Information Literacy Competency Research Articles

간호정보활용능력, 근거기반실무역량 및 문제해결능력 향상을 위한 다학제간 팀티칭교육 효과

Objectives This study was conducted to confirm the nursing information literacy, evidence-based practice competency, and problem-solving ability of nursing students before and after education through ‘Nursing Information and Digital Convergence’ multidisciplinary team teaching education.
 Methods This study conducted a convenience sample of second-year nursing students at a university, and the data collection period was from March 17 to May 30, 2023. The collected data was used in R 4.2.2 version and analyzed using descriptive statistics and paired t-test according to the characteristics of the variables. The relationship between variables was analyzed using Pearson's Correlation and the sobel test after path analysis to determine the mediating effect of evidence-based practical competency in the influence on nursing information literacy and problem-solving ability in the pre and post test. For the sem function and sobel test of the lavaan package, the sobel function of the multilevel package was used.
 Results First, nursing information literacy, evidence-based practical competency, and problem-solving ability all showed significant increases before and after multidisciplinary team teaching. Second, the positive correlation between nursing information literacy and evidence-based practical competency, nursing information literacy and problem-solving ability, and evidence-based practical competency and problem-solving ability before and after multidisciplinary team teaching increased significantly. Third, the impact of information literacy on problem-solving ability was B=.431, which gave a significant positive influence at the p<.001 level, and the Sobel test results showed that there was a partial mediation effect at the p<.001 level.
 Conclusions Through this study, we were able to identify the nursing information literacy, evidence-based practical competency, and problem-solving ability of nursing students before and after teaching through the ‘Nursing Information and Digital Convergence’ multidisciplinary team teaching education. It was found that educational design for multidisciplinary team teaching education through convergence with various majors was necessary when administering nursing information-related courses.

Program Wise Information Literacy Skills of Students

The current study furthers the understanding of the Information Literacy (IL) competency skill levels between the health science and non-health science students in the United Arab Emirates. IL-HUMASS survey on information literacy questionnaire was partially adopted (17 categories) for surveying the IL competency skill levels between the Health and Non-Health students at College A. The questionnaire comprised four information competency categories: “Information Searching, “Information Evaluation, Information Processing/Application, and Information Dissemination and Communication”. The Mann-Whitney U test was used to test the hypotheses. The research findings revealed that among all participants the levels of Motivational Engagement (ME) in the four competence areas were higher, than their levels of Self-Efficacy (SE).Further, interestingly, students enrolled in non-health programs displayed higher levels of both ME and SE in all four categories. Additionally, there were significant variations in IL Self-Efficacy levels between the two programs across the categories. Besides, the application of Pinto’s IL-HUMASS survey instrument to a new user population has provided valuable insights. These insights highlight the importance of considering motivation and self-efficacy levels when designing information literacy programs, especially for health science students. This study is possibly the first in the UAE conducted on a global sample comprising 22 nationalities.

간호대학생을 위한 정보통신과 최신보건의료기술 교육프로그램 개발 및 효과 검증

Purpose : This study aimed to develop and evaluate the effects of an information communication technology and latest healthcare technology education program. Methods : Conducted as a quasi-experimental study with a one-group pretest-posttest design, the study involved 96 grade 2 students. Data were collected from August 28 to December 8., 2023, 14 weeks, 50 minutes per week. The general characteristics of the subjects were analyzed using frequency, percentage, and mean, while the effects on problem-solving ability, critical thinking disposition, nursing information literacy competency, and digital competency assessed using a paired t-test. Results : Nursing students’ problem-solving ability (t＝－4.50, p＜.001), nursing information literacy competency (t＝－5.29, p ＜.001) and digital competency (t＝－3.41, p＜.001) improved after participating in the education program. Conclusion : The information communication technology and latest healthcare technology education program was effective in improving problem-solving ability, nursing information literacy competency, and digital competency of nursing students. This underscores its potential for implementation in educational settings requiring curriculum adjustments to align with evolving learning outcomes.

POTENTIAL OF ASSESSMENT PROCEDURES TO ENHANCE LEARNING OUTCOMES

The concern for the assessment of learning outcomes is reinforced today by the requirement expressed by society to get hold of skills graduates in various fields of activities. Hence, Learning outcomes are considered as an essential part of any type of learning process. A learning outcome is a clear statement of what a learner is expected to be able to do, or to know about language and provide value at the completion of a unit of study, and finally how well they should be expected to achieve those outcomes. It states both the substances of learning and how its attainment is to be demonstrated. This study will enhance the importance of assessment procedures of learning outcomes in developing higher education students’ information literacy competence which should be valued in all the fields of life. The study will find different types of tools and methods which can evaluate knowledge and skills to evaluate the importance of assessment. By using different types of assessment activities, teachers can improve activities of evaluations that is an important part of assessment procedures to achieve the learning outcomes.
 A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and skills. Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in assessment, the opportunity to engage students in the assessment process is realized.
 For the purpose of finding out the potential of assessment procedures in developing learning outcome, one of the courses taught in English Department of Punjab University, Pakistan to the BS Linguistic students is assessed. The findings of the study reveal that assessment of learning outcomes today becomes an integral part of teaching and learning process, though whatever methods or tools we use to evaluate students’ performance of knowledge or cognitive skills, it should be in a positive and encouraging way of assessment. Moreover, the use of different assessment activities clearly points out that the achievement of learning outcomes depends on the proper use of assessment tools, then only we can see the potential of assessment in enhancement of learning outcomes. 

Information literacy competencies of legal personnel in Nigerian federal universities: An empirical analysis

This study centered on investigating the information literacy (IL) competencies of legal personnel at Nigerian federal universities (NFUs). The study was guided by six specific objectives. A descriptive survey design was employed, targeting a population of 168 legal personnel at 43 NFUs. The total enumeration technique was used as a sample for the study. Questionnaires and observation checklists were used as data collection instruments. The researcher administered 168 questionnaires through research assistants, receiving a retrieval rate of 97.00% (163 completed questionnaires). Findings revealed that respondents displayed high competencies in locating, searching, evaluating, selecting, and communicating information resources (IRs). However, their competency in using IRs was found to be low. The study recommends that IL training should be considered a priority by both legal personnel and librarians to ensure smooth cooperation that would facilitate legal services delivery and IL training should be made more regular, consistent, holistic, and widely embraced. That is, any form of IL training should be implemented in both conventional and digital forms so that no individual would be left out.

Assessment of Information Literacy Competences in Peruvian University Students: An Exploratory Study

The objective was to evaluate the perception of the informational literacy competences of the university students of the Peruvian Amazon. The investigation was developed under a quantitative approach, the design was non-experimental and cross-sectional descriptive type. The sample was made up of 707 students to whom the Informational Literacy Competences Questionnaire was given, an instrument with an adequate level of content validity and reliability. According to the results, the level of development of the informational literacy competencies of 37.5% of students was low, 35% was medium, and 27.5% was high. Likewise, the dimensions of information retrieval, information assessment and information processing were also valued at a low level. However, the information communication dimension of information was valued at a medium level. On the other hand, it was found that the level of informational literacy competences was significantly associated with the year of study in which the students were (p<0.05). It was concluded that the level of development of the informational literacy competencies that characterized the students was low.

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

Predicting Transfer of Generic Information Literacy Competencies by Non-Traditional Students to Their Study and Work Contexts: A Longitudinal Perspective

Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced by various theory- and evidence-based factors. The present study combined a multi-contextual and longitudinal approach by investigating non-traditional distance education students’ intention to transfer newly acquired generic information literacy competencies to their study and work contexts before, directly after, and three months after training. Three surveys, using a combination of Ajzen’s theory of planned behavior and Holton et al.’s Learning Transfer System Inventory model, measured the influence of performance outcomes expectations, organizational openness to change, and performance self-efficacy on intention to transfer and transfer behaviour. The participants were 82 adult educational professionals enrolled in an online information literacy course at the Open University. Partial least squares-based structural equation modelling (PLS-SEM) confirmed the value of employing a multi-contextual and longitudinal approach within this specific setting. Furthermore, notably, self-efficacy appeared to predict pre-training intention in both study and work contexts and transfer behaviour in the work context. Educational implications, limitations, and directions for future research are discussed.

Navigating New Horizons: Challenges of Malaysian secondary school teachers in cultivating digital information literacy (dil) competencies

Navigating New Horizons: Challenges of Malaysian secondary school teachers in cultivating digital information literacy (dil) competencies

Investigating curriculum integrated information literacy

Information literacy has become an essential element of the student learning process due to the current information overload that university students face. The world is in the information age where the options for access to information is changing daily. University students need to be information literate to be able to use information responsibly and ethically. This article describes the third cycle of an action research study that sought to investigate the merit of integrating information literacy that is aligned to an acceptable framework into the curriculum of an institution of higher learning by assessing students' perceptions before and after an information literacy intervention. First-year undergraduate students at a [institution name] responded to an online questionnaire and participated in online interviews to share perceptions of their information literacy competencies during the second semester of academic year 2021/2022. SPSS was used to analyze the quantitative data and the qualitative data was coded to identify common themes. The results of the study revealed information literacy courses positively impacted students' perceptions of their information literacy self-efficacy, skills, and attitudes.

Gendered Disinformation of Female Politicians on Social Media in Kenya: A Case of Migori Republican Council Facebook Page

The increase in information communication technologies (ICTs) has undoubtedly facilitated socio-economic and political progress, granting individuals a platform for expression and engagement. However, this increased connectivity has also given rise to disturbing phenomena such as stalking, abuse, intimidation, and humiliation. While the internet has provided a space for both men and women to voice their opinions, gendered disinformation on social media poses a significant threat to women’s rights across various domains, including politics, social interactions, and psychological well-being. Migori Republican Council (MRC) is the largest Facebook page that provides a forum for debates on the Migori County’s political, social and economic issues. Through a case study and analysis of content of the Facebook page collected through web scraping using rapid miner during the political campaigns for the Kenya’s 2022 General elections in the period spanning January to July 2022.The study revealed a landscape dominated by political debates and campaigns for both male and female politicians. However, campaigns targeting female politicians were marred by gendered slurs, focusing on their physical appearance, marital status, and roles as mothers. This form of gendered disinformation undermines women’s credibility and perpetuates harmful stereotypes, hindering their political participation and representation. To address the negative impact of gendered disinformation, the study advocates for public awareness campaigns to sensitize individuals, bloggers, and Facebook page administrators about the risks associated with harmful content on social media. Additionally, administrators should prioritize the formulation and enforcement of community guidelines that uphold human dignity and prohibit gender-based harassment. Gender training programs for bloggers and the public are essential to empower individuals to recognize and combat gendered disinformation effectively. The bloggers, Facebook administrators and the public should be equipped with digital media and information literacy competencies. Furthermore, the study recommends the development of lexicons for local languages spoken in Migori County to facilitate the identification and elimination of gendered disinformation. This localized approach acknowledges the cultural context and linguistic nuances inherent in combating online disinformation and ensures broader inclusivity in addressing gender-based issues on social media platforms.

The Construction of Informatization System of Internet Technology Mathematics Teacher Education Course

Abstract This paper focuses on constructing a regional digital educational resource sharing platform. It applies optimized ant colony clustering technology to support the platform’s personalized service to achieve accurate distribution of educational resources. The research subjects were undergraduate and graduate students majoring in mathematics in teacher training, and by comparing their teaching abilities before and after using and not using the platform, it was found that the average scores of students using the platform were significantly higher than those of students who did not use the platform on each evaluation factor. Undergraduate students’ information literacy competence improved with the academic year, with first-year students’ scores between 20 and 50, while senior students’ scores between 70 and 100. At the graduate level, the difference between first-year graduate students and junior undergraduates was significant, but the difference with senior undergraduates was slight (p-values of 0.042 and 0.053, respectively). The digital education resource sharing platform effectively improved the teaching ability of teacher students. However, most of the students lacked experience in informatization practice activities.

Research on the Path of Information Literacy Competence Enhancement for College Students

With the continuous development of information technology, the Internet has become an important way for college students to obtain information and make interpersonal communication, especially in today’s era of high human rights and comprehensive informatisation, what is the information literacy level of college students, and how to effectively improve the information literacy of college students is a problem that needs to be solved in the digital era of the present time. Of course, this also puts forward higher requirements for college students’ information literacy education, and also highlights the importance of information literacy. Based on the above background, this paper analyses the current evaluation index system related to information literacy through the literature research method, and designs and develops a suitable information literacy assessment system for college students based on the evaluation index system, so as to provide scientific and accurate assessment for college students’ information literacy ability, which is more conducive to the enhancement of college students’ information literacy ability.

Information needs and information-seeking behavior of visual artists: a systematic review of the literature

PurposeInformation makes an important contribution to the promotion of the creativity of visual artists. This work aims to explore relevant research through a systematic review of the literature and discuss the impact of information on visual artists' creativity.Design/methodology/approachA systematic literature review was conducted through Preferred Reporting Items for Systematic reviews and Meta-Analyses method. The authors searched and retrieved 1,320 papers from which, after evaluation, 41 papers have been analyzed.FindingsTwo thematic categories were identified for visual artists' information needs: (1) the need for professional development and (2) the need for creative techniques and materials. In terms of information sources visual artists employ, the authors have also identified seven broad categories: (1) conventional resources (galleries, museums, etc.), (2) professional scholar sources, (3) digital art websites, (4) informal information online and colleagues, (5) libraries, (6) personal collections and (7) professional scholar social networks. In addition, the study proceeded to classify the obstacles faced by visual artists in their search for visual information into two general categories: (1) environmental barriers and (2) digital literacy barriers.Originality/valueAlthough the investigation of the information needs satisfaction of visual artists as well as the evaluation of their information behavior patterns and information literacy competences is essential, it is understudied. This paper summarizes the relevant literature in a concrete and systematic way providing evidences to be considered in a variety of situations, i.e. developing lifelong learning programs, managing visual art library collections, library services development for artists, etc.

Investigating foreign students’ perceptions of their information literacy competencies

The present study investigated foreign students’ perceptions of their information literacy competencies in Iranian universities in order to identify the weaknesses and strengths so that libraries can meet the information needs of the students. A survey method using a questionnaire was deployed for assessing foreign students’ perceptions of information literacy competencies in Iranian universities. A total of 335 students participated in the study. The research community is all foreign students of Islamic Azad University, Kermanshah Branch, and Razi University who were studying in 2022. The findings showed that the actual average understanding of information needs, information seeking, information evaluation, information storage and retrieval, and communication and dissemination of information was lower than the theoretical average. The results of the present study reveal the areas of strength and weakness of information literacy skills among foreign students in Iranian universities. Thus, this study, gives libraries the knowledge of how to provide their services and helps them make decisions about how to develop the services for these students.

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.

Research on the Promotion of EAP Teachers' Information Literacy under TPACK Framework in the Era of Digital Intelligence

Foreign language education is steadily transitioning into the digital teaching era, driven by advancements in digital information technology and artificial intelligence. The integration of digitalization technology into English for Academic Purposes (EAP) instruction imposes increasingly demanding prerequisites on EAP educators' information literacy within the pedagogical landscape. Employing the Technological Pedagogical Content Knowledge (TPACK) framework, this paper conducts a comprehensive examination of the knowledge components and distinctive attributes of EAP instructors in the age of digital intelligence. Through an in-depth assessment of the information literacy of EAP educators at a science and technology university, this study unveils a spectrum of challenges pertinent to information literacy in the domain of academic English instruction. Subsequently, the paper offers a set of recommendations for enhancing the information literacy competencies of academic English instructors, with the overarching objective of shedding light on the professional development of EAP educators.

Information Competences and Academic Achievement: A Dataset

Information literacy (IL) is becoming fundamental in the modern world. Although several IL standards and assessments have been developed for secondary and higher education, there is still no agreement about the possible associations between IL and both academic achievement and student dropout rates. In this article, we present a dataset including IL competences measurements, as well as academic achievement and socioeconomic indicators for 153 Chilean first- and second-year engineering students. The dataset is intended to allow researchers to use machine learning methods to study to what extent, if any, IL and academic achievement are related.

Facilitating information literacy and intercultural competence development through the VR Tour production learning activity

Facilitating information literacy and intercultural competence development through the VR Tour production learning activity

Digital competence landscape in public libraries: examining the role of age and gender in the development of digital skills

PurposeAs part of the EFOP-3.3.3-VEKOP-16–2016-00001 “Museum and Library Development for All” project, a national representative digital literacy survey was conducted in Hungary's public libraries at the end of 2019. The aim of the present study is to provide a deeper analysis of the data collected during the survey to answer the question of the role of gender and age in the development of digital skills amongst librarians working in public libraries. This study was designed to answer the following four research questions: Are there levels of proficiency defined by DigComp 2.1 that are more specific to men or more specific to women? Are there areas of competence and competences that are clearly perceived as stronger or weaker for men or women? Are there areas of competence that are clearly influenced by age and others that are not or only moderately influenced by age? Which competences are clearly age-related, and which are not or only slightly affected by age?Design/methodology/approachThe main target group of the study were library professionals working in county libraries. The survey, based on the DigComp 2.1 (Gomez et al., 2017) framework, was conducted using an online questionnaire in the form of a self-assessment and explored four levels of digital literacy. A 30-question questionnaire was completed by 1,868 respondents. The sampling procedure was essentially stratified sampling. The large number of respondents and the sampling procedure combined with the representativeness of the sample meant that the results of the survey can be considered as generalisable to the whole Hungarian public library sector.FindingsOf the five competency areas assessed by the DigComp framework, librarians were found to be most competent in information and data literacy, and least competent in content development, according to the proportion of those with basic skills. 32 percent of women and 22 percent of men working in libraries rated their digital skills as basic, and both groups were weak or less weak in the same skills, with a few exceptions. At the intermediate level, there is a predominance of women. In the information and communication competency areas and in the content development and integrating and re-elaborating digital content in the content creation area, a high proportion of women consider their digital skills to be medium. Relatively few men rate their own competence in these areas as average. They are most likely to have advanced and highly specialised skills. The advanced level in DigComp2.1 implies, in addition to strong digital skills, the willingness and ability to help others, while the highly specialised level requires innovative and creative use of digital technology and knowledge transfer. These top two skill levels are more common amongst men. 34 per cent of men and 27 per cent of women have advanced skills, while 13 per cent of men and 6 per cent of women have highly specialised’s level. The age of librarians has only a minimal influence in certain areas of competence and for certain competences. Skills in the information and data literacy competency area are less age sensitive. For the data management competency, which requires more technological skills, a stronger correlation between age and skill levels is observed, especially for basic and highly specialised skills. In the communication competence area, the youngest age group of librarians has the highest percentage of advanced and the lowest percentage of basic level. The proportion of advanced learners decreases steadily as age groups progress and the proportion of basic learners increases at a similar steady rate. The effect of age on the content creation is much more modest than expected. Age clearly has an impact on the safety competence area. As age increases, the proportion of those at advanced level decreases and the proportion at basic level increases. Age also has a significant effect on the problem-solving competence area. One in two librarians in the 50 and 60s have only basic level skills, compared to one in four in the youngest age group and one in three in the 40s.Originality/valueUsing the DigComp 2.1 framework, a digital competence survey of a whole professional group of library professionals working in public libraries in Hungary was carried out. The study provides new insights into the impact of gender and age as variables on digital competence.