Information Literacy Competency Standards Research Articles

Application of ChatGPT in information literacy instructional design

Recent developments in ChatGPT have initiated a prompt response in the academic libraries’ community. This includes discussions on possible applications of AI text generators (Fernandez, 2023) and the implications of ChatGPT for academic libraries (Cox and Tzoc, 2023). In various segments of library services, ranging from reference services, cataloguing and metadata creation to content creation, ChatGPT can be used for natural language processing activities.In this paper, our aim is to investigate a specific application of ChatGPT in relation to Open Educational Resources (OER): instructional design for information literacy courses in academic libraries. The starting point for our research is using openly-licensed informational resources, i.e. ‘content infrastructure’ as facilitators in creating educational resources. It is widely recognised that large language models (LLMs), which use deep learning techniques to generate text based on prompts, greatly contribute to the speed of creating informational resources which comprise the content infrastructure (Wiley, 2023). However, ensuring the quality of the generated output and the requirement for review and improvements is an issue.Our analysis of the model will be conducted in three stages: 1. developing a strategy for producing information literacy syllabus using ChatGPT; 2. training the model according to predefined standards; 3. conducting the review process. In the first stage, the following guidelines will be applied: assign the model the role of a subject-matter expert (SME); provide context; instruct the model to use specific standards, i.e. “Information Literacy Competency Standards for Higher Education” (ALA/ACRL, 2000) and direct the model to use a specific output format. The second stage, or model training, will consist of a series of structured prompts, including feedback and reflection prompts. In the third stage, two external reviewers will be included in the process, with the following profiles: 1. an academic library information literacy programme coordinator; 2. English language specialist (assistant professor, PhD level). The purpose of the review is twofold: to check for pedagogical accuracy and psychometric validity, as well as usability in the actual academic environment.The results will provide some insight into the benefits of strategic and well-planned use of ChatGPT technology in creating content, while also considering responsible and ethical use of the new technology in the academic library sector.

Information literacy curriculum mapping in the health sciences

Instructional medical librarians are uniquely positioned in a context governed by multiple instructional frameworks emerging from librarianship and the professions with which they liaise. Yet very little literature exists on medical librarians’ use of curriculum mapping to align their instruction with these frameworks. This review illuminates the current state of curriculum mapping in medical librarianship. We searched five bibliographic databases for articles published between 2010 and August 2021 and centred on information literacy (IL) curriculum mapping within a health sciences university context. Studies were included based upon pre-determined inclusion and exclusion criteria. Data were extracted using an instrument developed primarily a priori, with some codes developed emergently in response to preliminary review of the data. We included 127 studies focused on curriculum mapping, of which only 24 included structures which might be considered “curriculum maps”. Across all 127 studies included, The Association of College & Research Libraries’ Information Literacy Competency Standards for Libraries for Higher Education was the most-used IL framework, though versions of evidence-based practice were used more often, with a great deal of diversity and incomplete reporting on how these frames informed instruction of discrete concepts and skills. Within the 24 articles containing figurative curriculum maps, the same diversity of concepts and incomplete reporting was present, with librarians mapping IL frameworks to classroom activities more often than learning outcomes or competencies. Development of curricular maps aligning discrete IL concepts and skills with different disciplinary contexts is needed to provide instructors with a modular structure they might implement in their own contexts. To further the identification of best practices, future research should examine existing curricular maps made by librarians.

Information literacy of matriculating chiropractic students assessed via research readiness survey.

We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education). The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees. In 2017-2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p = .003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p = .004). Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team.

Research Trends from a Decade (2011–2020) for Information Literacy in Higher Education: Content and Bibliometric Mapping Analysis

AbstractNew terms and theoretical concepts in information literacy have emerged over the last decade, and these have led to revisions in the standards for information literacy. In order to determine whether information literacy research has reflected these trends, we collected SSCI literature for the 2011 to 2020 period related to information literacy in higher education (ILHE) and conducted analysis using bibliographic mapping and content analysis. Our research found that the volume of research on ILHE has increased in the last five years as compared to the five years before that, and that keywords related to literacy (such as “digital literacy” and “multiliteracies”) have been getting a great deal of discussion. After the Framework for Information Literacy for Higher Education (FILHE) was announced, curriculum design research based on the Information Literacy Competency Standards for Higher Education (ILCSHE) continued to outnumber that done based on the Framework.

Identifying the Information Literacy Competency Standards for Teachers

In line with the ministry of education to enhance students’s higher order thinking skills; teachers should take advantage of ICT use in classroom. The main purpose of this conceptual paper is to discuss the elements of information literacy competence for teachers in Malaysia. The literature review on existing standard competency literacy will be basis of this discussion. The ministry want to ensure that basic ICT infrastructure are in place throughout the system and the main priority is that all teachers have basic competency in ICT. Based on proposed framework, it is presumed that there were three dimensions related to information literacy competence (knowledge, skills and attitude). Keywords: ICT, Information literacy competence, ICT Competency Literacy Standards.

The ACRL Framework successes and challenges since 2016: A survey

The Association of College and Research Libraries Framework for Information Literacy for Higher Education has replaced the Information Literacy Competency Standards for Higher Education since 2016. The survey revealed how college and university librarians throughout the U.S. apply the Framework in their Information Literacy instruction, what barriers they encounter in applying the Framework, the lessons they have learned, and if they assess students' learning outcomes with the Framework. The findings indicate that other than course assignments, the Framework is librarians' most used document for their instruction. Despite the time constraints of the one-shot IL sessions, most surveyed librarians have adopted some Framework concepts in their instruction and have also managed to conduct assessment of student learning outcomes. Challenges still exist and librarians can benefit from more training to better communicate the Framework concepts to their constituents and to integrate the Framework in their instruction. This study depicts the status quo on the implementation of the ACRLFramework in the U.S. libraries from 2016 to 2020.

Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study.

Objective:In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.Methods:The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.Results:Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.Conclusion:The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.

Uniting the field: using the ACRL Visual Literacy Competency Standards to move beyond the definition problem of visual literacy

Visual literacy has evolved alongside information literacy and media literacy, reflecting social, technological, and cultural changes. Rapidly advancing technology, multimodal access to information and disinformation, and political rhetoric increasingly impact the perception, trust, and use of visual media. These broader technological and cultural shifts also change what it means to be a visually literate individual in the twenty-first century. Although much has been written about visual literacy, there is very little that reviews scholarship that uses the 2011 ACRL Visual Literacy Competency Standards for Higher Education. Through an analysis of 196 articles published from 2011 to 2019, this study examines how the standards, which outline visual literacy competencies for learners in the twenty-first century, have been used since their adoption, by whom, and for what purposes. This study unveils an emerging shift in the paradigm of visual literacy scholarship. Abbreviations: ACRL: Association of College and Research Libraries; Visual Literacy Standards: Visual Literacy Competency Standards for Higher Education; the Standards: Information Literacy Competency Standards for Higher Education; the Framework: Framework for Information Literacy for Higher Education.

Historical development of definitions of information literacy: A literature review of selected resources

This article traces the historical progression of Information Literacy (IL) definitions from 2000 to 2015 in the published literature on first-year seminar and freshman general education IL instruction in the U.S. This period roughly corresponds to the influence of the ACRL's Information Literacy Competency Standards for Higher Education (Standards) on the work of LIS professionals and scholars in IL and information literacy instruction (ILI), prior to the adoption in January 2016 of the Framework for Information Literacy for Higher Education (Framework). Following a brief look at the background of IL in Library and Information Science (LIS), the chronological development of IL definitions is examined using the three major categories of IL definitions based on Addison and Meyers' (2013) framework of IL definitions, and concludes with a discussion of limitations of Addison and Meyers' (2013) framework of IL definitions. The information presented here offers one perspective of viewing the development and history of IL in U.S. higher education.

Development of WebOPAC Training Information Literacy Scale

Many studies proved that WebOPAC training during library orientation programs contributes most to individual’s information literacy skills development. The irony is that there is no standard measurement on this WebOPAC training which measures the scores of information literacy skills. Therefore, the purpose of this study is to develop a scale to measure the information literacy skills for WebOPAC training. This scale is based on standard one, standard two, standard three and standard five of the Association of College and Research Libraries (ACRL) information literacy competency standards which is expected to assist institutions in identifying library users’ ability to locate, evaluate, and use information effectively when it is needed. Information literacy competency standards of the instrument were tested with a group of thirty (30) first year degree students. Exploratory factor analysis and Cronbach’s alpha internal reliability coefficient were used to measure reliability and validity of the scale. Finally, a valid and reliable 28-item WebOPAC training information literacy scale was developed which could be a guideline to future information professionals, librarians, and researchers in measuring individual’s information literacy skills during WebOPAC teaching and learning sessions.

Research is an Activity and a Subject of Study: A Proposed Metaconcept and Its Practical Application

Information literacy instruction based on the ACRL Information Literacy Competency Standards for Higher Education tends to focus on basic research skills. However, research is not just a skill but also a subject of study. The ACRL Framework for Information Literacy for Higher Education opens the door to integrating the study of research into information literacy instruction via its acknowledgement of the contextual nature of research. This article introduces the metaconcept that research is both an activity and a subject of study. The application of this metaconcept in core LIS literature is discussed and a model for incorporating the study of research into information literacy instruction is suggested.

KETERAMPILAN LITERASI INFORMASI MAHASISWA MENURUT STANDAR KOMPETENSI LITERASI INFORMASI ASSOCIATION OF COLLEGE & RESEARCH LIBRARIES (ACRL)

The research on the analisis of information literacy skills of undergraduate students of Universitas Jenderal Soedirman by using standards of information literacy competency ACRL has been conducted. It is aimed to know the literacy skill of undergraduate students of bacth 2014 and 2015. The skills include determination of the nature and scope of the required information; ability of access the information needed effectively and efficiently; evaluation of information and sources critically; capability of using the information to accomplish particular purposes; and understanding of economic, legal, and social aspects which are related to the use of information. This is a descriptive research with samples of undergraduate students of Unsoed as many as 334 students among 7,376 students. Thus, one variable analysis is used in order to see the value of the central tendency and then tested by using the rate value. The results showed that students’ information literacy skills measuring by the standard information literacy competency standards for higher education from ACRL are in the skilled category. Some standards need to be improved, e.g., the competency standard in determination of the nature and scope of the information which has the lowest score of 3,73. The others, the standard of competence to access information effectively and efficiently, with an average score of 3,88 as well as the competence standard to evaluate the information and its sources, with an average score of 3,84 are also need to be improved.

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

In recent years, we have seen a proliferation of the amounts of information that we’re exposed to, and our ability to critically navigate that information hasn’t kept pace with the speed at which it’s coming at us. As information professionals we must ask ourselves—what is our role in helping students and patrons navigate information? What value can we add in a world where information is increasingly complex, contradictory, and competitive? Are our traditional methods of delivering information literacy enough? This paper looks at the evolution of information literacy instruction from the skills in the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) through the newly adopted Framework for Information Literacy for Higher Education (2016), using examples from my own experience as a reference and teaching librarian. I will focus on how the ways in which we reach students has changed—from one-shot information literacy sessions to more in-depth interactions with students under the new Framework. I will argue, ultimately, that to truly serve students in our current information age, librarians must consider moving even deeper into the classroom, developing and teaching information literacy and critical thinking skills for credit in the college and university setting, and I will highlight a course I developed at my own institution.How will this change what we do in the classroom?

National trends in adoption of ACRL information literacy guidelines and impact on business instruction practices: 2003–2015

ABSTRACTThis study compares business librarians' information literacy practices and perceptions in response to the publication of the Information Literacy Competency Standards for Higher Education and Framework for Information Literacy for Higher Education. Business librarians from AACSB-accredited institutions were surveyed in 2003 following the publication of the Standards and in 2015 following the publication of the Framework. This article discusses changes in business information literacy practice, including the use of professional guidelines, collaboration, and assessment activities over 12 years.

Frame by frame: Using the ACRL Framework for Information Literacy to create a library assessment plan

Inspired by the ACRL Framework for Information Literacy for Higher Education, librarians at the Carl B. Ylvisaker Library at Concordia College-Moorhead decided to scrap our old information literacy assessment plan and start from scratch. We began by digging into the library’s past assessment plans in an attempt to gain insight into how the organization’s priorities have changed over time. The earliest assessment notes we uncovered were from 2005 and featured a new student orientation pre- and post-test, administered to a random sample of library users. The focus then was on incoming students’ information literacy abilities and how much they learned during library orientation. A sketch of an abandoned assessment plan from 2010 marked a turn to assessing the library’s instruction program and featured the use of focus groups along with a survey in which alumni were asked how the instruction program may have impacted their life after college. With this pivot towards instruction, the library developed a list of learning outcomes and tracked them to the ACRL Information Literacy Competency Standards for Higher Education. This list was used in-house for designing assignments and linked on our library web page to provide faculty with an overview of the program.

Collaboratively Creating a Programmatic Information Literacy Strategy: Challenges and Opportunities

In 2017, a team of librarians and archivists at Western University developed local Information Literacy Learning Outcomes (ILLOs). The resulting document outlined the skills and understanding that Western University students should demonstrate at the end of a four-year undergraduate degree—specifically, the skills relating to accessing, assessing, and applying information. This article focuses on the challenges and opportunities encountered during the collaborative process as well as the approach employed by the team in the development of these ILLOs.
 Six librarians and archivists in very different roles formed the project team. Despite coming from diverse backgrounds, the team recognized that there could be many benefits to developing these outcomes: they could be used as a benchmark for students to measure their own learning, as a conversation starter and leveler with faculty and other instruction partners, and as a stepping stone to develop a full instruction program and common understanding among the librarians and archivists at Western University and Huron University College.
 The ILLOs created also incorporate guidelines and ideas from various sources, including the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education and Information Literacy Competency Standards for Higher Education, Western University’s undergraduate Degree Outcomes, and the university’s and library system’s strategic plans.
 To ensure the success of this complex venture, detailed project planning was vital. We consulted with our colleagues through multiple engagement activities: information literacy retreats, focused discussion meetings, and one-on-one consultations. The diversity of roles and experiences of our team members and colleagues added both a richness to our project and specific challenges in dealing with dissenting opinions, information overload, engagement and visioning fatigue, and collaborative writing. This article will discuss our approach to writing collaboratively and valuing diverse opinions to improve colleague and organizational buy-in. We have also included practical suggestions for implementing a similar process at the reader's own institution.

Expert Teams in the Academic Library: Going Beyond Subject Expertise to Create Scaffolded Instruction

ABSTRACTThis article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research.

Be critical, but be flexible: Using the Framework to facilitate student learning outcome development

A shift in thinking in the library profession has moved us from the ACRL Information Literacy Competency Standards for Higher Education to the Framework for Information Literacy for Higher Education. This shift from basic retrieval skills to higher-level thinking has presented challenges among instruction librarians as they try to interpret and incorporate the Framework into their programs, while ensuring student’s success in classes where basic search skills are essential.

Dave Harmeyer and Janice J. Baskin. Implementing the Information Literacy Framework: A Practical Guide for Librarians. New York: Rowman & Littlefield, 2018. 279p. Paper, $65.00 (ISBN 978-1-5381-0757-7). LC 2017048324.

In 2015 the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education replaced the Information Literacy Competency Standards for Higher Education , the latter document being rescinded by ACRL. With the removal of the Standards from the ACRL website entirely, the decisive nature of this change has had profound effects on the teaching of information literacy in academic libraries. Gone were the Standards with their clear statements about what an information-literate student will be capable of accomplishing. In their place the Framework provided six now-familiar threshold concepts called “frames,” introducing new levels of flexibility and adaptability to information literacy education. However, the Framework does not recommend best practices or guidelines for teaching these frames. The utility of the information literacy frames clearly extends beyond the “walls” of the library to the classroom, where teaching faculty may find the concepts have a natural fit within their subject curriculum. What should be the nature of librarians’ collaborations with faculty? Dave Harmeyer and Janice J. Baskin’s book aims to provide practical assistance to librarians and classroom faculty in using the Framework to collaborate in teaching students to think conceptually about information literacy, as well as having the intellectual tools to learn new information literacy skills throughout their lives. The authors use their experiences as an academic librarian and a professor of English to describe how the Framework can be addressed from both library and classroom perspectives.

ACRL「高等教育のための情報リテラシー能力基準」日本語版の意義

ACRL「高等教育のための情報リテラシー能力基準」日本語版の意義