Information Literacy Knowledge Research Articles

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

IMPLEMENTATION OF MEDIA LITERACY AS A MEANS OF COUNTERING ENEMY PROPAGANDA

The article reveals the essence and features of media literacy as a way of countering hostile propaganda. The study considered the main components of media literacy and analyzed its main principles. Informational threats in wartime and the peculiarities of propaganda were studied. Specific methods of countering propaganda and information manipulation have been studied.In connection with enemy propaganda, the introduction of media literacy as a means of countering enemy propaganda became very important during the Russian invasion. During the beginning of the invasion of Ukraine, russia has launched hundreds of thousands of fakes to demoralize and sow panic among Ukrainians. That is why today it is important to understand the mechanisms and means of enemy propaganda, to be able to recognize enemy information leaks inside and outside of Ukraine, in order to counteract fakes and manipulations, neutralize and debunk lies. Many media outlets ignore objective facts and use the latest technology and digital equipment to appeal to the emotions of viewers, craft messages and spread misinformation that misinforms people. In addition, russia is making every effort to discredit Ukrainians in the eyes of the international community and destroy social cohesion in the country. Informational aggression can be countered only when the population understands the principles by which events take place and for what purpose and what specific damage they can cause. In order to counteract enemy propaganda, it is necessary to apply critical thinking in order not to fall into the trap of pro-russian media and not to be misinformed. Even in wartime, teachers must not only show positive propaganda, but also bring back to children the knowledge of media and information literacy that they acquired before the war.

Research on the Construction of Information Literacy Education System in Universities under AI Environment

Traditional information literacy education in China focuses on using an information literacy course to cultivate students' theoretical learning such as information source collection. Students have a single learning channel and weak abilities in self-directed learning and innovation. The research on the cultivation system of information literacy in universities in China is still incomplete. Resulting in a low overall level of information literacy and insufficient information knowledge among college students, which greatly undermines their innovation and entrepreneurship abilities; There is a lack of information ethics education, and students often participate in situations such as online violence and attacks. This article studies the technical and application characteristics of AI smart education environment, explores the education system model of information literacy in universities, and improves the overall information literacy level of university students.

Taking the stage: Theatre design students and research

Theatre design research is multidisciplinary and highly visual in nature. Students of theatre design need to learn how to locate appropriate primary source images, as this is not necessarily intuitive for early career students. While multiple image repositories are available online, students usually rely on more convenient resources. This article describes a seven year collaboration between a librarian and theatre design professor working to develop the information literacy skills, as well as visual literacy and primary source literacy skills and knowledge of Theatre design students enrolled in Stage Makeup, Costume Design, and the History of Style and Decor at Rider University in Lawrenceville, NJ. This article adds a unique and innovative perspective to the library literature. Not only does it add to the limited collection of scholarly literature on the information literacy knowledge and skills training of theatre students, but since it focuses on theatre design students and their unique visual research needs, this article includes both visual and primary source literacy.

Assessment and Practice of Information and Research Literacy Skills among Students in Indian Higher Education Institutions

The study presented and focused on the process and implementation of the information and research literacy program, the level of awareness among students and research scholars, and their potential after receiving information and research literacy training. The purpose of this study is to learn more about users' information and research literacy skills when it comes to various information sources and services. The essential component of information literacy provided students with a significant amount of insight into the practical instructional methods they could use to use the information sources without difficulty. The aim of this study is to assess the level of information and research literacy among students in Indian higher education institutions and to identify areas for improvement. The study found that while students have basic knowledge of information and research literacy, they struggle with more advanced research skills such as finding, evaluating, and synthesizing information. To separate the content, a list of 33 topics was used, covering the majority of topics to measure the awareness of information and research literacy skills and how to overcome their improper implementation among students and research scholars. The study highlights the need for institutions to prioritize the development of these skills through targeted training and practice opportunities.

Media exposure, trustworthiness of sources and the health information literacy knowledge gap: a study in China.

Health information literacy (HIL), as an essential part of the wellbeing of citizens, is a crucial indicator used to measure a country's primary public health level. The present study collected 1051 samples in southern China to examine the factors predicting HIL. The results showed that males, those less educated, and older adults had lower HIL. Television exposure, unofficial Internet exposure, trust in government and trust in doctors and medical institutions were positively associated with HIL. In contrast, newspapers, radio exposure and trust in web celebrities were negatively associated with HIL. Official Internet media exposure helps to bridge the HIL knowledge gap generated by differences in education level, while trust in celebrities-especially web celebrities-could widen the HIL knowledge gap. This study extends the knowledge gap theory in health communication in the Chinese context and provides pathways for future health interventions.

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.

‘They burn so bright whilst you can only wonder why’

In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or non-critical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as the socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso’s (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.

Digital information literacy, self-directed learning, and personal knowledge management in critical readers: Application of IDC Theory

The usefulness of self-directed learning ability in education has been demonstrated in previous studies. However, there has been much less understanding of the importance of digital information literacy, as well as how to manage these abilities and knowledge, and their effects on learning processes, especially in the current situation of digital education dominance and the necessity of interest creation in students. In order to address such needs and to evaluate students, as well as determine the effectiveness of the Interest-Driven Creator (IDC) loops, this study was conducted. In this study, 164 English language students were asked to participate in the pre-test, treatment, and post-test processes, while the treatments for the IDC group were developed in the form of interest-creation-habit triple loops. The results represented that IDC hybrid instruction was more effective in strengthening digital information literacy and personal knowledge management; and the IDC hybrid group outperformed the non-IDC hybrid group in terms of self-directed learning skills. These findings also revealed that to develop self-directed learning in critical readers, in addition to digital skills and how to manage and apply acquired knowledge, learning instructions (i.e., interest-creation-habit loops) have been effective. The IDC-hybrid group also identified the features of participation, perception-interest and facility-opportunity as the most significant and tangible ones.

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.

Role of information professionals in alleviating student plagiarism for academic integrity in Kenyan universities:

Academic integrity is the commitment and demonstration of honest and moral behavior in an academic setting. This is most relevant at the university level as it relates to providing credit to other people when using their ideas. In simplest terms, it requires acknowledging the contribution of other people. Plagiarism is the act of taking someones else’s work and passing them off as your own. Student plagiarism is a known problem facing universities around the world. Plagiarism is perceived to be a growing problem and universities are being required to devote increasing time and resources to combating it. This fraud behaviour of students in universities is great concern today. As result of explosion of plagiarism among university students, many universities in developed countries have been using technologies to combating deceitful plagiarism behaviour of students. As information literacy experts, information professionals are especially suited to take the lead in educating students about plagiarism and promoting academic integrity. University Librarians working in Kenyan universities can develop information literacy programs to address the issue of student plagiarism. Through combining librarians knowledge of research and information literacy with subject heading, and integrating these skills into the curriculum, students will feel more empowered and competent in their academic assignments. This article will review different types of plagiarism practiced by Kenyan university students and how it affects the integrity of their academic work and how this norm can be alleviated. This study aims to conduct a review of literature on the role of information professionals in alleviating plagiarism in universities in Kenya with a view of suggesting possible solutions to the named problem.

Information literacy of matriculating chiropractic students assessed via research readiness survey.

We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education). The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees. In 2017-2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p = .003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p = .004). Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team.

Role of information professionals in alleviating student plagiarism for academic integrity in Kenyan universities: a review of literature

Academic integrity is the commitment and demonstration of honest and moral behavior in an academic setting. This is most relevant at the university level as it relates to providing credit to other people when using their ideas. In simplest terms, it requires acknowledging the contribution of other people. Plagiarism is the act of taking someone else’s work and passing them off as your own. Student plagiarism is a known problem facing universities around the world. Plagiarism is perceived to be a growing problem in Kenyan universities and these universities are being required to devote increasing time and resources to combating it. This fraud behaviour of students in Kenyan universities is of great concern today. As result of explosion of plagiarism among Kenyan university students, these universities have been using technologies to detect and combat deceitful plagiarism behaviour of students. As information literacy experts, information professionals are especially suited to take the lead in educating students about plagiarism and promoting academic integrity. Librarians working in Kenyan universities can develop information literacy programs to address the issue of student plagiarism. Through combining librarians knowledge of research and information literacy with subject heading, and integrating these skills into the curriculum, students will feel more empowered and competent in their academic assignments. This article will review literature on different types of plagiarism practiced by Kenyan university students and the factors that have necessitated this norm. The paper will also give recommendations on how information professionals can help in alleviating the plagiarism menace.

College to Career: An Exploratory Study to See How Librarians Can Better Prepare Students in STEM and Health Professions

Students enter the workplace with a high level of confidence in their technology skills, but that does not equate with proficiency in information literacy. Twenty-first-century professional requirements vary, but employers look for common traits that include discriminating between false and truthful information, finding information online that draws accurate conclusions, and thinking critically about information to solve a problem. This article presents why it is necessary to revisit how academic librarians teach information literacy skills, knowledge, and information-seeking behaviors that can transfer to the workplace. Findings from STEM and Health sciences faculty highlight what librarians should teach students to help them prepare for their future beyond the boundaries of the academic library and the university.

Content Analysis of Job Announcements for Digital Library Professionals from 2011 to 2019: An Indian Perspective

The skills required of academic library professionals are greatly influenced by the rapidly evolving digital technologies. The purpose of the present study is to observe the current state of job qualifications, skills and competencies required for working in academic digital libraries in India. The study was conducted to identify the 15 top ranked skills demanded for positions in academic digital libraries. A typology of 44 skills and competencies resulted from the content analysis of 180 job advertisements of academic digital libraries in India from January 2011 to December 2019. The resulting typology was divided into five different categories: technological skills, technical skills, information skills, collection development skills, and soft skills. The findings were found to emphasize the skills required for technical services. In addition to technical skills, employers were seeking candidates with basic computer knowledge, Microsoft office skills, website development and designing, database management, and networking skills. Moreover, the findings indicate that good communication skills were most in-demand in job advertisements. Ability to conduct information literacy programs and knowledge of digital resources and skills to build institutional repository are also emphasized in the study.

The role of psychological, skill level and demographic variables in information-seeking behaviours in mental health professionals

The aim of this study was to identify the variables that can potentially affect information-seeking behaviour in mental health service providers using a quasi-experimental research design. The sample included 30 mental health professionals (with minimum 2 years of experience) to each of whom a scenario was presented in which signs and symptoms of three patients were presented, simulating an actual diagnostic interview. Stress response evaluation (SRE), questionnaires, behavioural observation by the Morae software, and semi-structured interviews were used as means of data collection. Our findings showed that variables such as demographic (e.g. field of study, level of education, work experience and age), psychological (e.g. state and trait anxiety, and therapist’s self-assessment) and skill level (e.g. information literacy and expert knowledge) had significant effects on information-seeking behaviour. These results can hopefully provide insights to designers and librarians who seek to create novel or optimise the existing physician-assisted systems.

Educating information literacy in students at academic libraries (The case study of Novosibirsk State University of Economics and Management)

The author reviews in brief the concepts of and terminology in information literacy and analyzes the content of “information literacy” concept. She emphasizes the need for information literacy knowledge and skills to promote sustainable personal development. The experience of the academic library of Novosibirsk State University of Economics and Management (NSUEM) in organizing practice-oriented lessons with innovative game models like “Intellectual work-shops”, “Bibliographic pursuit”, “Bibliographic hackathon”, is discussed. These models proved to be effective. The practice-oriented lessons and final assessment can be organized both online and offline. Individual student consulting is also significant for building information literacy. The author concludes that information literacy makes an essential part of continuing education. Academic libraries have every opportunity to promote, consult, and navigate their users through the world of information.

Assessing an academic library performance before and during the COVID-19 pandemic: a case study in UAE

PurposeThe purpose of this case study is to assess and compare the performance of an academic library, in the United Arab Emirates (UAE), before and during the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachThe study is based on data collected from the library management system, usage reports of online databases, and monthly reports and archives to evaluate and assess library performance in managerial activities, collection development, collection treatment, collection circulation, usage of digital resources, quality control, reference services and information literacy activities. Frequency distributions and non-parametric tests were used in identifying differences and testing hypotheses.FindingsThe study found that library performance before the COVID-19 pandemic outperformed library performance during the pandemic in collection development, collection treatment, collection circulation, access and use of digital resources, quality control and information literacy. On the other hand, the library demonstrated higher performance in managerial activities and reference services during the COVID-19 pandemic than that of before the pandemic period. Interestingly, the analysis of the Wilcoxon signed-ranks test revealed statistically no significant difference in the library performance before and during the COVID-19 pandemic. The results supported all the eight hypotheses stated in this study.Research limitations/implicationsThis is a case study based on data collected from an academic library in the UAE before and during the COVID-19 pandemic. The findings may not be generalized and may differ if more data are analyzed from many academic libraries.Practical implicationsCOVID-19 pandemic is a turning point for library managers to increase the number of digital resources and services, to ensure that library staff are equipped with essential and up-to-date information and communication technology (ICT) skills and knowledge, to ensure that library users are equipped with essential and up-to-date information literacy skills and knowledge. These will enable them to satisfy users' information needs and ensure library operation in disasters and crisis periods.Originality/valueThis is one of the few studies conducted in the Gulf Cooperation Council (GCC) countries to evaluate library performance before and during COVID-19 pandemic. The findings of the study could be an important reference in understanding how libraries responded to COVID-19 pandemic in the Middle East. The results of the study may contribute to the provision of digital resources and services during the pandemic and disasters in the UAE and the Arab world.

A Case Study of Partners in Educational Change: Teacher-Librarians and Pre-service Teachers

This case study aimed to clarify the role of the teacher-librarian and the nature of the school library program to pre-service teachers. Nineteen pre-service teachers collaboratively planned curriculum with teacher-librarians in their practicum schools. Data consisted of pre- and post-experience concept maps and interviews with all participants. Results showed pre-service teachers (a) significantly increased their knowledge of collaboration, resource-based learning, and information literacy, and (b) learned that collaboration helps refine and extend their teaching ideas. Teacher-librarians identified flexible scheduling and collaborative culture as conditions for curriculum-based library programs. Authentic experiences with teacher-librarians appear to be a promising means of preparing new teachers as partners.

Uncovering the information literacy skills of first-generation and provisionally admitted students

Librarians have experimented with a variety of instructional models, from one-shots to tutorials to semester-long information literacy courses, to increase the impact of information literacy instruction. This study assessed the information literacy gains of students who participated in the pilot of a new instructional model, in which librarians developed and taught a first-year composition course aimed at first-generation, provisionally-admitted college students. This project demonstrated that this model improved students' performance on a standardized information literacy assessment in comparison with students who received instruction in the form of a one-shot instruction session. The study also explored the information literacy knowledge and skills of students targeted by this approach, including first-year students, first-generation students, and provisionally-admitted students.