Information Literacy Concepts Research Articles

First-Year Students and the Framework: Using Topic Modeling to Analyze Student Understanding of the Framework for Information Literacy for Higher Education

Abstract
 Objective – The Framework for Information Literacy for Higher Education has generated a significant amount of discussion among academic librarians; however, few have discussed the potential impact on learning when students interact directly with the Framework itself. At the University of Notre Dame, over 1,900 first-year students completed an information literacy assignment in their required first-year experience course. Students read a condensed version of the Framework, then wrote a response discussing how a frame of their choosing was reflected in an assigned reading. The goal of this exploratory study was to determine if the students demonstrated an understanding of the themes and concepts in the Framework based on this assignment.
 Methods – Topic modeling, a method for discovering topics contained in a corpus of text, was used to explore the themes that emerged in the students’ responses to this assignment and assess the degree to which they connect to frames in the Framework. The model receives no information about the Framework prior to the analysis; it only uses the students’ words to form topics.
 Results – The responses formed several topics that are recognizable as related to the frames from the Framework, suggesting that students were able to engage effectively and meaningfully with the language of the Framework. Because the topic model does not know anything about the Framework, the fact that the responses formed topics that are recognizable as frames suggests that students internalized the concepts in the Framework well enough to express them in their own writing.
 Conclusion – This research provides insight regarding the impact that the Framework may have on student understanding of information literacy concepts.

PERBANDINGAN LITERASI INFORMASI MAHASISWA PEMULA POLITEKNIK NEGERI BATAM

This study aims to compare the level of information literacy of first-year students across different studies offered by major at Polytechnic Negeri Batam. The method used is a descriptive quantitative approach through a questionnaire conducted to 93 respondents. The sampling method uses purposive sampling. This study takes ALA concept of information literacy which are standard 1 about to able to identify a personal need for information, standard 2 about can access current knowledge and idnetify gaps, standard 3 is about can construct strategies for location information and data and standard 5 is about can review research process and compare and evaluate information and data. The results of this study are that level of student’s information literacy are in Good level. This level get results are 54% of correspondents, 42% satisfactory, low is 3% and only 1% got very satisfactory. This mostly can be showed by how they can review research process, compare and evaluate information and data.

Re-Thinking Information Literacy in a Postgraduate Class at a South African Higher Education Institution

This paper explores the applicability of a new model of information literacy, SCONUL, developed in the global North, to the South African higher education academic library context with all its enormous challenges of accessibility, transformation, basic education and intellectual awareness. Based on a case study of a postgraduate class in a commerce faculty, the paper draws on a survey and focus groups with students and interviews with lecturers to explore perceptions of information literacy and digital literacy as 21st-century skills that students need to be successful in their studies and the world of work. The findings show that whilst students exhibit confidence (through personal internet confidence) in terms of information literacy, they are not as skilled as they believe themselves to be. They also have a narrow notion of the concept. There are also contradictions in the understanding of the concept of information literacy between librarians, students and lecturers.

Mapping curriculum learning outcomes to ACRL's Framework threshold concepts: A syllabus study

The aim of this study was to align information literacy instruction with curriculum learning outcomes as defined by teaching faculty in their syllabi. Using a syllabus study, a cross-disciplinary collection of 180 course syllabi were reviewed for learning outcomes, assignments with research components, and references to library resources and services. Key faculty-defined learning outcomes were mapped to the Association for College and Research Libraries Information Literacy Framework for Higher Education threshold concepts. Based on learning theory, introducing information literacy concepts is most effective when done at the time of need, guaranteeing that students utilize the skills immediately, and are more likely to retain the knowledge and skills learned. The author proposes a tiered approach to information literacy instruction, with novice skills introduced in lower-level courses and expert skills for upper-level and graduate courses to meet learning outcomes. Suggestions of how each of the threshold concepts can be applied to develop instructional activities to achieve learning outcomes are presented.

Global information literacy: a content analysis of three journals

PurposeThe purpose of this paper is to perform a content analysis of information literacy specific journals to determine what contributing countries and predominant themes are represented in the field leading to a global understanding of information literacy.Design/methodology/approachThe data for this study were collected through a content analysis of journal article publication information, titles, abstracts and keywords in three journals: Communications in Information Literacy (the USA), Journal of Information Literacy (the UK) and Nordic Journal of Information Literacy in Higher Education (Norway) from 2012 to 2017.FindingsThe USA contributed the most to the literature, though the top information literacy themes were addressed by each of the 18 countries that contributed articles to the journals under study. Some themes emerged that suggest the existence of a common global discourse around shared information literacy concepts, including themes related to information literacy theory and practice.Practical implicationsThe shared information literacy themes can be used to help solidify a global understanding of information literacy.Originality/valueThis study fills a gap in the content analysis of information literacy journals by identifying themes that demonstrate a shared global understanding of information literacy.

Impact of Overemphasis of Technology on Information Literacy Program: A Study

The Literature on Information Literacy often assume that there is some inherent relation between Information Literacy and Information Technology and the concept of information literacy has been developed to meet the challenges generated by Information Technology in the form of Information Explosion. Such assumption also reflected in Information Literacy programs which are offered in the academic institutions. This paper argues that the concept of Information Literacy has been in use before the Information Explosion and it should be treated as an ability to understand the intricacies of information, as a tool for lifelong learning and a skill to use information effectively rather than giving more emphasis on technology,which can only make a computer literate who may be expert in using computer, but may not be able to evaluate and use the available information effectively.

Use and Awareness of Digital Information Resources (DIRS) By Undergraduate Students: A Survey of Government Degree College for Women Anantnag, Jammu and Kashmir

In the present age of information revolution and ever increasing demand for exact and consolidated information, the functions and old methods followed by traditional libraries are being replaced by new techniques and technologies. Providing access to information free of charge in electronic formats is a concept that is gaining momentum. Thus with the introduction of modern Information and Communication Technology (ICT), access to information is a precondition for becoming a knowledge society. The right of access to information has become the dominant right in the information and knowledge era. The research output from the universities and research centers need to be collated and disseminated to the information users and information generators. To, address this malady, the Information Literacy comes into picture, which is a set of abilities to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. The paper attempts to investigate the Information Literacy levels among the Students of selected institute of higher learning. The survey method has been used, wherein a structured questionnaire was framed up to get the required data and analyzed vis-à-vis the objectives of the study. The major findings of the study reveal that majority of the students are not well versed the concept of information literacy.

Preliminary design and implementation of embedding information literacy into an undergraduate engineering course

Engineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses.

Preliminary design and implementation of embedding information literacy into an undergraduate engineering course

Engineering students need content-relevant information literacy (IL) experience for critical acquiring and using information in academic to professional life. Modular learning becomes a self-directed and connectivism approach that blends IL and subject learning outcomes explicit to students. However, there is rarely applicable model for this entire integration. This paper presents the design and implementation of modular learning with embedding of IL into a learning course (ei2LC). The modules were designed with: 1) core concepts of an engineering subject; 2) core concepts of IL; 3) instructional design, for a course on machinery and design and presented to 32 undergraduate students. Pre and post-IL assessment were administrated to reveal their IL skills improvement. The results indicate their progress on IL skills and valuable feedbacks. This study shows how to embed a cohesive IL experience in all elements of an engineering course as a seamless instruction and a concept in other courses.

Communication, Informational Literacy and Critical Thinking

Being a citizen with literacy skills is fundamental. Nowadays we live in network and in the network. However, the fact that everything can be shared online entails some risks - both for users and for authors.. In order to deal with massive information and communication channels, having the competence and insight to be able to search and select the most credible information is a requirement and a fundamental competence in a networked society. In this paper we will reflect upon the concepts of communication, cyberculture, information literacy and critical thinking. In conclusion, it is demonstrated that information literacy is a key competence in contemporary society.

INFORMATION LITERACY OF MANAGERS: MODELS AND FACTORS

Participation in the information society means faster communication, development of new ideas, more creative ideas and education in terms of lifelong learning. The information society is a reality and a dominant element of politics in all developed countries of the world. Information literacy deals with the human ability to work effectively in the information society. Information literacy needs to be understood in a wider context, rather than only in terms of IT skills and abilities. The article compares and defines the concept of information literacy. It compares selected information literacy models. The starting point is a survey conducted among business managers in the Slovak Republic examining the level of information literacy of managers. The findings identify factors affecting the aggregate index of information literacy of managers and the proposed quantitative and qualitative model of the information literacy of managers. Presented are the unique results of long-term research on information and digital literacy in the Slovak Republic (Central Europe, the European Union and V4-Visegrad countries). So far, no research has been conducted focusing on the level of digital literacy of business managers and an information literacy model that would contribute to raising their level.

Developing health information literacy in disengaged at-risk populations

PurposeThe purpose of this paper is to advance our understanding of the challenges of health information literacy (IL) education in disadvantaged and disengaged at-risk populations; and from the perspective of professionals out with information professions occupying everyday support roles.Design/methodology/approachA qualitative in-depth case study. The participants were a team of UK Family Nurses providing outreach support to young expectant mothers from areas of multiple deprivations, and the mothers themselves. The data collection methods were observation, survey, interviews and focus groups.FindingsInformation needs of mothers are multiple, and not always recognised as information problems, or revealed. Several felt overwhelmed, and actively avoided health information. There is low awareness and/or use of state sources of online health information. Family nurses provide an important information intermediary role, but are unfamiliar with IL concepts and models; consequently, there is limited evidence of client transitions to independent information seeking, or underpinning pedagogical practices to achieve such goals.Research limitations/implicationsFurther research is required into appropriate pedagogical approaches to IL education adaptable to semi-structured everyday situations. Recognition of information need requires particular attention, including methods of elicitation and specification in the problematic context.Practical implicationsIn an era of digital transitions and public service reforms, the authors raise important questions regarding the true reach of public health policy.Originality/valueThe paper holistically examines nurse–client information behaviours, and extends the discussion of low IL in nurses beyond issues of evidence-based practice to issues of developing healthcare self-efficacy in at-risk clients.

Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction

A Review of:
 McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187
 Abstract
 Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library.
 Design – Interviews analyzed with thematic and axial coding.
 Setting – Secondary schools in Northern Ireland.
 Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated.
 Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding.
 Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts.
 Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

Information Literacy through Web 2.0 Technologies: Case Study of Four Engineering Colleges in West Bengal

The web has transformed the ways in which people search, find, use and communicate information. Web 2.0 technologies have become the subject of interest as they facilitate interactive information sharing, interoperability, dynamic content, openness, and user participation. This paper assesses the need for developing Information Literacy skills with the help of web 2.0 technologies in four engineering institutions coming under Moulana Abul Kalam Institute of Technology (MAKAUT). A questionnaire was the instrument used for data collection. The paper concludes that the concept of information literacy using web 2.0 technologies in the technical institute of MAKAUT is in a developing stage.

Does course guide design impact student learning?

Course and research guides are a common tool of teaching librarians, expanding the reach of instruction sessions. Traditionally these guides were designed in a pathfinder-style with lists of resources by type (e.g., websites, books, etc.). Guides can also be designed pedagogically, where the guide walks a student through the research process. This paper reports the results of a pilot Scholarship of Teaching and Learning (SoTL) A/B study that examined whether guide type had an impact on student learning. Results indicate students using the pedagogical guide may learn and retain Information Literacy concepts better than students using the pathfinder guide.

What the framework means to me: Attitudes of academic librarians toward the ACRL framework for information literacy for higher education

Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50 min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached.

Feasibility Analysis and Scheme Design of Library Information Literacy Education Game APP

<p><em>The article outlines the concept of information literacy and the background of national information literacy education. Under the current situation of national information literacy education, it proposes a new idea of information literacy education game APP, analyzes its feasibility, and finally designed the implementation plan for information literacy education game APP</em><em> </em><em>from four aspects: establishes a development team, design principles, scenarios and levels design, promotion and evaluation.</em></p>

The seven voices of information literacy (IL)

The purpose of this research was to discover the conceptions of information literacy (IL) prevalent across multiple stakeholder groups in an international middle school community. The research involved students, parents, teachers, librarians, IT personnel, administrators and leadership in recorded focus group discussions. Using a phenomenographic approach the qualitatively different ways that stakeholder groups understood IL were revealed. The study found extensive variation in the ways IL is understood, revealing 27 different conceptions of IL shared to varying degrees across stakeholder groups. The findings add to our knowledge of IL in several ways: several new conceptions of IL surfaced from this more diverse sample and new light was shed on the way that people’s perceptions and experience of their information context influences their thinking about IL. The article fills a gap in the literature on two levels: firstly, by providing a multi-stakeholder perspective on IL offsetting the multitude of single stakeholder IL studies and secondly by focusing on an international middle school environment which has not been a context for IL research in the recent past.

STUDI TENTANG KEMAMPUAN LITERASI INFORMASI DI KALANGAN SISWA MENENGAH PERTAMA

The research was conducted to the students of Al-Kausar Internat Junior high school as an example of school which has applied the concept of information literacy in one subject and Arrahman Junior high school as an example of school which has not applied the concept of information literacy yet. The aim of this research was to find out whether there is a significant differences between students' literacy ability in finishing task exercises from those school. The method used in this research was a descriptive comparative method to find out the differences between both of objects in this research. The data were collected through questionnaire, interviews, and library study. The respondents are 53 students selected through Proportionate stratified random sampling techniques. The findings show there is no significant differences between students of Alkautsar junior high school and Ar Rahman junior high school on their students' information literacy ability. However, from the output scores of mean view, Al Kautsar Junior high school has a larger score than Ar Rahman junior high school. Therefore, Alkautsar Junior high school students have a better information literacy ability compared to Ar Rahman Junior high school students.

Medijska pismenost i PR - od protivrečnosti do uzajamnosti

The development of the concept of media literacy in the countries of the Western Balkans takes place with many differences in the dynamics, content and understanding of the basic principles of media literacy. Accepting internationally recognized principles of media and information literacy, educational, academic and media authorities in different ways understood and began to apply the concept. The level of development and application of the concept of media and information literacy varies considerably in the countries of the region, and in some countries there is almost no progress. One of the issues that is necessarily imposed is the question of methods of working and using resources. The thesis we are starting to explore is that the concept and principles of media and computer literacy are not sufficiently represented and interpreted in either the academic or the general public in the countries of the Western Balkans. The relative closure of the concept into the narrower academic frameworks is completely contrary to the ideas of media literacy and, as such, causes significant damage to the promotion of the concept of media and information literacy. The key question is the relationship between the concept of media and information literacy and its presentation and communication with the broadest public. Was the concept of media literacy lacking in public relations, from which, consequently, a better understanding and support of the same public would emerge? In this paper, we investigate the relation between media and information literacy and public relations as two different phenomena and models, as well as their conditionality and the necessity of cooperation towards the realization of public interest.