Information Literacy Instruction Research Articles

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.

Emergency Remote Library Instruction and Tech Tools

During spring 2020, emergency remote teaching became the norm for hundreds of higher education institutions in the United States due to the COVID-19 pandemic. Librarians were suddenly tasked with moving in-person services and resources online. For librarians with instruction responsibilities, this online mandate meant deciding between synchronous and asynchronous sessions, learning new technologies and tools for active learning, and vetting these same tools for security issues and ADA compliance. In an effort to understand our shared and unique experiences with emergency remote teaching, the authors surveyed 202 academic instruction librarians in order to answer the following questions: (1) What technology tools are academic librarians using to deliver content and engage student participation in emergency remote library sessions during COVID-19? (2) What do instruction librarians perceive as the strengths and weaknesses of these tools? (3) What digital literacy gaps are instruction librarians identifying right now that may prevent access to equitable information literacy instruction online? This study will deliver and discuss findings from the survey as well as make recommendations toward best practices for utilizing technology tools and assessing them for equity and student engagement.

Fostering Information Literacy

Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.

Relegating expertise: The outward and inward positioning of librarians in information literacy education

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

Does a Wikipedia-based assignment increase self-efficacy among female students? A qualified maybe

Wikipedia has become one of the most used reference works, by students, educators, academics, and the general public, and there is a growing body of research exploring when and how students use the online encyclopedia. A smaller body of work examines the role of Wikipedia as a pedagogical tool for teaching information literacy and subject-matter expertise. Yet, despite the ubiquitous nature of the resource on campus, there remains a well-documented gender gap in contributions to the site. We build on previous scholarship to explore how the use of Wikipedia as a pedagogical tool can improve female self-efficacy and bridge the gender gap prevalent in contributions to open access resources. A survey of two undergraduate political science courses suggests an assignment in which students create original content for Wikipedia increases confidence in using the platform and information-seeking behavior among both female and male students, although the advantages continue to be greater for men. Furthermore, while female students are more confident in creating content after the Wikipedia assignment, once accounting for confidence there appears to be no significant difference between male and female contributions to Wikipedia. Because the assignment does lead to slight increases in confidence for women, however, it could be considered a promising first step in increasing female contributions to the site and the confidence of female students in evaluating information, more generally. We also include assignment details and recommendations for implementation.

Identifying Fake News: A Lesson from Library Science Students

This study aims to determine the level of the Library Science student’s awareness at UIN Sunan Kalijaga Yogyakarta to prevent spreading fake news from the internet. This was carried out by identifying fake news with indicators by the International Federation of Library Associations (IFLA). This research is a quantitative descriptive study. The data were obtained through questionnaires, interviews, and non-participative observation. The grand mean was used to conclude the data from the collected questionnaires. The results showed that the students' awareness of fake news was included in the high category, with a score of 3.77 from grades 1 to 5. Students of Library Science at UIN Sunan Kalijaga had the willingness and ability to recognize hoaxes on the internet, including 1) willingness to ask experts, 2) ability to understand news contexts, 3) willingness to check the sources of the news, 4) ability to read between the lines, 5) willingness to avoid prejudice (being neutral), 6) willingness to check the news production time (date), 7 ) willingness to examine news writers, and 8) willingness to examine supporting sources for news production. Students should implement critical thinking as the main skill for identifying fake news. Information literacy education can be used as a way to get their critical thinking skills.

“Let's keep this video as real as possible”: young video bloggers constructing cognitive authority through a health-related information creation process

PurposeThis study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.Design/methodology/approachThis study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.FindingsThe study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.Originality/valueThis study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.

“Digesting the abundance of idol matter” key factors in personal information management experiences of selected social science faculty

PurposeThe purpose of this paper is to examine the personal information management (PIM) behaviours of social science faculty in Africa. The study examined the experiences and encounters of selected social scientists in Africa in organising and finding and re-finding of the information they previously created or stored. More specifically, the study sought to examine how faculty keep and refind information, the files and folders in which they store the information. Also, the study examined the nature and characteristics of faculty information spaces with particular respect to electronic documents including emails and paper documents.Design/methodology/approachSample survey research design and a mixed methods approach consisting of qualitative and quantitative were used. Data was collected using a discursive technique, an interview schedule and a questionnaire. Data analysis was conducted using factorial analysis of mixed data design, guided by a combination of category and codes identification using NVivo and Statistical Package for the Social Sciences (SPSS) 17. Principal component analysis (PCA) of factor analysis was executed to identify key components.FindingsEleven issues, namely, time, infrastructure, importance of the information, folder/file management, document characteristics and organisational context played significant roles in the PIM behaviours of the respondents. Others were importance of the information, document overload, memory, workload and computer literacy. PCA extracted four major components, namely, document overload, time, computer literacy and importance of the information.Research limitations/implicationsAn expansion in the number of faculty involved in this study would probably yield a more reliable outcome. Extending the study to cover Africa would also yield a more applicable result.Practical implicationsThe key PIM issues identified in this study, namely, document overload, time, computer literacy and importance of the information should constitute the focus of continuous information literacy education aimed at improving PIM social scientists’ faculty in Africa.Social implicationsImproved PIM of social science faculty will result to improved research productivity and good health.Originality/valuePIM of social scientists has not been examined in the literature, and yet it is crucial for further understanding their learning and information behaviours, and improving their productivity. The design and administration of a questionnaire constructed based on codes extracted from qualitative and discursive sessions to the same respondents from whom the qualitative data was collected makes the findings very strong. A further deployment of factorial analysis of mixed data design to handle qualitative data makes the contribution of the study very significant.

Development and effects of a nursing information literacy competency education program for undergraduate nursing students

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students.Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0.Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, <i>p</i><.001), problem-solving ability (F=52.43, <i>p</i><.001), self-directed learning ability (F=36.61, <i>p</i><.001), and evidence-based practice competency (F=59.66, <i>p</i><.001).Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

DIGITAL TECHNOLOGY AS SUPPORT OF COGNITIVE PROCESSES OF PEOPLE WITH VISUAL IMPAIRMENTS

At present, we increasingly encounter the concept of so-called digital literacy. Digital technologies are constantly evolving in this field and play an important role in human life. They are important not only in the labor market but also in education and human skills development. Digital technologies are thus one of the means by which we can develop the cognitive processes of visually impaired people. We can thus help them to improve a number of areas that are limited due to loss or reduction of visual perception. Especially, thinking, memory, and creating ideas are very important. This contribution was created within the solution of the project TAČR – Reduction of information deficit and development of the imagination of visually impaired people through 3D models with auditory elements in cooperation with the project PIGŽU – Support of information literacy of pupils and teachers. The first of the projects aims to reduce the information deficit caused by the loss or reduction of visual perception in visually impaired people using multisensory action. At the same time, it aims to develop their spatial imagination. The second project then focus on the creation of digital aids, which aims primarily at the development and support of computational thinking. In addition to mainstream primary school pupils, the project also focuses on pupils with special educational needs, including visually impaired individuals. The main output of the project is the creation of aids, including methodologies, using digital technologies. These are technologies such as Ozobot, Blue-Bot, or Bee-bot. The aim of the paper is to acquaint with the project, to provide at least basic information about digital technologies, and especially to describe the possibilities of personality development, skills, and abilities using these technologies in visually impaired students.

Synthesis and generativity: Elaborative interrogation prompts for graduate information literacy instruction

Discourse surrounding the pedagogy of undergraduate information literacy sessions is robust and plentiful, but graduate students in research-oriented degrees also need a strong understanding of disciplinary resources throughout the coursework stage of their programs. Library sessions guided by ACRL's Framework help to scaffold graduate students' knowledge of the current scholarly information landscape and how to navigate this landscape effectively and efficiently. In addition, these sessions establish the significance of the literature review in identifying subject epistemologies, paradigms, methodologies, and theoretical approaches. For graduate students, this provides an opportunity to conceptualize how to employ the presented material in the context of their research ideas.At our institution, we present information literacy sessions for graduate students enrolled in research methods courses prior to starting their theses and dissertations. Based on our experiences conducting individual research consultations with graduate students and our discussions with faculty who supervise graduate students' theses and dissertations, we developed a set of elaborative interrogation questions regarding the literature review process. Elaborative interrogation, as an instructional strategy, has been widely used in education, but its potential has hardly been explored in the context of information literacy instruction. We embed these questions throughout the sessions to help students develop a mental framework for the purpose of a literature review as it relates to the development of a thesis or dissertation. The purpose of adding these elaborative prompts is to engage students metacognitively, making them aware of the research process with the information presented during the session, and it helps them to acknowledge the iterative nature of literature review process.

An Assessment of the Information Literacy Skills of Students in Nigerian Universities

The Study investigated the information literacy skills of Library and Information Science students in Delta State University, Abraka and Ambrose Alli University, Ekpoma, Edo State, Nigeria. Information literacy instruction is yet to be accorded its correct place in the programmes of study in higher educational institutions. The study adopted a survey approach and a questionnaire structure on a 3-point Likert scale was used for data collection. The sample for the study was 148 (300 level) students. Frequency count and mean statistics were used for data analysis. It was found that the library and information students were information literate, but the researcher was not unmindful of Dunning-Kruger Effect on this finding. Inability of departments to make Information Literacy a compulsory course (100L - final year) for students and inability of lecturers to give students complex take home work (term papers, assignments, seminars) that could be used for the assessment of their information literacy skills were the greatest challenges. The solutions to the problems amongst others are Faculty members and librarians teaching the course should be more pragmatic in course delivery having standards and contemporary trends in mind; and adequate financial provision to libraries in order to enable constant organization of literacy programmes.

Using a TeachMeet model to enhance collaboration in an information literacy instruction program

At Rutgers University's New Brunswick campus, an environmental scan revealed the need for a more focused approach on sustaining partnerships, pedagogical approaches, implementation of teaching technology, and assessment. This necessitated increased cooperation and communication among library faculty located at various campus libraries regarding participating in the information literacy instruction program. Therefore, a TeachMeet series was developed for sharing expertise, providing input on instruction and assessment techniques for undergraduate students, and for fostering more teamwork among librarians.The CIPP Evaluation Model was employed to determine the impact of the TeachMeets. It revealed an effective, impactful, and sustainable vehicle for communication and thereby for enhancing an instruction program. TeachMeets reached unexpected constituents and the term has now become common at the libraries, conveying the notion of professional development. This type of gathering allows for a wide range of topics, engages varied groups, and is adaptable to different types of academic libraries.

Correlatives of business students’ perceived information literacy self-efficacy in the digital information environment

Self-efficacy toward information literacy is and has been demonstrated as an essential and fundamental key for academic performance and lifelong learning of students at all levels. This research reported the results of a cross-sectional survey carried out to investigate the correlatives of information literacy self-efficacy among business students at the University of Management and Technology, Lahore. The questionnaire contained an Information Literacy Self-Efficacy Scale, which along with sociodemographic and academic variables was utilized for collecting data from 350 students. The survey participants were recruited through a convenient sampling procedure due to accessibility issues and time limitations. The data were analyzed by applying both descriptive and inferential statistics using SPSS. The results revealed that the business students had high self-efficacy for basic information literacy skills and low self-efficacy for advanced-level information literacy skills. Age, study program, study stage, proficiency for computer, and English language appeared to be the correlatives of students’ information literacy self-efficacy. The pragmatic insights generated in this research might be used as a guide by university librarians, especially those who are engaged in information literacy instructions for designing a need-based and student-centered curriculum for information literacy instruction programs.

Feasible and flexible: Launching an information and digital literacy badge and certificate program in collaboration with a teaching and learning center

In fall 2019, the University of Wyoming (UW) Libraries launched an information and digital literacy badge and certificate program in partnership with the Ellbogen Center for Teaching and Learning (ECTL), housed in the UW Libraries main branch. ECTL crafts programing and provides support for graduate students, staff, and faculty who teach on our campus by employing instructional designers.The Information and Digital Badge and Certificate Program was created when ECTL redesigned their Teaching and Learning Certificate, and it features many services and resources that UW Libraries already offers (i.e., information literacy instruction and research consultations). This article will detail the redesign of the certificate program, how the current teaching and learning certificate was designed, and conclude with lessons learned from the first year of the program as well as future goals.

Software Education Model for Artificial Intelligence Learning by Beginning Learners

Recently, artificial intelligence technology is taking roots in various sectors as a core technology that will lead the knowledge and information society. Interest in Artificial Intelligence education is growing as it is time to prepare for Artificial Intelligence education in addition to existing information literacy education. However, students who are not computer majors tend to perceive Artificial Intelligence technology as a difficult field, which is why a more efficient Artificial Intelligence education is needed. Therefore, this study reviewed educational programming languages and Artificial Intelligence education methods and proposed an Artificial Intelligence education program that offers Artificial Intelligence learning based on the supervised learning theory of machine learning. As for learning suitability test of the program developed in this study, the program was found to be valid as a result of expert validity analysis and it produced positive results when applied to learners. Based on these findings, the program is expected to be the basis of research on Artificial Intelligence education implementable for non-computer majors who are beginning to learn Artificial Intelligence.

Hubungan Antara Perilaku Pencarian Informasi Terhadap Perilaku Inovatif Mahasiswa di UPT Perpustakaan Universitas Hasanuddin

This study aims to determine information-seeking behavior and innovative behavior of final year students in compiling scientific papers (tesis, dissertation) at the Hasanuddin University Library (UNHAS). Primary data obtained through questionnaires. The population in this study were all visitors who visited the UPT Library of UNHAS totaling 420 people per day. The number of samples for 81 people was calculated using the Slovin formula. The data analysis used was simple linear regression to prove the influence between the Information Seeking Behavior and Student Innovative Behavior variables in the UPT Library of UNHAS. This study found information seeking behavior has a positive and significant correlation with innovative behavior, at a strong correlation level (0.762). The character of students with innovative behavior is shown in searching for information, such as finding out the latest technology can be used to obtain the required reference source information. Another character found is shown in students' efforts to obtain the information directly from the original source through various networks and communication media. Indicators of information utilization due to the need to compile a final project proved to be the strongest predictor of innovative behavior. Meanwhile, indicators were found that there were less innovative students coming up with new ideas in information seeking, therefore it is recommended to escalate the student information literacy and library education by including information retrieval techniques.

Information literacy education during the pandemic: The cases of academic libraries in Chinese top universities

The outbreak of COVID-19 poses new challenges to information literacy education. Facing the worldwide pandemic, academic libraries in various countries are still exploring how to cope with the situation. Little research has been carried out on how academic libraries should systematically promote information literacy education during the pandemic. This study uses 42 academic libraries at the top universities in China as cases for content analysis, focusing on information literacy education via online mini-courses, lectures, and other online teaching methods. The study has found that information literacy education during the pandemic has several characteristics, such as rapid response to information needs, recommending reliable information resources to users, developing and gathering current information on COVID-19 cases, and resisting misinformation and false information. Although libraries act quickly to meet users' needs in this new situation, they are still confronted with some problems, such as insufficient planning, untimely updates, incomplete resources, etc. This study suggests that libraries adopt the following approaches to the development of information literacy education under the new norm of the pandemic: boosting online courses with multi-platform linkage; developing innovative teaching models with online and offline combination; exploring teaching opportunities and expanding teaching content according to new information needs; fighting misinformation.

School Librarian Perceptions of the Importance of Information Literacy

School librarians teach students information literacy to help them navigate, evaluate, and use information. The need for information literacy is increasing as the amount of information and misinformation available on the Internet has increased. In this study, the perceptions of school librarians were sought concerning the topic of information literacy importance. Three current school librarians who are professionally active in the field of school librarianship were interviewed. Data for these interviews were collected and transcribed. Once patterns emerged from these interviews, the story of the importance of information literacy was told through the eyes of school librarians. The results of this study could be used to make policy and practice decisions in school environments to increase information literacy instruction.

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.