Information Literacy Acquisition Research Articles

An Analysis Of Student’s Reception In An Online Learning Platform (OLP) Using The Technology Acceptance Model (TAM)

The Technology Acceptance Model (TAM) is becoming more and more popular for understanding the acceptance between the perceived usefulness (PU) of humans and the ease of use of perceived technology (PEOU). This study aims to analyze student acceptance of online learning platforms (OLPs) and determine the appropriate combination they can offer as higher education believes in significant changes in the demand for online learning. Researchers used a quantitative and qualitative approach among 73 information technology students conducted from April to May of the 2021-2022 academic year. The questionnaire used was based on TAM variables and was validated using Cronbach’s alpha with a result of 0.727. Regression analysis was applied to identify which variables influence student interests. The results show that the perceived usefulness and visual appeal of the content are statistically significant at a p-value of 0.048. However, with a p-value of 0.716 achieved, it turns out that the perceived usefulness is not important to the perceived ease of use. Future recommendations should consider evaluating other information literacy acquisition variables, such as recognition of external controls such as computer and information anxiety

Educational Roles of Primary and Secondary School Teacher-Librarians in Hong Kong

This study explores the professional development and current work situation of Teacher-librarians (TLs) in primary and secondary schools in Hong Kong, and investigates and compares the educational roles of primary and secondary schools TLs in teaching subject courses, developing stakeholders’ information literacy, collaborating with teachers and cultivating students’ reading habits. Key findings include: relatively more secondary school TLs have professional qualifications; secondary school TLs spend on average more than one-quarter of their time teaching subject (non-library related) courses, compared to primary school TLs (15%), which they see as restricting their ability to provide library services; primary school TLs spend more time on the preparation and delivery of library lessons than secondary school TLs; both primary and secondary TLs spend less that 5% of their time collaborating with teachers; and that primary school TLs appear to have a more holistic approach to information literacy acquisition.

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.

THE ROLE OF INFORMATION LITERACY IN SOCIO-ECONOMIC DEVELOPMENT: A SURVEY OF TERTIARY INSTITUTION STUDENTS IN BULAWAYO, ZIMBABWE

Information literacy (IL) advances the living standards for people and enables informed decision-making which translates to socio-economic development. The purpose of this study was to investigate the role of IL in socio economic development among students in Zimbabwe. The objectives were to find out how students obtain IL skills; examine the importance of IL to students; examine the relationship between IL and Information Communication Technologies (ICTs); examine the relationship that exists between IL and socio economic development and find out the challenges faced by students in obtaining IL. A survey was conducted in Bulawayo and 191 students were sampled. Data was collected through questionnaires and interviews. Findings revealed that most students acquire IL through lectures and this enabled them to make informed decisions related to socio-economic development The study recommended that authorities in tertiary institutions should ensure enough ICTs to enable IL acquisition for all students.

Information literacy as a facilitator of ethical practice in the professions

To be information literate allows professionals to be aware of and able to locate, correctly interpret and apply research evidence, professional guidelines and other key sources in a full and complete manner, in a way that promises to achieve the best outcome for their patient or client. Consequently, as suggested by early findings of an phenomenographic investigation into information literacy in nursing, to be information literate is to be ethical, not only in the correct use of information, but as part of the endeavour to achieve professional competence, and beyond that, the best practice possible. This would imply that the acquisition of information literacy has an ethical significance and value. Does information literacy education emphasise this? The literature suggests not. Could it, however, be the means of driving forward information literacy education for key professions?

Information Literacy and Scholarly Investigation: a British perspective

The phrase, ‘information literacy’, is now well established in library and information science but it is much less familiar to practitioners in other disciplines, even those upon which information literacy impinges. It has yet to gain any significant coverage in education, for example, despite the fact that teaching the basic principles associated with the concept can help learners when undertaking various forms of scholarly work. This paper considers the often overlooked links between information literacy, scientific inquiry and the generic research process, and concludes by advocating that education in schools would benefit from concentrating on the axioms that underpin all three areas. Nonetheless, the author recognizes problems inherent in such a stance. In particular, he notes that activities which may be believed to lead to the acquisition of information literacy are frequently undermined in schools by detrimental attitudes and practices, some of which give priority to other concerns.

Information literacy for community health agent training in Brazil: a proposal for mediation based on the extensive and collaborative models

This article presents methodology based on the extensive communication model (SIMEAO, 2006) and Alfin, an acronym published by Unesco to offer a concept for the process of information literacy acquisition (information literacy), in research applied to the communication context of information on health in Brazil. This paper assesses the mediation of Community Health Agents (ACS) in their work in the Brazilian Unified Health System (SUS) through the development of Alfin training workshops. In testing whether the proposal is applicable in a professional workspace which is more open, with more informal communication relationships, the research group observes the Community Health Agent (ACS), a supporting professional and the main mediator in the Family Health Care Program, and his/ her performance as a communicator. The hypothesis is based on the following proposition: once trained by specialists in the fields of technology, information and communication, the ACS will be able to act as mediators with a broader view in terms of communication. The study also aims to identify the sources of information used by the ACS and the perspectives of expanding such sources after training in the Alfin workshops. The content produced in the workshops will also be a subject of study and of theory and methodology discussions; this contributes to broadening the proposition of the extensive communication model.

Alfabetização em informação para a capacitação do agente comunitário de saúde no Brasil: proposta de mediação baseada no modelo extensivo e colaborativo

This article presents methodology based on the extensive communication model (SIMEAO, 2006) and Alfin, an acronym published by Unesco to offer a concept for the process of information literacy acquisition (information literacy), in research applied to the communication context of information on health in Brazil. This paper assesses the mediation of Community Health Agents (ACS) in their work in the Brazilian Unified Health System (SUS) through the development of Alfin training workshops. In testing whether the proposal is applicable in a professional workspace which is more open, with more informal communication relationships, the research group observes the Community Health Agent (ACS), a supporting professional and the main mediator in the Family Health Care Program, and his/her performance as a communicator. The hypothesis is based on the following proposition: once trained by specialists in the fields of technology, information and communication, the ACS will be able to act as mediators with a broader view in terms of communication. The study also aims to identify the sources of information used by the ACS and the perspectives of expanding such sources after training in the Alfin workshops. The content produced in the workshops will also be a subject of study and of theory and methodology discussions; this contributes to broadening the proposition of the extensive communication model.

Approaches to information literacy acquisition in Nigeria

PurposeTo set out internationally accepted definitions of information literacy and examine them in the Nigerian context.Design/methodology/approachThe paper takes an initially theoretical and expository approach by setting out definitions of information literacy (IL) and contrasting other different but related concepts, such as ICT literacy, before going on to cite documented theory and practice in a variety of countries. After this, comparisons are drawn between such external standards of IL practice and prevalent approaches to information literacy acquisition in Nigeria as documented by authors and as experienced in practice.FindingsThere are important parallels in IL theory and practice between Nigeria and other countries with well‐established IL traditions, but factors such as economic instability, under‐resourcing and computer (ICT) illiteracy inhibit the full development of IL programmes.Practical implicationsThe paper outlines clear steps that need to be taken to advance IL standards in Nigeria.Originality/valueThe paper offers insight into the national IL situation in Nigeria, formulates a relevant set of IL statements, and puts Nigerian practice into an international context.

Information Literacy Integration in a Doctoral Program

Abstract Information literacy is critical to those preparing to work as leaders in the realm of education. This study looked at the infusion of information literacy into a new doctoral program, the SDSU-USD Joint Doctoral Program. The ACRL standards were used as a founding point from which to appraise the acquisition of information literacy. Data collection involved faculty review of classes taught within the program as related to the standards. In addition, data regarding the specific methods by which standards were put into effect within the courses were gathered from a focus group comprised of doctoral students currently involved in the program. A means by which to incorporate and verify the inclusion of information literacy standards into the curriculum was developed in the course of this research. Furthermore, exemplars that may serve as models for information literacy inclusion have been established. Of greatest importance, a heightened awareness of the concept of information literacy was manifest i...

The Implications of Inclusive Schooling for School Libraries

School library provision for students with disabilities was evaluated in a four year study completed in 1999. The study focussed on the relationship between library and special education staff, and the effect this had on access to library services and the acquisition of information literacy by students with disabilities. Empirical data reflecting the current level of service provision in two Australian states was collected in a survey. This data was complemented by observations and interviews with special education and library staff and students in 15 case study schools. The research showed that as the number of students with disabilities enrolled in mainstream schools was increasing, school librarians had to be aware of the needs of these students, in order to provide them with adequate library services. Although examples of good practice were found, there is need for improvement in service delivery for these students. Much of this could be achieved by enhanced communication and cooperation between school librarians and special education teachers.

Southwestern Internal Medicine Conference: Medical Telecommunications — Fundamental Changes in the Art and Science of Medicine

The availability of easy to use microcomputers and medical information retrieval systems will result in fundamental and important changes in medical practice. The acquisition of information literacy and fluency will be mandatory techniques for the future practice of medicine and should be taught at the institutional level by faculty sophisticated in the use of information retrieval systems. The resulting improvements in the practice of medicine go beyond simple cost savings to fundamentally alter the ways patients and their disorders are looked upon and handled.