Information Literacy Curriculum Research Articles

Problem-based learning with library e-resources to enhance student information literacy self-efficacy

PurposeThis study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B).Design/methodology/approachA comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities.FindingsThe results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B.Research limitations/implicationsThe factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study.Practical implicationsThis study will both inspire the use of library e-resources in learning activities and promote ILSE.Originality/valueIntegrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.

Research on the Reform of Information Literacy Education Based on the OBE Concept

This paper elucidates the necessity of integrating the Outcome-Based Education (OBE) concept into information literacy education within university libraries. It begins with a clear definition of the OBE concept and proceeds to analyze its relevance to information literacy education. Based on a thorough review of related research, the paper proposes strategies for developing an OBE-aligned information literacy curriculum in university libraries. These strategies encompass offering tiered, differentiated courses tailored to various educational stages, designing diverse instructional activities, and enhancing continuous assessment to comprehensively evaluate educational outcomes. By embedding the OBE concept throughout the entire information literacy curriculum, the paper emphasizes the importance of assessing students’ practical skills, aiming to provide innovative approaches to the reform of information literacy education in university libraries.

Information literacy of higher vocational college students in digital age

The digital age presents greater challenges to information literacy. However, the level of information literacy in different regions and populations is still controversial, especially for students in college or university. To investigate the information literacy level of college students in Guangzhou area of Guangdong Province, China, and provide a basis for guiding students to improve information literacy. A multi-center cross-sectional study was conducted from February to May 2023. The information literacy questionnaire was used to evaluate student’s information literacy, which included basic information and information literacy scale. Statistical description, non-parametric testing, and multiple linear regression were used for data analysis. A total of 1700 participants, 57.6% of the students had medium information literacy, and average score of information literacy was 226.84 ± 39.83. The number of students using laptops and mobile phones reached 83.8 and 86.5%, respectively. 45.7% of the students had their first contact with mobile phones in junior high school, 49.9% in primary school, but their information literacy is not ideal. The lowest score was 3.74 for information management and communication, followed by 3.75 for information retrieval and acquisition. The results of regression analysis demonstrated that grade, place of high school study, information literacy course, the time of first contact with mobile phones and the type of using electronic information equipment affected students' information literacy ( p < 0.05). The information literacy of students in higher vocational colleges is in the middle level. Although the use of electronic information equipment is popular, the overall level of information literacy still needs to be strengthened, especially for attach importance to information retrieval and acquisition, management and communication literacy. Students’ systematic learning process requires colleges to provide systematic and professional information literacy curriculum teaching.

Improving Information Literacy in Introductory Psychology Through Short, Adaptive Interventions

Background The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. Objective This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Method Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Results Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Conclusion Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Teaching Implications Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.

Evaluating source credibility during online inquiry: Lessons from the Wonder Project

How do students make sense of sources encountered during online inquiry, when the source types can be as varied as the topics themselves? This paper presents findings from a multiple-case study exploring how four 8th grade students evaluated source credibility while engaged in independent research during an inquiry-based information literacy curriculum. This cross-case Yinian case study explores each student’s challenges through research and instructional lenses, including sources cited, strategies implemented, and the diversity of obstacles students encountered during their independent inquiry. Findings indicated that each student’s inquiry elicited specific challenges: a student researching climate justice mistakes scientific consensus for public agreement, a student researching a current event keeps pace with rapidly evolving information, and a student determined to ban homework encounters confirmation bias. Lessons learned from these cases align with implications for pragmatic classroom instruction.

Scaffolded, embedded required: information literacy education in undergraduate health sciences.

The Health Sciences Library and Bachelor of Health Sciences (BHSc) program at McMaster University worked together to build a multi-year information literacy (IL) curriculum embedded within the program under a suite of courses called Praxis Pathways. Praxis Pathways consists of four Threads. Thread 4: information literacy is the focus of this case report. The authors will describe the multi-year embedded IL curriculum, which is scaffolded to build both IL skills, such as database searching, and introduce students to key conceptual conversations in IL, production, and dissemination. BHSc program graduates in 2023 will be the first to have completed all four years of the Praxis Pathways courses, including the IL program developed and delivered by the library. The authors will describe how the impact of the program will be evaluated qualitatively and quantitatively going forward. Embedded librarianship for multi-year, scaffolded IL education in undergraduate programs continues to be a rarity, despite acknowledgement that one-shot instruction has several limitations. The authors present this case report to share how they embedded a for-credit IL curriculum in an undergraduate program that looks beyond the one-shot, skill-based tutorial and focuses on developing adaptive, information literate lifelong learners.

Scaffolded Information Literacy Curriculum

The one-shot library instruction model emphasizes skill training, which fits well into the transactional structure of higher education. Therefore, one-shots often perpetuate the status quo by focusing on individual skills rather than systemic barriers to information literacy. Slow librarianship radically counters these neoliberal values. This article provides a concrete model for how slow librarianship can empower librarians to develop a scaffolded series of information literacy sessions. The author explores how, rather than just a series of one-shots, these collaborative sessions provide space for librarians to journey with students by creating lesson plans which challenge racism and other biases.

Analysis of Information Literacy Programs in Libraries based on the SCONUL Seven Pillars Model

Background of the study: This study aims to find out what are the information literacy programs in the UIN library in East Java and whether the information literacy programs meet the SCONUL Seven Pillars information literacy model standards. Purpose: To find out what information literacy programs are and whether these programs meet the SCONUL Seven Pillars information literacy model standards. Method: This study uses a qualitative descriptive approach. The data analysis technique was carried out by observing the selection of informants, collecting data in the form of observations and interviews, followed by the process of analyzing qualitative data up to the interpretation of the data. Findings: The first result, in general, the training programs at UIN are similar, although there is no uniformity in the curriculum. The second result is that of all the pillars of the SCONUL Seven Pillars standard, the UIN Maulana Malik Ibrahim Malang Library has provided all capabilities in the form of information literacy programs to users and the other three libraries have not met these standards. Conclusion: There is no uniformity in the information literacy curriculum at UIN libraries in the East Java region. So that there is a need to improve and hold collaborative information literacy training program curricula.

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.

Critical information literacy at the crossroads

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.

From Macro- to Micro-: China’s expectationsfrom the 2030 agenda for sustainable development of higher education and its influence on STEM english reforms

In correspondence with the Declaration released by UNESCO in 2015, on April 22 in 2016 China issued Chinas Position Paper on the Implementation of the 2030 Agenda for Sustainable Development, which acts as a guidance of Chinas education reforms of internationalization and massification since then. The paper evaluates the challenging issues of the further sustainable development of Chinas higher education from both a macroscopical and a microscopical perspective. From a macroscopical perspective, the two challenging issues of achieving the sustainable development have been spotted, followed by urges for microscopical reforming measures in the designs and practice of foreign language teaching in engineering-specialized universities. From a microscopical perspective, the framework of an experimental reforming project in STEM English is designed and developed by teaching practice between 2018 and 2022. Detailed theoretical researches and practical measures are illustrated according to the time sequence of curricular reforms. In conclusion, taking into account the ever-changing global environment, there is an urge for engineering talents with global competency. Such a macro-levelled external urge demands for logical and implementable reforming measures on a micro-level. The reform of converting STEM English into English Information Literacy Curriculum meets the educational requirements in the post-Covid19 era.

Diversity and pluralism in Arab media education curricula: an analytical study in light of UNESCO standards

Prior research looking at Arab experiences in media education, despite its importance, did not provide a comprehensive evaluation of the curricula and study plans in Arab media colleges and departments but rather treated media education in a narrow and partial way. Therefore, this study fills this research gap by analysing the curricula of 21 media colleges, departments and institutes in 10 Arab countries from a perspective related to pressing issues of the Arab world, namely, the issues of diversity, pluralism, rights and freedoms. Three levels of content analysis were adopted to evaluate media education in the Middle East and North Africa—specifically, the learning objectives for managing diversity and differences based on UNESCO’s Media and Information Literacy Curriculum for Educators and Learners. The results showed that 33.2% (79 out of 238) of the total number of learning objectives in the UNESCO curriculum were specific to the skills of managing diversity. The study classified them into five main areas: promoting human rights, equality, pluralism, the culture of dialogue, and the commitment to ethics. Emphasis on adherence to media ethics was the most evident in all of the Arab academic plans, followed by, to a lesser extent, the emphasis on promoting the culture of dialogue, peace, and understanding, and finally promoting human rights. The weaknesses were represented in the lack of clarity on the items related to pluralism, democratic practice, equality, and the empowerment of women. The paper concludes with a discussion of the importance of adopting deeper methods of analysis to evaluate the items on enhancing diversity management in all Arab education curricula, in addition to the importance of establishing a practical discussion among decision-makers and experts to integrate new media education into the curricula of media students in line with advanced international experiences and take into account the notion of cultural privacy.

Research on Ideological and Political Construction of Information Literacy Curriculum from the Perspective of New Liberal Arts—Taking the Integration of Excellent Traditional Values into Teaching as an Example

Research on Ideological and Political Construction of Information Literacy Curriculum from the Perspective of New Liberal Arts—Taking the Integration of Excellent Traditional Values into Teaching as an Example

Librarian-Lead Faculty Learning Communities Offer Opportunities for Collaboration

A Review of: Burress, T., Mann, E., & Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. Journal of Academic Librarianship, 46(1). https://doi.org/10.1016/j.acalib.2019.102076 Abstract Objective – To describe a librarian-lead faculty learning community (FLC) focused on data literacy. Design – Case study. Setting – A public university in Florida. Subjects – 10 participants in the FLC. Methods – Two librarians proposed the Data Literacy Across the Curriculum FLC as part of the University of South Florida St. Petersburg Center for Innovation in Teaching and Learning. Participants were recruited from all full-time instructional faculty. The group met for monthly 90-minute meetings throughout the fall and spring semesters. Meetings were focused on group goal-setting, lightning talks, open discussion, data tool demonstrations, and the planning and development of work projects. In addition, the group designed an informal survey on the use of data tools across the institution. Main Results – At the conclusion of the year-long FLC, the group developed a frame for data literacy competencies that can be utilized across the curriculum. The FLC participants created a Data Literacy Faculty Toolkit that presented that theoretical framework, as well as providing sample activities and other resources to help faculty to practically implement that framework into their instruction. The student success librarian also integrated data literacy into the first-year student information literacy curriculum. Conclusion – Participation and facilitation of the FLC by librarians served to further librarian-faculty collaboration, as well as demonstrating library value. The work of the Data Literacy Across the Curriculum FLC raised awareness about information and data literacy on campus, and provided support to faculty members looking to further integrate data literacy into their instruction.

Designing media and information literacy curricula in English primary schools: children’s perceptions of the internet and ability to navigate online information

ABSTRACT This paper presents findings from a study into children’s media and information literacy (MIL). The purpose of the study was to understand English primary school children’s (ages 8–11) attitude toward the internet as well as their ability to find, use and evaluate information. This then informed the development of a MIL programme of learning for primary schools. Data analysis showed that the children demonstrated low levels of MIL, for example, when identifying bias and distinguishing between fact and opinion. In addition, working in a group did not lead to better MIL. There were limited strategies for successful co-operation and often the dominant group members’ views were prioritised over evidence from the text. Therefore, working with the Digital Education Futures Initiative (DEFI) at Hughes Hall, University of Cambridge, we propose a MIL curriculum that focuses both on content but also collaborative dialogic skills such as listening to others and changing one’s own point of view.

A Study on Information Literacy of Pre-service Preschool Teachers

In this paper, the preschool education major students in a university from Chongqing has been surveyed from five dimensions, and the current situation of preschool teachers information literacy is analyzed. The results show that the pre-service preschool teachers information awareness, information ability and digital reading guidance ability are at a qualified level, while their information knowledge is at a moderately low level and their information ethics is at a good level. It is suggested to improve the information literacy of pre-service preschool teachers from the aspects of information literacy theoretical knowledge learning, information literacy curriculum system construction and information literacy practice opportunities.

Information Literacy for Global Inclusion: Designing an Annotated Bibliography for Global Search and Selection

The COVID-19 pandemic has reinforced the notion that our world is global and interdependent. Despite the ever-increasing connection of global with local, there continues to be formidable barriers in accessing information produced in different international contexts and languages. This Innovative Practices article details the redesign of an annotated bibliography assignment in an international studies course to support the inclusion of global perspectives into the information practices of undergraduate students. The redesign embedded explicit information literacy dispositions and global citizenship education competencies through the search and selection of global information sources. The authors discuss the instructional elements used, student outcomes, and the connection between information literacy and global citizenship pedagogies. The goal of this article is to support librarians in developing inclusive and global information literacy curriculum enabling students to connect to international voices.

A STUDY ON THE EFFECTS OF EFL TEACHERS’ USE OF THE BIG6 ON LEARNERS’ ARGUMENTATIVE WRITING / NGHIÊN CỨU VỀ ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG BIG6 CỦA GIÁO VIÊN EFL ĐỐI VỚI KHẢ NĂNG VIẾT LUẬN CỦA NGƯỜI HỌC

Information literacy has proved to be one of the factors that help learners increase their writing academic in higher education institutions around the world. Therefore, developing information literacy curriculum for learners who speak English as a foreign language is of critical concern for librarians and English as a Foreign Language: EFL educators. However, in general, there is limited research about learners' information literacy experiences in English writing educational contexts. Therefore, this research fills a gap in the research, as it focuses on investigating the effects of EFL teachers’ use of the Information literacy model - Big6 on learners' argumentative writing. In this research, a mixed method combined both quantitative and qualitative designs was conducted to collect and analyze the data, including a pre-test and a post-test, questionnaires, classroom observations and semi- structured interviews. The findings show that there is a statistically significant difference between the writing performances at two time points of the experimental group who was taught English with information literacy skills. In addition, the findings indicate that EFL teachers and learners became more aware of the integration of information literacy skills into their teaching argumentative writing to learners. Key issues about training provision in this area were examined, and options of developing information literacy support for EFL learners were also discussed.
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0794/a.php" alt="Hit counter" /></p>

Infodemic surrounding COVID-19: Can LIS students recognize and categorize “problematic information” types on social media?

PurposeThe purpose of this paper is to investigate Library and Information Science (LIS) students’ understanding of infodemic and related terminologies and their ability to categorize COVID-19-related problematic information types using examples from social media platforms.Design/methodology/approachThe participants of this study were LIS students from a public-funded university located at the south coast of Bangladesh. An online survey was conducted which, in addition to demographic and study information, asked students to identify the correct definition of infodemic and related terminologies and to categorize the COVID-related problematic social media posts based on their inherent problem characteristics. The correct answer for each definition and task question was assigned a score of “1”, whereas the wrong answer was coded as “0”. The percentages of correctness score for total and each category of definition and task-specific questions were computed. The independent sample t-test and ANOVA were run to examine the differences in total and category-specific scores between student groups.FindingsThe findings revealed that students’ knowledge concerning the definition of infodemic and related terminologies and the categorization of COVID-19-related problematic social media posts was poor. There was no significant difference in correctness scores between student groups in terms of gender, age and study levels.Originality/valueTo the best of the authors’ knowledge, this is the first time an effort was made to understand LIS students’ recognition and classification of problematic information. The findings can assist LIS departments in revising and improving the existing information literacy curriculum for students.

Case studies in the classroom: assessing a pilot information literacy curriculum for English composition

PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.