Information Literacy Learning Research Articles

The effect of gamified project-based learning with AIGC in information literacy education

ABSTRACT The emergence of artificial intelligence has necessitated a transformation in pedagogical methodologies. This study evaluated the integration of gamified project-based learning (GPBL) and artificial intelligence-generated content (AIGC) tools in enhancing information literacy education. The primary objectives were to explore the relationship among students’ learning experiences, information literacy, creativity, and engagement in an integrated learning environment. Using an explanatory sequential design with surveys and interviews, first-year university students (n = 36) from the School of Art and Design participated. Results indicated that students perceived moderately high levels of engagement(3.72) and creativity(4.11) during the GPBL activities, with positive emotions contributing significantly to motivation. Moreover, information literacy skills have substantially improved, such as in information retrieval, using AIGC tools, and understanding the ethical aspects of AI technology. A process model illustrated how positive emotions, motivation, creativity, engagement, and information literacy were linked in a GPBL-incorporating AI setting.

Improving accessibility, engagement and usefulness of online information literacy tutorials based on student feedback

PurposeIn order to evaluate a new series of online information literacy tutorials, students in a first-year experience program were invited to take a perception survey. The survey asked respondents if they perceived the tutorials to be accessible, engaging and useful. The feedback informed changes to tutorial learning objects in order to improve student learning of information literacy concepts.Design/methodology/approachData were collected using a survey instrument comprised of quantitative and qualitative questions about online tutorial accessibility, engagement and usefulness. All students enrolled in first-year experience courses at the end of the Fall 2022 semester were invited to take the survey.FindingsThe results suggest that the majority of respondents perceive the tutorials as useful for completing college-level assignments (62.5%) and easy to access and navigate (85%). Ratings for engagement are mixed; less than half of respondents perceive the tutorials to be engaging (44%). Analysis of qualitative questions may point to a connection between the perceived usefulness of a tutorial and a user’s engagement with the material.Originality/valueThis paper discusses the evaluation of tutorials comprised of vendor-produced content mixed with institutionally created content. It includes the survey instrument designed to collect student perceptions of these tutorials.

Evaluation of undergraduate research topic skill development

Inspired by the ACRL Framework for Information Literacy frame Research as Inquiry, Lehman College Library conducted an assessment to measure its undergraduate students’ ability to formulate research questions that are appropriately scaled, encourage critical inquiry, and can be supported by available information resources. Using a sample of first-year students enrolled in an English composition class, the assessment revealed that students performed best at locating information resources and struggled most with scaling down a topic. Lessons learned from this study can be extrapolated to outside institutions to improve information literacy learning outcomes.

Increasing students’ information literacy and creative thinking in Islamic religious education learning through reading, questioning, and answering learning strategy

This research was conducted starting from the existence of supporting facilities in schools such as libraries, and discussion methods in learning to improve students' literacy and creative thinking, but the results were not as expected. This research uses a quantitative approach with mixed methods research methods in the form of experiments with a quasi-experimental nonequivalent control group design, namely research conducted by looking at the differences between the experimental group and the control group. Data collection techniques used are tests, questionnaires, interviews, observations, and documentation. The results of this study are: first, the implementation of the RQA learning strategy begins with finding information, making questions and answers, and discussing it in class. Second, the information literacy ability of class VII students in general from the 6 literacy indicators of the Big6 model is categorized as good. Third, the average creative thinking ability of students in the experimental class = 86.25 is higher than that in the control class = 74.38. Fourth, the RQA learning strategy has a significant effect on the literacy and creative thinking abilities of students by obtaining the results of 3 indicators in the very good category and 3 indicators in the good category of literacy ability and the Sig (2-tailed) value of 0.006, so that H1 is accepted.

Acceptance Analysis Of Web-Based Learning Media In Indramayu Regency Based On The UTAUT2 Model

<p>The current education system has adopted a 21st-century approach, emphasizing learning to know, learning to do, learning to be, and learning to live together. This shift has moved from a teacher-centered to a student-centered learning approach. 21st-century education demands the development of learning skills, innovation, information literacy, and digital literacy. The aim is to assess the extent to which variables such as Effort Expectancy (EE), Facilitating Conditions (FC), Hedonic Motivation (HM), ICT Usage Habits (IUH), Performance Expectancy (PE), Perceived Learning Opportunities (PLO), and Social Influences (SI) can influence Behavioral Intention (BI). Additionally, the study evaluates factors influencing the level of acceptance of web-based learning media usage among teachers in Indramayu Regency, using the UTAUT2 model.This research employs a qualitative descriptive method with a questionnaire as the instrument. The population comprises all teachers in Indonesia, with a sample of 100 elementary school teachers in Indramayu Regency. The findings indicate that variables EE, FC, HM, IUH, PE, PLO, and SI collectively have an 81.1% influence on Behavioral Intention (BI), while 18.9% is attributed to other unexplored factors. The hypothesis test results reveal that EE, FC, HM, IUH, PE, and SI do not significantly impact Behavioral Intention (BI). However, Perceived Learning Opportunities (PLO) has a significant influence on Behavioral Intention (BI).</p>

High-Impact Information Literacy Learning Opportunities in Postsecondary Education in Health, Civic Engagement, and Personal Finance Courses

This article extends Kuh and associates’ research describing high-impact learning as kinds and types of projects and assignments shown to benefit postsecondary students and increase rates of student retention and engagement. Given that the content and implementation of postsecondary courses have continuously evolved in recent years, this present study raises the question about whether other factors that may now make learning meaningful for students can be considered high impact. Findings have relevance to LIS faculty with expertise in the area of information literacy who create curriculum and prepare instructional librarians and information literacy practitioners to teach, as well as to other faculty across campuses. The article reports on 27 records in the academic areas of health, civic engagement, and personal finance selected following the 2009 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the 2020 statement for reporting systematic reviews. Implications for LIS faculty are presented in a discussion of six categories of educational factors relevant to high-impact information literacy learning.

Information Literacy: Utilization of Taman Budaya and Museum UPT Towards Motivation for Learning History

Information literacy learning is very important for teachers and students to improve understanding and skills related to digital media. Learning activities and motivation become triggers for certain behaviors and attitudes and giving a resistance orientation will lead to persistence and not giving up easily getting results. This research introduces museums to students as a learning resource and reference. This type of research is qualitative. The public is invited to participate in interviews and observations, providing information, opinions and perceptions to understand social phenomena from one's point of view. The results show the extent to which management of cultural parks and museums encourages the use of information technology to attract visitors to educational institutions. Providing detailed information about museum collections and exhibits related to historical themes can help curators of cultural parks and museums motivate students to learn more. This is useful for engineering practitioners because it assists the public in exploring museum collections through newspapers, brochures, magazines, websites of cultural parks and museums, as well as online social media.

Scaffolding Information Literacy Learning for Undergraduate Nursing Students: A Mixed-Method Exploration of Student IL Self-Efficacy

Scaffolding Information Literacy Learning for Undergraduate Nursing Students: A Mixed-Method Exploration of Student IL Self-Efficacy

Hubungan literasi informasi dengan self-directed learning mahasiswa Fakultas Ilmu Komunikasi

The creation of a thesis, which is the outcome of student research, is one of the requirements for graduation in higher education. In the thesis completion process, students are required to have adequate information literacy and self-directed learning skills. Students of Fikom Unpad, class of 2016, were introduced to the concept of information literacy during the new student orientation and in the TPB (Preparation Stage for Learning) program in the KBLI (Information Literacy Learning Activities) course. This research aims to identify the relationship between information literacy and self-directed learning among Fikom Unpad students of the 2016 class in the thesis preparation process. The research method used is quantitative, utilizing Chi-square and Pearson Product Moment analysis. The theoretical foundation refers to the ACRL (Association of College, Research, and Library) standards of 2000, covering aspects of information needs, information search strategies, information evaluation, information usage, and ethics and law in information use. This study involved 209 students of Fikom Unpad, class of 2016, with a sample size of 136 individuals. The results show a significant relationship between information literacy (X) and self-directed learning (Y), with a high correlation between sub-variable X (information needs, information search strategies, and information usage) and variable Y. Meanwhile, other sub-variables of X (information evaluation, ethics, and the law of information use) have a moderate relationship with variable Y. It was found that students' motivation and self-directed learning ability can increase with improved information literacy skills, considering the interrelation between the indicators of information literacy and self-directed learning. The higher the level of students' information literacy, the better their self-directed learning abilities.

The Effect of the Digital Book-Assisted Randai Learning Model on Students' Problem-Solving Skills and Information Literacy

Purpose:The research aims to see the effect of using digital books based on the RANDAI learning model on students' problem-solving skills and information literacy in biology learning. Theoritical Framework: The integration of local wisdom will make the material more contextual so that learning becomes more meaningful. Digital books that are integrated with local wisdom can be concretized through digital books based on the RANDAI learning model. Methodology:The study was conducted at a secondary school in the province of West Sumatra, Indonesia. The learning applied in this study uses the theoretical framework of the RANDAI model (Reciting, Analyzing the problem, Narrating the solution, Doing the solution, Assessing the solution, and Implementing the solution) which is problem-based learning integrated with local wisdom. Data collection was carried out through a test referring to Polya's problem-solving skills while for information literacy using a questionnaire referring to the Association of College and Research Library indicators. Data were analyzed using a parametric t-test and n-gain analysis. Result and discussion: This study found that problem-solving skills and information literacy through learning with the RANDAI learning model assisted by digital books can promote students' problem-solving skills in science learning. Conclusion: the RANDAI learning model with the help of digital books has an effect on the problem-solving abilities and information literacy of high school students.

온라인 학습에서 정보활용능력과 학업성취도의 관계: 자기조절능력의 매개효과와 성별 차이를 중심으로

The purpose of this study is to explore gender differences and the mediating effect of self-regulation in the relationship between university students' information literacy and academic achievement in online learning. SEM and multi-group analysis were used by university students’ responses from 2020(12th) of the Korean Education Longitudinal Study 2005(KELS 2005). The study found that university students' information literacy directly affects academic achievement, and the mediating effect of self-regulation was significant between information literacy and academic achievement. In addition, the effect of information literacy on self-regulation was found to be significant in both males and females. This means that information literacy has a positively significant effect on self-regulation regardless of gender. Finally, it was confirmed that there was no difference between genders in the mediating effect of self-regulation, but the effect of self-regulation on academic achievement was higher in women. The results of this study suggest to accomplish academic achievement in online learning, it is necessary to strengthen self-regulation through the improvement of learners' information literacy, and in particular, continuous education and support are required to cultivate information literacy.

Information Literacy Using the Central Sulawesi Museum on Motivation for Learning History at SMA Labschool Untad Palu

The importance of information literacy learning among teachers and students has enhanced comprehension and digital media skills. Learning activity and motivation are the factors that spark a particular behavior and give it a resistant orientation that will result in tenacity and not easily cracks in reaching achievement despite many obstacles, basically having a variety of learning-related motivations. This study introduces museums to students as a learning resource to explore the function of information literacy and the desire to study student history. It is qualitative research. People will be asked to participate in interviews and observations, contributing information, opinions, and perceptions to understand the social phenomenon from the participant's perspective. The results indicated how much cultural park administrators and museums promoted using information technologies to attract visitors to educational institutions. Offering details on museum collections and exhibitions relating to historical topics might help implementers of cultural parks and museums motivate students to learn more. This is particularly beneficial for technical implementers since it helps the general public learn about museum collections through brochures, catalogs, websites for cultural parks and museums, and social media, like Instagram.

Insights on information literacy from social studies classrooms in the southeast

Living and learning in the United States in 2023 is different than it was decades ago. The proliferation of mis/disinformation vis-a-vis digital means is causing “truth decay,” with an increase in disagreement amongst citizens about what is opinion and fact. Such disagreements constrain opportunities for healthy democratic dialogue. To repair and rebuild dialogue, citizens need information literacy. This article draws upon qualitative data from four social studies eleventh grade classrooms, including teacher and student interviews and focus groups, to better understand the contemporary landscape of teaching and learning information literacy in today’s digital age. Analysis of findings speak to five interrelated insights from practice within the information literacy teaching and learning landscape of one high school context in the southeast of the United States.

An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh

Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning. Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge. Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives.

Community College STEM Faculty and the ACRL Framework: A Pilot Study

This study explores the science, technology, engineering, and mathematics (STEM) community college faculty’s perspectives on the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Framework). Previous studies of the Framework implementation have primarily focused on the librarians’ perspectives and efforts. This pilot project seeks to bridge the gap in the study of STEM faculty’s views regarding the Framework in a community college setting. STEM faculty were asked to rate the importance of information literacy knowledge practices based on the Framework in the spring semester of 2021. The paper discusses STEM faculty’s ratings of the knowledge practices from each frame. These preliminary findings can be used by STEM librarians and STEM faculty, as well as administrators in charge of STEM programs or curricula at community colleges, for (re)designing information literacy instruction, integrating information literacy in programs, or assessing information literacy learning outcomes that utilize frames from the Framework.

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.

Implementation of Android-Based Blended Learning for Improving Learning Outcome and Information Literacy Skill of Students

Rapid development of information and communication technology should be accompanied by appropriate changes in learning activities. Implementation of Blended learning is considered providing space for students to learn both offline and online. The use of android media in the activity will facilitate students to learn the materials in a specific, interesting, and easy way. This study aimed to examine the improvement of learning outcome and information literacy skill of students. Research method applied was Quasi Experimental Design with Non-Equivalent Control Group Pretest-Posttest Design. This study was conducted from June to August 2022 in Senior High School 5 Langsa. Population in this study consisted of 60 students, with class sample X.1: 29 students. Sampling technique applied was purposive sampling. Research instruments included Multiple-Choice Test to investigate learning outcome of students and Rubric Assessment for information literacy skill. Data in this research were statistically analyzed using Paired samples t-test; to analyze learning outcome of students, Cluster, and Descriptive test to analyze the indicators of information literacy skill of students. Study result of learning outcome of students was expressed as value (sig) of 0.00 < (α) 0.05, hence Ho was rejected and Ha was accepted. Therefore, implementation of android-based Blended Learning was found to significantly improve learning outcome. Furthermore, study results about information literacy skill showed that students: Find and select information (56.77%), Identify the truth of information (62.58%), Retell the information in writing (62.58%), and Communicate information in a presentation (61.29%) with 3 Indicators of Good Category and 1 Moderate Category. To conclude, habituation of learning activity through android-based blended learning is necessary for students of Senior High School 5 Langsa to strengthen their information literacy skill

Analysis of Learning Behavior Characteristics and Prediction of Learning Effect for Improving College Students’ Information Literacy Based on Machine Learning

Information literacy is a basic ability for college students to adapt to social needs at present, and it is also a necessary quality for self-learning and lifelong learning. It is an effective way to reveal the information literacy teaching mechanism to use the rich and diverse information literacy learning behavior characteristics to carry out the learning effect prediction analysis. This paper analyzes the characteristics of college students’ learning behaviors and explores the predictive learning effect by constructing a predictive model of learning effect based on information literacy learning behavior characteristics. The experiment used 320 college students’ information literacy learning data from Chinese university. Pearson algorithm is used to analyze the learning behavior characteristics of college students’ information literacy, revealing that there is a significant correlation between the characteristics of information thinking and learning effect. The supervised classification algorithms such as Decision Tree, KNN, Naive Bayes, Neural Net and Random Forest are used to classify and predict the learning effect of college students’ information literacy. It is determined that the Random Forest prediction model has the best performance in the classification prediction of learning effect. The value of Accuracy is 92.50%, Precision is 84.56%, Recall is 94.81%, F1-Score is 89.39%, and Kapaa coefficient is 0.859. This paper puts forward differentiated intervention suggestions and management decision-making reference in the information literacy teaching process of college students, with a view to adjusting the information literacy teaching behavior, improving the information literacy teaching quality, optimizing educational decision-making, and promoting the sustainable development of high-quality and innovative talents in the information society.Our work involving research of the thinking and direction of the sustainable development of information literacy training proved to be encouraging.

Membangun Kolaborasi Pustakawan dan Fakultas dalam Meningkatkan Keterampilan Literasi Informasi Mahasiswa

The fast-moving, unlimited flow of information and the appearance of various publications of information sources both printed and non-printed make students as information users trapped in the many sources of information circulating and do not allow them to evaluate one by one. Therefore, it takes the role of librarians and academics to form an information literacy programme as an effort to improve students' information literacy skills. The purpose of this study is to find out and describe the extent to which the readiness of librarians and lecturers of UIN North Sumatra in building collaboration to form an information literacy learning curriculum programme in lectures. This research uses a descriptive qualitative approach with data analysis techniques using the Miles and Huberman model. The results stated that librarians and lecturers strongly support the implementation of collaboration to integrate information literacy into the learning curriculum. However, in reality, librarians and faculty are still not ready to assign librarians as teaching staff who will teach information literacy learning in the classroom. So the reviewer suggests that UIN North Sumatera library can move more actively to encourage librarians to various skill development activities that can improve teaching competence.

How does web-based collaborative learning impact information literacy development?

This qualitative study documents evidence of first year undergraduate students' collaboration processes and information literacy learning while completing research assignments in groups during a semester-long course. Focus group interviews and artifacts collected in the web-based tool Evernote allowed us to conduct an in-depth analysis of students' collaborative behavior in terms of their actions, feelings, and thoughts during information seeking behavior (Kuhlthau, 2004), and of the potential of collaboration for fostering information literacy development.Our analysis revealed that certain conditions should be present to facilitate information literacy learning through collaboration: 1) Technology that enables real-time interaction and both active and passive sharing; 2) Meshing of students' interests through the assignment framing; and 3) Students' acceptance of the collaboration technology as a worthwhile tool.In addition, multiple factors determined the extent of the information literacy learning developed through the collaborative assignment tasks, including group dynamics, prompts for students to teach each other information skills, encouragement of students to share exemplars of notes or written assignments, exposure to different points of view, and time management.