Information Literacy Course Research Articles

Інформаційна безпека життєдіяльності людини і суспільства в умовах війни

The large-scale war started in Ukraine caused an intense surge of informational aggression and informational confrontation, the waves of which spread almost all over the world. Artificially prepared information is used as a weapon that works no less effectively than army weapons. The purpose of information weapons is primarily human consciousness and mass consciousness. Information security of human life and society in the conditions of intense information war becomes a priority task, as a guarantee of physical security. In the information war, which in the conditions of a flarge-scale military operations in Ukraine has become no less hot, new features and peculiarities are obvious: openness and frankness of information influences; the global nature of the information war; aggravation of information clashes, disputes, disputes; intensity of information attacks; attempts to disable military and infrastructure facilities by means of information; aggressiveness of information actions; informational violence; strict restrictions on access to information; politicization of information; significant polarization of information; an increase in the share of emotional coloring and subjective interpretation relative to the share of facts. Based on an overview of the scale of the informational impact on society and the destructive consequences, it can be argued that information is one of the weapons of mass impression. The best ways to counter informational influences and aggression are to provide true and comprehensive information; education of the population in the form of information security courses; individual trainings, especially for responsible persons; training of information security trainers; broad propaganda and development of information culture in the information society; media education - schools and information literacy courses for the population; learning the rules of information hygiene, prudence and legibility when contacting information. In particular, it is necessary to teach citizens critical thinking and recognition of negative informational influences, manipulation, misinformation, falsification, etc.

How Six Religious Pedagogies Can Inform ACRL Threshold Concepts for IL Instruction Training

Due to a lack of formal pedagogical training in Library Science graduate programs, early career librarians are often unprepared to teach information literacy courses. This is problematic for those whose responsibilities include library instruction, creating a need for librarians to develop the skill of identifying and applying pedagogy to their information literacy courses. We argue that librarians can benefit from looking at specialized educational contexts, as those contexts make use of unique pedagogies that students are exposed to on a regular basis. By looking at six different pedagogies found within the context of religious education, and then by aligning those pedagogies with the six threshold concepts of the ACRL Framework, we seek to model the type of pedagogical identification and application that can benefit librarians in any given context.

Copyright Buddies: Cultivating Teamwork to Support Our Copyright Journey

Our journey to gaining copyright competence started many years ago but from two different points. Susan was teaching an information literacy course and needed to quickly come up to speed to present a unit to her students on copyright and fair use. This led to a book chapter on using fair use cases in the classroom, to taking courses on copyright, attending copyright conferences, and working with New Mexico State University (NMSU) general counsel on an all-campus copyright compliance module. As a newly minted Access Services department head at NMSU Library, Norice traveled down the copyright road from a library services management perspective, developing copyright policies for interlibrary loan, e-reserves, and copy center services. In time, she partnered with the university’s general counsel and others to present copyright sessions across campus. She now regularly teaches copyright to medical students at Burrell College of Osteopathic Medicine (Burrell) and has led the development of that college’s copyright policy and guidelines. Our U.S.-Mexico border region is somewhat of a information resource desert, with few academic libraries and librarians nearby to learn from and lean on. We soon became copyright buddies, developing a tag-team approach to helping each other navigate perplexing copyright questions, bouncing ideas and scenarios off one another to support and help each other grow and gain expertise.

The role of Tanzania library services board in enhancing information literacy skills among the public in Tanzania

This study aimed to examine the role of Tanzania Library Services Board (TLSB) in organizing, teaching and facilitating information literacy to users in the public library. Specifically the study examined the available facilities and resources available in public libraries that would facilitate the teaching of information literacy; established what users were taught during information literacy courses and identified barriers in implementing information literacy courses in public libraries. It also sought to gather views from the users on the roles of TLSB in organizing, teaching and facilitating information literacy courses in public libraries. The study was carried out in 7 regional libraries working under the administration of the National Central library in Dar es salaam. Data was collected through questionnaires, which were conveniently distributed among 58 library users who were found in the reading areas and other service points in the selected libraries. Face to face semi-structured interviews were carried out among purposely selected 11 librarians who were providing services at different points in the libraries. Results of the study indicated that TLSB was involved in organizing and teaching information literacy courses to users who visited the library either in groups or as individuals. Users were taught how to search for electronic resources, utilizing special collections, borrowing and returning library books and using the library OPAC. Challenges facing TLSB in offering information literacy courses included lack of expert trainers; limited number of facilities such as computers, some users did not want to attend training and lack of motivation among library staff to participate in teaching information literacy courses. The study recommended that TLSB should collaborate with other institutions by facilitating the teaching of information literacy courses to users in various libraries in the country.

Design matters: How a course review informed online teaching best practices

This paper discusses how an Applying the Quality Matters (QM) Rubric for Higher Education workshop had an impact on the online teaching practice of three academic librarians. The QM Rubric was used to review and update a credit-bearing information literacy course taught by the authors’ department. The authors reflect on how this training influenced their relationship to online teaching during the COVID-19 pandemic (and beyond), using examples from their own experiences to demonstrate how instruction librarians contributed to online education during this period and how they used sustainable teaching practices to lessen the workloads of their teaching colleagues. Future steps include improved documentation, assessment, management and maintenance of digital learning objects used in online teaching.

Integrating Immersive Experiences to Instruction through BreakoutEDU

This study employed an escape room motif to engage students to use information literacy course material to solve puzzles. Students practiced research techniques in a classroom environment that bypassed their expectations of traditional course instruction. Instructor objectives were to increase student engagement with the course material, and to foster teamwork among students in a cooperative learning environment. Authors initially obtained 9 kits from Breakout EDU, a company specializing in immersive games. Games were devised for three of the course units, with each unit identifying 4-5 information literacy skills or concepts. The puzzles were focused on reinforcement of the key concepts. After each escape room class session, students completed a short survey. At the end of the semester students completed another survey about their experiences. Over 80% of students indicated the games helped them understand course concepts. Comparisons of final grades in the gamified courses with previous, non-gamified courses revealed that students achieved more A’s and fewer D’s and F’s in the gamified courses. Future directions for study include flipping game design to student groups, and further analysis of correlations between concepts learned through traditional teaching techniques and those learned in Breakout EDU classes.

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Librarians at the University of Calgary collaborated with instructors on an inquiry-based learning course with varying involvement across four course sections. This study uses text analysis of student assignments to assess information literacy (IL) skill development across four levels of course participation: librarian as instructor-of-record, two levels of embeddedness, and a single ‘one-shot’ session. The methodology included the tracking of keywords generated using the ACRL Framework for Information Literacy and text analysis of student reflection assignments in an inquiry-based, research-focused first-year undergraduate course. The results suggest that the benefit to student IL skills is not related to amount of librarian instruction, but rather to the level of instructor buy-in with regard to library services and the importance of IL skills. We argue that the most impactful librarian involvement is as an IL course consultant rather than a full-time embedded librarian (which is surprising given the literature on the efficacy of embeddedness). Although further research is needed, the study results have significant implications for academic librarian instructional practices and collaborations on course content with faculty members.

Assessing the Impact of an Information Literacy Course on Students' Academic Achievement: A Mixed-Methods Study

Objective – The aim of this study is to demonstrate the impact of a stand-alone, credit-bearing information literacy course on retention and GPA for students at an open access urban college. Methods – Researchers conducted a mixed-methods study with a two-part focus. The first examined the impact of a credit-bearing course using propensity score matching (PSM) techniques to compare academic outcomes for students who participated in the course versus outcomes for similar students who did not enroll in the course. Multiple regression analyses were conducted to measure impact on GPA and performance in 100-level introductory English general education courses. Logistic regression analysis was used to determine persistence one year after enrolling in the course. The second part utilized a questionnaire to survey students of this targeted group to determine impact of the course on their information-seeking behaviour in subsequent academic courses and for non-academic purposes. Results – The quantitative analyses showed: (a) a higher GPA, though slight, for students who have taken the course over the matched comparison group; (b) an increase in persistence for students who have taken the course over the matched comparison group after one year of taking the course; but (c) lower performance in 100-level introductory English courses by students who have taken the course in contrast to the matched comparison group. Qualitative data provided through the questionnaire revealed positive and substantive reflective statements that support learning outcomes of the course. Conclusion – The findings in this study underscored the importance of a stand-alone, credit-bearing information literacy course for undergraduate students, particularly for first-generation students attending an open access urban institution. The findings also demonstrate the academic library’s contribution to institutional retention efforts in support of students’ academic success.

Reimagining INFO 101: A Tale of Revisions and New Beginnings

Realized that video you love showing in class is nearly as old as your students now? We’ve been there. Lander University librarians spent this summer collaborating to redesign INFO 101, our 1-credit information literacy course. The goals were to keep the course fresh, useful, effective, and synchronized across instructors and delivery methods. This initiative included reformatting into an eight-week schedule offered twice per semester, moving to a new textbook, establishing a shared Blackboard sandbox in the university’s recommended online course template, and ditching the final project. Results will be discussed from the Fall 2021 sections taught face-to-face and online.

An investigation into information literacy education in library schools in Nigeria

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards (“library schools” here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students’ handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course “information literacy” as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.

The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction

Past studies have indicated that primary schools' students have difficulty in filtering out incorrect or unreliable information from the Internet when facing a large amount of information due to the lack of basic digital literacy and sensitivity. Therefore, the establishment of a mechanism for information judgment and evaluation to promote primary schools' students digital reading skills and information literacy has become a more and more important research issue in recent years. This study thus developed a web-based inquiry learning mode with collaborative digital reading annotation system support (WILM-CDRASS) aiming to provide innovative teaching mode of effectively enhancing information evaluation abilities of primary schools' students. A quasi-experimental design was conducted in this study to examine the learning effectiveness and technology acceptance of using WILM-CDRASS to enhance information evaluation abilities of primary schools' students compared to a web-based inquiry learning mode with general discussion board support (WILM-GDBS). A total of 50 Grade 5 students from two classes of an elementary school in New Taipei City of Taiwan participated in a collaborative inquiry-based learning course, “Internet information judgment and evaluation,” in this study. A total of 25 students from a class was assigned as the experimental group using WILM-CDRASS to enhance their information evaluation abilities, and a total of 25 students from the remaining class was assigned as the control group using WILM-GDBS. The learning outcomes of WILM-CDRASS and WILM-GDBS in the learning effectiveness and technology acceptance were also compared between students with different prior knowledge levels and cognitive styles from both groups. The analytical results revealed that the learning effectiveness and technology acceptance of learners in the experimental group using WILM-CDRASS for an information literacy course are significantly superior to those of learners in the control group using WILM-GDBS. The research findings also showed that the use of WILM-CDRASS was more beneficial to the students with low prior knowledge and field-independent cognitive style than those of using WILM-GDBS. As for technology acceptance, students with low prior knowledge perceived the use of WILM-CDRASS more helpful than WILM-GDBS for their learning. Based on the research results, several suggestions for the implementation of WILM-CDRASS to support information literacy courses were proposed. Besides, it is suggested to investigate students' effective learning behaviors and the relationship between the learning behaviors and learning performance in inquiry-based information literacy courses with WILM-CDRASS support in future study.

Assessment of Information Literacy Competency of Management Science Students at the University of Ilorin, Kwara State, Nigeria

The study examined the information literacy (IL) competencies of management science students at the University of Ilorin, Nigeria. A survey research design was adopted. Data was collected through a questionnaire developed by the authors. A total of 337 randomly selected undergraduate students from six departments represent the sample for the study. Six research questions were developed and answered. The findings demonstrate that respondents generally perceived information literacy IL as an insight on how to effectively and efficiently access and select needed information and as a tool for long-life learning. Respondents have high IL skills in the use of the internet to access information needed in their field and can assess such information from various sources. Competence in the circulation of information, identifying and locating information, and accessing sources and evaluating information are the areas of strength revealed in the study; while the weaknesses identified are inability to determine when information is needed, none awareness of specific search engines. The results also reveal that respondents can use IL skills to retrieve information, search the library, and use specific search terms. Prominent information literacy courses offered are the use of libraries, introduction to computers, and IL training on the use of popular search engines such as Google and Ask Me. The common factors confronting the teaching of IL are power supply, high cost of computers, and limited time available for IL practical and hands-on.

Mapping the framework to credit-bearing information literacy courses

The Framework for Information Literacy for Higher Education emphasizes conceptual, critical-thinking approaches to information literacy, a departure from the competency-based Standards. The Framework can be challenging for librarians to incorporate into their teaching practices. While redesigning [course name], the researchers of this study became curious about how peers were using the Framework in credit-bearing information literacy and library instruction courses. Were peers using the Framework? Were courses structured entirely around the Framework? Which frames were most common and least common? Were the frames explicitly or implicitly presented? Did courses reflect a more conceptual approach as represented by the Framework? Using deductive coding, the researchers mapped the Framework's six frames to the course objectives and course outlines found in the syllabi of peer institutions. Coding revealed Searching as Strategic Exploration was the most prevalent and Authority is Constructed and Contextual was the least coded frame. Additionally, syllabi were not explicitly designed around the Framework. Instead, frames were incorporated implicitly. A competencies-based approach to instruction was still predominant. This study demonstrates the process of mapping the Framework to existing syllabi can help librarians redesign their own courses while thinking more critically about what and how they teach.

Google is goodish: An information literacy course designed to teach users why Google may not always be the best place to search for evidence.

This article describes a course that was developed in response to health sector and local authority workers being reliant on Google and using it for their information needs regardless of whether it was the best place to search. The methodology for developing and structuring the course is explored, including details of the content included. The author concludes by asserting that teaching users about the effective use of Google is an important part of user education. D.I.

E-Resource Usage of Undergraduate Students at Universityof Peradeniya: A User Survey

This study was conducted to examine the usage of electronic resources by undergraduates at the University of Peradeniya library (UoP). 384 students in the third and final years were selected as the study sample. The survey research method was adopted for the study and a questionnaire was used as a data collection tool for the study. Descriptive statistics were used in analyzing the data collected. The study revealed that the use of electronic resources by the students in UoP were low. However, they mostly prefer to use print resources, they would prefer to use text-based e-resources as well as audio-visual materials for fulfilling their information needs. HINARI and Oxford Journals are the most preferred databases by students and ‘browse by the title’ is the most preferred search technique. Most of the students preferred to access the e-resources in the library and they perceived that e-resources are helpful for their course work and improve their academic performance. Moreover, the faculties get a high percentage of encouragement to use e-resources through guides and leaflets. Based on the findings the study recommended that the library should organize periodic training on e-resources for students and provides sufficient skills among them for accessing these resources. It is also recommended to provide access to e-resources through the library website while subscribing to more e-journals required for students. Introducing a course in Information Literacy for all students is recommended for enhancing the knowledge for using e-resources.

WEB ANALYTICS AS A TOOL FOR MONITORING STUDY PROCESS OF HIGH SCHOOL ONLINE COURSE

The paper analyzes the possibilities of using Google Analytics in the study of students' learning behaviour and for the design of online courses. Specifically, it analyzes data from an information literacy course for high school students. The paper use data from an online course for high school students between 1 February 2020 and 16 September 2020. There are a total of 785 unique visitors whose behavior on the web was the basis for our analysis. We also use information from 7 semi-structured interviews with teachers and from 2 focus groups with students (14 students) to interpret the data.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

The use of OPAC query logs to support evidence-informed information literacy (IL) training at The University of Dar es Salaam

This paper reports the results of the study which analysed OPAC users’ searching behaviour through the use of search queries. The study analysed how OPAC search queries can be used to assess the effectiveness of the information literacy programme offered by the University of Dar es Salaam. Data were collected unobtrusively and stored in the OPAC web server’s log file. OPAC search logs were qualitatively and quantitatively analysed to determine search patterns and search query formulation. Information literacy course contents were also qualitatively analysed and compared with users’ search activities. The results suggest that search query logs are essential and high quality evidence that can be used to inform information literacy pedagogical methods and course contents improvement. A comparison between OPAC users’ search behaviours and information lteracy course content identified some areas for readjusting the way information literacy instructions are delivered and improving OPAC search functionalities. The study has contributed to the conceptual understanding and the use of evidence to support evidence-informed practices (EIPs) in delivering information literacy courses.

Information Literacy Programmes: the Experience of Research Libraries in Hong Kong and Ukraine

The article is devoted to the analysis of information literacy programmes developed by libraries of higher education institutions in Hong Kong and Ukraine. The application of such theoretical and empirical methods as an analysis of sources, the method of external observation over the foreign and Ukrainian experience of the information literacy programmes developing, as well as a prognostic method for summarising, allowed to reveal similarities and differences in the content and forms of information literacy programmes implemented at Hong Kong and Ukrainian universities. Different stages of implementation of information literacy programmes by the Chinese University of Hong Kong (CUHK) Library during the last two decades are highlighted. The content of information literacy programmes provided by the libraries of 4 Ukrainian universities in general and the scientific library of the Kyiv National University of Culture and Arts (KNUCaA), in particular, is reviewed. It has been found out such similar characteristics of information literacy programmes of libraries that were analysed as using of traditional forms (lectures, practical exercises, instructions, video lessons) to form the skills and abilities for the effective information search, analytical processing, organisation, evaluation, and use of this information. It has been found out that, unlike Hong Kong, the introduction of certified and online information literacy courses by Ukrainian universities libraries is isolated cases. There is also no experience in testing students’ knowledge before studies of information literacy. Testing is usually done after completing the information literacy programmes, but these tests are not mandatory and only recommended. The authors hope that the experience of the CUHK Library (Hong Kong) in the implementation of the “Immersion Programme”, the UGCIL project, and InfoLit for U will be useful for the Ukrainian scientific library community, considering that libraries of higher education institutions in Ukraine have also started to develop similar programmes and modules. In particular, the interactive online guide “Music Documents in the KNUCaA Scientific Library” is an example of a modern approach to the formation of first-year students’ information literacy, their acquaintance with the scientific library, its services, and resources, basic types of documents, an electronic search algorithm.

The current situation of information literacy education and curriculum design in Pakistan: a discovery using Delphi method

PurposeThe present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.Design/methodology/approachIn total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.FindingsThe Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.Practical implicationsThe proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.Originality/valueThe study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.