Information Literacy Experiences Research Articles

LITERASI INFORMASI KESEHATAN PADA FENOMENA DIAGNOSIS MANDIRI COVID-19 MELALUI SUMBERDAYA ONLINE

This phenomenon of self diagnose through online resources in the era of the covid-19 pandemic is something that is dangerous in the diagnosis process. Information literacy about health plays an important role in the process of self-diagnosis of this phenomenon. This study will discuss how the experience of health information literacy is for patients who self-diagnose through online resources in the era of the covid-19 pandemic. This study will use a qualitative method by integrating a phenomenological approach and the seven pillars of information literacy standards. The results of this study show that there are physical and psychological vulnerabilities, which have an impact on information neglect, the quality of health information that makes patients depressed, and corrective actions from expert informants and references.
 Keywords: health literacy information, online resources, phenomenology, self-diagnosis

Understanding the information literacy experiences of Australia’s humanitarian migrants

Every year, millions of people are forced to flee their homes to find safety. This paper investigates the information literacy experiences of people from forced migrant backgrounds as they settle into a new country during their first few years of migration. Using a qualitative and interpretive approach incorporating thematic analysis techniques, data were collected through 19 semi-structured interviews and were analysed adopting a thematic analysis approach. Participants were new arrival humanitarian migrants in Australia. The analysis uncovered five different and interconnected themes depicting the information literacy experiences among forcibly displaced people. The themes are: (1) undertaking education; (2) reaching out for help; (3) comparing and contrasting; (4) sharing stories; and (5) getting engaged. Grounded in the relational perspective on information literacy, a long-standing theoretical perspective to explore the information literacy of humanitarian migrants, the findings from this study provide an empirically derived evidence base to inform the design and delivery of services providing information, support and education to humanitarian migrants entering Australia for protection or resettlement.

Lecturers' information literacy experience in remote teaching during the COVID-19 pandemic.

The advent of coronavirus disease 2019, or COVID-19, continues to trigger several important disruptions/innovations in practically every sector around the world. Additionally, the impacts are predominant in certain educational systems and in creating opportunities. Previous studies had addressed possible effective methods in handling distant learning and student interactions. This qualitative study explored lecturers' information literacy experience during online classes as a result of the pandemic. Semi-structured interview techniques were applied among participants, made up of 15 lecturers in the Humanities Faculty, Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed the focus of lecturers' information literacy experience was primarily on student interactions and knowledge of various online learning platforms. However, information repackaging was a significant initial consideration during virtual classes, after identifying salient student characteristics. In summary, the present study have contributed to the theoretical understanding of information literacy and may be of benefit to the teaching faculties for enhancing teaching and learning activities, as well as providing student support.

Experiences of information literacy and mobile technologies amongst undergraduates in times of COVID. A qualitative approach

Purpose The purpose of this article is to analyse the social science students' perceptions of information literacy (IL) and the use of mobile technologies (MTs) before and during the COVID-19 pandemic.Design/methodology/approach Exploratory focus group methodology involving 18 Information Science and Education undergraduates.Findings Students believe that, above all, an information literate person must know how to search for information. Being able to recognise acceptable levels of IL and MT competencies/skills enabled them to detect the scant contribution of the university to IL and the poor support from the library. They routinely use information and communication technologies (ICTs) in the classroom for assignments, presentations, searching and administrative tasks. Conversely, they consider their teachers' competency in the use of mobile devices for academic tasks could be improved. The increase in these shortcomings during the COVID-19 pandemic has allowed students to discover most teachers' attitudinal and technical limitations. Students' suggestions mostly point to improving platforms, teaching methods, teacher motivation and teachers/librarians interaction.Research limitations/implications Research is limited to several IL/MT-related concepts, one university and two degrees. It could be applied in other contexts, larger samples and other stakeholders such as librarians and teachers.Practical implications Need for more IL and TM instruction for students/teachers and greater interaction amongst them and with the library. The authors suggest promoting interdisciplinary seminars on the importance of IL and awareness sessions on ICT for learning.Originality/value This case study addresses students' critical/exceptional experience triggered by the pandemic.

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>

Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting

This qualitative study provides an understanding about undergraduate students’ information literacy experience during their involvement with distance learning in an Indonesian university. Findings present evidence to inform the development of the distance learning process in Indonesia and informed learning responses that enhance the learning of undergraduate students. A total of 17 undergraduate students were interviewed using a semi-structured interview technique. The data collected were analyzed using thematic analysis, revealing four themes related to students’ information literacy experience during distance learning, namely, understanding distance learning, platform literacy, learning strategy, and learning resources. Findings can inform the development of informed learning responses to enhance the transition of undergraduate students into distance learning during a pandemic situation. These results may also be of benefit to teaching faculties for enhancing teaching and learning activities and to provide support for students.

The Interplay of Information Literacy, Learning Facility, Learning Achievement & Motivation Toward Online Learning Experience During COVID-19 Crisis: PLS-SEM Approach

The COVID-19 crisis has forced the learning system in Indonesia from face-to-face learning to online learning. This rapid transformation presents various challenges, especially for universities in remote areas such as Papua. This study aims to explore the factors that can influence the students' learning experience. The research approach used is quantitative with an analysis model of PLS-SEM. The data were obtained using a simple random sampling technique from four universities in Merauke, with 207 respondents. Four hypotheses were accepted, and one hypothesis was rejected in this research. Online information literacy experience and online learning facility perspective were affecting online learning experience significantly. Meanwhile, the online learning facility perspective significantly affecting online information literacy experience and online learning achievement motivation. However, online learning achievement motivation has a positive correlation but does not contribute significantly to an online learning experience. This research implies that higher education institutions can focus on factors that significantly contribute to the student's learning experience to provide a positive experience and increase online learning effectiveness, especially during the COVID-19 crisis.Keywords: learning experience, online learning, PLS-SEM, COVID-19

Information Literacy Experience of Undergraduate Students during Their Involvement in the University Creativity Program

Indonesian universities have a long tradition of supporting their students in developing their innovative and creative ways of thinking during their times in university. One of the programs being continuously offered to the students is named student creativity program. It was initiated in 2001 to showcase students’ creative and innovative works. This study presented undergraduate students’ information literacy experience during their involvement in this program conducted by Diponegoro University, Indonesia. This research was based on the relational perspective of information literacy that emphasizes the relationship between people and information. Qualitative data were collected through semi-structured interviews with 15 undergraduate students from 8 different faculties. Thematic analysis was conducted to interpret various related aspects. Results revealed that the identified themes contributed to communities, brainstorming, and Googlization. All the themes illustrated the information literacy experience of undergraduate students as they contributed to the university creative program. This study provided new insights into students’ creativity programs and information literacy as a basis for designing future research. Although the majority of studies in Indonesia have focused on the conception of information literacy from a behavioral perspective, this research offered different ways on understanding the conception of information literacy. This research would be beneficial to university libraries in terms of enhancing their information literacy programs and faculties in terms of understanding how undergraduate students interact with information during their academic activities.

Practicing information literacy: Practicum students negotiating information practice in workplace settings

This study explores practicum students' experiences of information literacy (IL) in work placement settings and describes the various ways they experience IL while learning in these settings. Using phenomenography to conduct and analyze interviews with practicum students in health and community programs at an undergraduate university, this study finds that in practicum settings, learners understand and practice IL not only from their perspectives as students but also as employees and future professionals. This exploration of student IL experiences in learning contexts beyond the classroom presents insights that can inform and strengthen IL curriculum and pedagogy for students in professional programs.

Technologies, knowledge and truth: the three dimensions of information literacy of university students in Slovakia

PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.

Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects

This article investigates ways in which student voice informed design-based research into information literacy instruction. The instruction occurred across a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice. Examination of students’ responses to research experiences enabled faculty to improve the students’ information literacy experience from one year to another. Findings show that students became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues’ research processes as they shared their own reflections on research and information literacy. We also found that this was fostered by shifts in when and how the ACRL Framework was introduced. Education students can benefit from knowledge of an information literacy framework to impact the way that they conduct their own professional research, work with students on research projects, and participate in scholarly conversations.

Early Information Literacy Experience Matters to Self-Efficacy and Performance Outcomes in Teacher Education

A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices.

New Barristers’ Information Literacy Challenges as They Transition from Education to the Workplace

AbstractThe aim of this qualitative study is to explore new barristers’ information literacy (IL) experiences during their transition from education to the workplace. New barristers are defined as individuals currently doing pupillage or who qualified as professionals in the last two years. Although the transition into work constitutes an important period in new barristers’ legal careers during which they face many IL challenges, so far neither new barristers’ perspectives on their IL experiences nor their transition experiences have been examined in detail. The study employed semi-structured interviews to explore the IL experiences of six new barristers.* This thesis finds that new barristers face a variety of IL challenges and thus have different transition experiences. For them, legal research has emotional implications. As professionals, they have IL needs and experiences that are dissimilar from the ones they developed during their education. This impacts on the content and delivery of IL training for new barristers. The study broadens our understanding of legal IL and new legal professionals’ IL needs. It has implications for law librarians and legal educators as it throws the complexity of new barristers’ workplace IL into relief. Finally, the study offers some recommendations for IL training.

Older Australians’ information literacy experiences using mobile devices

This article presents the findings of a constructivist grounded theory study that explored older Australians’ information literacy (IL) experience using mobile devices in their daily lives. Australians aged 65 years of age or older who use mobile devices took part in an in-depth semi-structured interview. Analysis of data from twelve interviews gave as result a substantive theory consisting of six interconnected categories: ageing; learning to use and manage mobile devices; being entertained; enacting everyday life; learning; and managing relationships. Examination of these categories revealed the different ways in which older adults experience IL using mobile devices through their engagement with information in their daily life. Furthermore, these categories supported that the degree of older adults’ IL exerts a significant impact on the level, and way of use and adoption of mobile devices. This study provides new knowledge and understanding about how older adults experience IL and how their IL experiences are socially and culturally influenced by their interactions within that community.

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.

Developing information literacy programs

This article summarizes the best practices framework known as ‘75 Lessons Learned from Information Literacy Programs at Ibero-American Universities’, drawn from the study of 301 information literacy experiences in Latin American countries, Spain and Portugal. This research involved analysis of 499 documents and data triangulation with 113 interviews and 135 surveys. This comprehensive framework is a useful Ibero-American guideline for developing new information literacy programs or strengthening existing ones at a worldwide level.

Design principles for digital badges used in libraries

ABSTRACTDigital badges give libraries greater flexibility in delivering impactful instruction to students. They serve as flexible, stackable microcredentials that sequence an information literacy experience across the curriculum. Design considerations rooted in learning theory have a foundation through which to drive decisions. Information literacy badges have unique considerations that need to be made through the perspective of a learning theory. This article elaborates on essential design decisions for information literacy digital badges and gives suggestions for best practices. Educational technology without intention may give students a shiny object to reach for, but it often lacks substance. Using the content of this article as a basis for your information literacy digital badges will strengthen the initiative and give validity to external evaluators.

Exploring undergraduate student experiences with information literacy

Purpose The purpose of this paper is to examine the differences between first-year and senior undergraduate students’ information literacy behaviors and experiences as measured by the National Survey of Student Engagement Experiences with Information Literacy module. Design/methodology/approach Publically available data resulting from the 2014 and 2015 module was analyzed. Descriptive statistics were used to compare group percentages and inferential statistics to discriminate the statistical significance of enrollment status. Findings Statistically significant differences between first-year and senior students were identified for the majority of survey items in both 2014 and 2015. Survey items with the highest effect sizes showed senior students were more likely to: complete an assignment that used the library’s electronic collections, be required to employ practices of a specific major of field, and indicate their institution contributed to their effective use of information. The least frequently exhibited behaviors for both groups were those that require higher-order thinking. Research limitations/implications Limitations of the study include the granularity of publicly available data and the applicability of the results to specific institutions and beyond the USA. Practical implications This study points to areas for further investigation at the national level and offers an approach for colleges and universities to take with their local data. Originality/value The originality of this paper lies in the analysis of a recently launched information literacy survey.

Web designers and developers experiences of information literacy: A phenomenographic study

The qualitative research reported here identifies how web designers and developers experience information literacy. Using a phenomenographic approach, this cohort's experience is presented through a map of variation, which includes four different ways of experiencing information literacy. Analysis of 23 in-depth interviews with web workers from different stages of the web design and development process suggested the four ways web workers experience information literacy: staying informed, building a successful website, solving a problem or participating in a community of practice. The study advances the existing understanding of the concept of information literacy, especially in a professional context and from a relational perspective. Additionally, using the web professionals' world as the context of the study, the research contributes to the field of website design and development by shedding light on less-researched information experiences of people involved in the web industry.