatly. The degree of complexity in the experiences of political information varied not only between participants but was also dependent on their particular relationship with the information sources under scrutiny.Research limitations/implicationsThe paper has implications for personal construct analysis as a research approach broadly, from the point of view of its use within library and information science research. It is the first study to apply the personal construct approach to the study of young people’s political information use and to consider implications for information literacy support that would have been difficult to access using other approaches.Practical implicationsThe paper provides insight into an understudied area; that of young people’s conceptions of political information. This insight may be used to inform the improvement of political information provision and information literacy support for young people.Social implicationsA deeper understanding of the different ways in which young people identify, engage with and use information for political purposes may contribute to a clearer understanding of young people’s information needs, ideally leading to improved political education and a strengthened democratic process.Originality/valueThe paper explores a relatively under-researched area of library and information science research, and does so using a relatively under-used method in the domain. Insights into the perceived characteristics of different sources of political information are novel and contribute to the development of information behaviour and information literacy fields in terms of information for empowerment and democracy.

Literasi Informasi Pustakawan di Perpustakaan Fakultas Teknik UGM Menggunakan Pengembangan Model The BIG6

This research aims to know librarian literacy information in the Library of Faculty of Engineering UGM based on the big6 model and to know the stages of librarian literacy information in the Library of Faculty of Engineering UGM for each stage based on the big6 model. The method that the researchers use in this research is descriptive quantitative. This research is a population study, where the entire population is used as a research sample. The population in this research is all librarians in the Library Faculty of Engineering UGM which amounted to 4 people. Data analysis using mean & grand mean formula. Based on the data that has been processed it is known that librarian literacy information in the Library of Faculty of Engineering UGM belong to the category well proved with the grand mean value of 3.20. From the stages the definition of the problem is very good with a value of 3.28. From the stages of information search strategy, classified very well with a value of 3.27. From the stages of the location and access stage, it is very good with 3.38. From the stages of the use of information, quite well with the value of 2.88. From the synthesis stage, it is quite good with a value of 3.21. From the evaluation stage, it is good with 3.20. This research is expected to provide input to the library to maintain and improve skills in the field of information literacy.

Desenvolvendo a competência informacional das organizações por meio da gestão de pessoas por competências

The Information Science has shown in recent decades important contributions to understanding the Information Literacy (IL) of individuals. However, there is relatively reduced literature about IL in organizations, and very few practical solutions on how to develop IL in this context. To fill this gap, a possible strategy would be use the experiences and theories coming from the Management area, linking them to the field of IL. This approach was explored in some studies (ANGLE, 2003; CAMACHO; TARRAGO, 2006; MIRANDA, 2004; MIRANDA, 2006), but their but their pertinence in conceptual terms has not yet been debated. Thus, this article aims to discuss the possibility of convergence between the IL and the competencies approach existing in the Management area. Thus, a Competence-based People Management model (CPM) was selected - proposed in Dutra (2004) - which was confronted to the literature of IL in organizations. The discussion on the convergence of these two fields indicates that there is consistency in proposing the treatment of IL by CPM, and the concepts and the CPM mechanics are not only converging with the IL as well as provide practical solutions to the problems anticipated by literature. Therefore, it is concluded that the insertion and development of IL in organizations through CPM is conceptually feasible and presents relevant practical advantages.

SMIRK – developing a new mobile resource from an existing project

Purpose – The purpose of this case study describes the process of designing and building SMIRK, a mobile information literacy and communication skills package. It describes the original package, SMILE, and the problems in its use and development. SMILE is not suitable for use on all mobile devices, so it had to be adapted and rewritten to meet our users’ needs. The selection of a software package and the practical issues involved with building the new product is outlined. Plans for future development and use in the university environment are described. Design/methodology/approach – The problems with the original package are described, and the requirements for a new version are listed. The software selection process and factors affecting it are outlined. Practical issues in the build are described and solutions presented. Findings – This paper presents the use of software designed for the creation of small mobile sites in a new “nested” way to provide a larger, easy to use mobile site. Research limitations/implications – The use of the existing and new sites is examined by the use of Google analytics, and feedback is collected using Google forms. This can be used to inform further development of the sites. SMIRK will be made available as an open educational resource (OER), and its reuse will be monitored using Jorum analytics. This should help inform the wider OER community in the field of information literacy. Practical implications – SMIRK will be embedded in virtual learning environment modules to support face-to-face training in information literacy and communication skills. This will be presented as a set of deep links directly to small information units which can be used by students on their smartphones or tablets. Social implications – SMIRK is available on the open web, so anyone can use it. It has been publicised at the Scottish information literacy group which contains members from all library sectors, so we hope that it will be used in further education (FE) and possibly secondary schools to provide a set of transferable skills. Originality/value – This case study describes a novel way of using Dreamweaver’s JQuery mobile function to create a new online product to support information literacy and communication skills training in the academic environment.

The Roadmap: a blueprint for evidence literacy within a Scientifically Informed Medical Practice and LEarning model

Background: A model of clinical practice that encompasses clinical relationships and choices as well as the use of clinical research has yet to be elaborated. We sought a model for Scientifically Informed Medical Practice and Learning (SIMPLE) through integrating concepts borrowed from narrative medicine with the results of a competency-based assessment project. Methods: The SIMPLE model started by subordinating the cognitive skills within an information literacy model (‘ask’, ‘acquire’, ‘appraise’ and ‘apply’) to the content of clinical actions (‘therapy’, ‘diagnosis’, ‘prognosis’ and ‘harm’). This enabled a description of problem delineation. The content of these components was developed through an iterative, reflexive approach, elaborating distinctions across all action domains. This led to the “Road Map” component of the model. Clinical action domains were defined within a relational construct. Results: We defined 3 sub-categories of Problem ( utility, performance and likelihood ) leading to shared Actions, Choices and Targets (PACT) within the SIMPLE model as a bridge between relational and information literacy fields. The enabling skill ‘ask’ and the “Patients, Interventions, Comparisons, Outcomes” (PICO) format, was applied uniformly across these categories. ‘Acquire’ was elaborated using a 3-S format (Summaries, Syntheses, Single studies) that links study designs to electronic sources (published synopses, filtered databases and large bibliographical databases). ‘Appraise’ involved evaluation of design-specific susceptibility to error and of importance of the results classified as measures of frequency, effect, impact and precision. Finally, ‘apply’ included assessment of directness of evidence, contextual issues and overall benefits versus risks. Translation of knowledge into action involved constructed priorities and preferences within the relational field. Conclusion: The Road Map enables linkage of a broad range of patient and practitioner concerns related to clinical action to a comparably broad spectrum of contemporary clinical research. It may usefully guide curricular and instructional approaches. Empirical validation in improving learning outcomes is required.

Barriers and Challenges, Taking Advantage of New Technologies in the Field of Information Literacy from the Perspective of Faculty Members

Introduction: given that familiarity of researchers with methods of collecting and retrieving information from different resources by using modern technologies is necessary for doing investigations, considering skills related to these capabilities under title information literacy and studying barriers that will face them are important. The purpose of this research is to study the barriers and challenges to information literacy based on technology of faculty members of Boroujerd Azad University.Method: the sample volume was selected 53 bodies by class random group and the tools for collecting information was a verified questionnaire with justifiability 0.88 and reliability 0.83.in order to analysis the information, t-test inferential statistic were used.Results: the studies showed that the most important barriers to information literacy are, respectively, lack of familiarity with electronic information research skills with medium (3.90),lack of English proficiency in searching with (3.81) and lack of complete access to electronic information database and digital libraries with (3.45),higher than moderate level(3).Conclusion: Borujerd university faculty have expressed that the main barrier is the shortage of skill in electronic information search by using modern technology.

Scope of information literacy support provided by university libraries in the Czech Republic: state of the art report

The diversity of university libraries in the Czech Republic is currently not represented by number of foreign students with different social or cultural background, as these numbers are relatively low in the meantime. The real diversity is introduced by variety of approaches to information literacy education and amount of professional services provided to students and teachers as well as to the academic staff in general. In the paper the system of university libraries in the Czech Republic will be shortly presented as well as the main conceptual and legislative documents whose influence on the shape of information literacy education may be recognized as critical. The level of information literacy among students will be presented based on data acquired in surveys from 2004 and 2005. Baseline facts and information on key players in the field of information literacy at university libraries in Czech Republic will be given (e.g. Information Education and Information Literacy Working Group, IVIG). On the basis of information literacy surveys from 2000, 2003, 2006 and 2008 the diversity, scope and progress of information literacy support provided by university libraries will be presented in detail together with the main educational tools (face-to-face and eLearning courses) and approaches used in Czech university libraries. Paper focus as well on the information literacy projects which affects the environment of information literacy education at Czech universities (e.g. portal on information literacy INFOGRAM, conference of the Czech information literacy working group IVIG). In conclusion current projects and their assumed impact will be mentioned (e.g. National Cluster of Information Education in the Czech Republic). Even though there is number of successful ongoing projects in the field of information literacy in the Czech republic, we are still facing a considerable number of problems which may need to be carried out by a reasonably targeted information literacy initiative. The main problems, aims and possible solutions will be foreshadowed in the paper.

Informed learning: A pedagogical construct attending simultaneously to information use and learning

The idea of informed learning, applicable in academic, workplace and community settings, has been derived largely from a program of phenomenographic research in the field of information literacy, which has illuminated the experience of using information to learn. Informed learning is about simultaneous attention to information use and learning, where both information and learning are considered to be relational; and is built upon a series of key concepts such as second-order perspective, simultaneity, awareness, and relationality. Informed learning also relies heavily on reflection as a strategy for bringing about learning. As a pedagogical construct, informed learning supports inclusive curriculum design and implementation. Aspects of the informed learning research agenda are currently being explored at the Queensland University of Technology (QUT).

Making sense of credibility on the Web: Models for evaluating online information and recommendations for future research

This article summarizes much of what is known from the communication and information literacy fields about the skills that Internet users need to assess the credibility of online information. The a...

Making sense of credibility on the Web: Models for evaluating online information and recommendations for future research

AbstractThis article summarizes much of what is known from the communication and information literacy fields about the skills that Internet users need to assess the credibility of online information. The article reviews current recommendations for credibility assessment, empirical research on how users determine the credibility of Internet information, and describes several cognitive models of online information evaluation. Based on the literature review and critique of existing models of credibility assessment, recommendations for future online credibility education and practice are provided to assist users in locating reliable information online. The article concludes by offering ideas for research and theory development on this topic in an effort to advance knowledge in the area of credibility assessment of Internet‐based information.

Information literacy and action research

PurposeThis paper presents an overview of the action research methodology and asserts its suitability as an approach to enquiry and practice in the field of information literacy (IL). An experience of action research is briefly presented and some strengths and weaknesses of this methodological approach are critically discussed.Design/methodology/approachAction research was adopted for investigating the impact of an IL programme on a homogeneous group of students at the University of Parma (Italy). The project consisted of a cycle of four stages: observing, planning, acting, evaluating. Peer observation was adopted both as a validation method and as a support for the reflection on the research process.FindingsAction research is a suitable approach for teaching librarians, as it allows them to experience the role of teacher, researcher and reflective practitioner all together, thus favouring reflection on the complex, “multitask” role that they are playing today. Moreover, action research puts teaching librarians in an attitude of learning from the educational context in which they work, encourages sharing of experiences and promotes change in library context.Originality/valueThis contribution could encourage teaching librarians to adopt action research as a new approach to enquiry and practice and as a way to investigate their context, reflect on their actions and promote change in the field of IL.