Information Literacy Model Research Articles

A systematic review of information literacy models in Yunnan province’s physical education faculty

This research aimed to explore the concerning characteristics of information literacy in the physical education faculty of higher education institutions in Yunnan Province. This study provides a systematic meta-analysis of 33 peer-reviewed papers from 2019 to 2023. It discusses that information literacy includes basic research skills, critical thinking, and problem-solving, which include their application in the learning process. The paper describes some approaches that can be used to implement information literacy into teaching and learning, including courses with learning objectives, learner-centered approaches, and institutional support. The study also explored technology and its relation to adopting competencies for the growing technologies’ evolution within the region’s education sector. In addition, the following factors could have enhanced the process: time constraints, differences in discipline, and variations in the usage of information technology. The results indicate the need for context-specific professional learning and policy intervention to facilitate the practice of physical education faculty in Yunnan. The information collected here serves as the framework for effective regional policies regarding education, curriculum, and teacher training, among other related aspects.

ENHANCING INFORMATION LITERACY SKILLS ROUGH THE IMPLEMENTATION OF THE EMPOWERING 8 MODEL FOR THE ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS

The 2030 Sustainable Development Goals (SDGs) are global goals set by the United Nations to achieve sustainable progress and improve people's quality of life. In the era of digital transformation, information literacy is an important key in achieving the SDGs. In the context of education, literacy plays an important role in achieving the SDGs. This article aims to review various literature on improving information literacy skills through the Empowering Model in the success of the Sustainable Development Goals. The method used by the author is the literature study method. The literature study in this research was taken from various sources, including scientific journals, books, and other literature. The result of this literature study is an empowering 8 model that can be implemented in schools and outside schools to improve the quality of community literacy. The empowering 8 information literacy model includes the ability to identify, explore, select, organize, create, present, assess, and apply information that can benefit individuals and society.

Development of Web-Based Media Integrated with 3D Models for Training Information Literacy

One aspect that also influences learning is information literacy, which is one of the knowledge and skills of the 21st century. Based on the results of the needs analysis of XI MIPA students at Senor High School, the average score for information literacy skills only reached 33.74%. Apart from that, the implementation of information literacy is only limited to finding and using information obtained on the internet to complete assignments given by the teacher. This research aims to develop a web-based learning media integrated 3D models to train the information literacy skills called Biology Insight. The type of research used is Research and Development (R&D), through the ADDIE development model. The data analysis technique used is descriptive analysis. The research results show that the Biology Insight web is declared very valid and suitable for use in the learning process of class XI MIPA students. This is proven by the validation results of media experts (88%) and material experts (97.5%), readability vi tests through Biology teacher responses (98.8%) and student responses on a small scale (87%).ABSTRAK: Salah satu aspek yang turut memengaruhi pembelajaran yaitu literasi informasi yang merupakan salah satu pengetahuan dan keterampilan abad ke-21. Berdasarkan hasil analisis kebutuhan terhadap siswa XI MIPA Sekolah Menegah Atas, nilai rata-rata keterampilan literasi informasi hanya mencapai 33,74%. Selain itu, implementasi literasi informasi hanya sebatas menemukan dan menggunakan informasi yang didapatkan diinternet. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis web terintegrasi model 3D untuk melatih kemampuan literasi informasi yang dinamakan Biology Insight. Jenis penelitian yang digunakan yaitu Research and Development (R&D), melalui model pengembangan ADDIE. Teknik analisis data yang digunakan yaitu analisis deskriptif. Hasil penelitian menunjukkan bahwa web Biology Insight dinyatakan sangat valid dan layak untuk digunakan dalam proses pembelajaran siswa kelas XI MIPA. Hal ini dibuktikan dari hasil validasi ahli media (88%) dan ahli materi (97,5%), uji vi keterbacaan melalui respon guru Biologi (98,8%) dan respon siswa dalam skala kecil (87%).

Kompetensi Literasi Informasi Topik Kesehatan Mental Generasi Z di Era Digital (Studi Kasus Mahasiswa FBS Universitas Negeri Padang)

This research aims to determine the information literacy competency of generation Z mental health topics in the Digital Era (Case Study of Padang State University FBS Students). Information literacy competency is measured using the seven pillars SCONUL information literacy model with indicators: identify, scope, plan, gather, eval_uate, manage, and present. This research method is quantitative descriptive. The population of this research is FBS students class of 2020 totaling 1,080 population. The sample in this study amounted to 91 samples using the Slovin formula and the technique used was proportional random sampling. Data collection in this study used multiple choice test questions. Based on the research results, it is known that: (1) ability regarding identify is in the medium category with an average of 57.6; (2) ability regarding scope is in the medium category with an average of 56.7; (3) ability regarding plans is in the good category with an average of 61.9; (4) the ability to gather is in the medium category with an average of 58; (5) the ability to eval_uate is in the good category with an average of 67.7; (6) the ability to manage is in the good category with an average of 63; (7) ability regarding the present is in the good category with an average of 62.8. Overall the indicator obtained an average of 61.1 in the good category, this shows that students have information literacy skills on mental health topics.

Ocena kompetencji informacyjnych uczniów liceum – przykład toruński

Information literacy lies at the heart of lifelong learning and is a prerequisite for effective participation in an information society. This article discusses the level of information literacy skills observed among Polish secondary school students, based on the example of two secondary schools in Toruń, with the information literacy of the study population identified and characterised using the SCONUL Seven Pillars of Information Literacy model, and also compared with the students’ self-assessment of their information skills and knowledge. The majority of students were classified as competent, having mastered information skills to a satisfactory degree in most of the pillars analysed, although competency areas in need of educational efforts were also identified.

When belief becomes research: conspiracist communities on the social web

IntroductionThis article explores two QAnon subgroups that were not active during the initial phase of the movement but now epitomize how QAnon has capitalized on social media to reach more people. We examine these smaller communities through the lens of information literacy and other literacies to identify opportunities for librarians and educators.ResultsThe communities of conspiracy theorists explored here exhibit information behaviors distinct from the initial QAnon community, presenting opportunities for information professionals to employ new models of information literacy, metaliteracy, and other literacies to combat conspiracy ideation. Notable themes evidenced in both samples include an increasing religiosity affiliated with QAnon, affective states that promote conspiracy ideation, faulty hermeneutics and epistemologies, and specific literacy gaps.Methods and discussionWe must update our understanding of QAnon and its adherents' shifting priorities and behaviors. Through investigating these smaller subgroups, researchers and educators can address the evolution of the QAnon movement by teaching to literacy gaps and logical fallacies, and acknowledging the troubling emotions that undergird broader belief systems.

Countering the threats of dis/misinformation: Fact-checking practices of students of two universities in West Africa

Although access is uneven, studies have shown a high uptake of digital technologies and platforms across Africa, with many accessing social media, which is a fertile ground for the spread of fake news and disinformation, calling for the need to factcheck information before consumption or sharing. The study was grounded in explore, engage, and empower (EEE) model of media and information literacy (MIL), which states that MIL competencies empower media and information users to identify, access, and retrieve information and media content skillfully (explore), analyze, and evaluate media and information critically (engage) and create, share, or use information and media ethically, safely, and responsibly (empower). The purpose was to assess fact-checking practices of students in two universities in Ghana and Nigeria to ascertain the extent to which they factcheck information, their levels of knowledge of fact checkers and the fact checkers that they use. The simple random sampling was used to draw a total of 316 respondents. It was found that although many respondents confirmed the authenticity of news and information received before acting on them, they mostly did so through social media and their networks. Few respondents knew about fact-checking platforms and could state names of actual factcheckers. The study makes a case for MIL, which includes fact checking, to enable media users to analyze and evaluate news and information critically to ensure the consequent ethical safe and responsible sharing and usage of information and media content, as EEE model proposes.

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.

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

A Linkage Cultivation Model of Students’ Information Literacy and Critical Thinking Skills in Education Informatization Environment

Abstract This paper first screens the indicators by examining the current state of information literacy and critical thinking. The sparse principal component analysis (SPCA) algorithm and factor analysis model are combined to deeply mine the influencing factors of information literacy and critical thinking and provide an optimization path for the linkage cultivation model of information literacy and critical thinking. Finally, we validate and analyze the enhanced critical thinking abilities. The results show that the first four eigenroot coefficients of the correlation coefficient matrices of the proposed four main factor variables are 4.31, 3.4, 3.07, and 2.74, respectively. The eigenroots’ explanatory degrees are 33.2%, 25.7%, 21.9%, and 15.1%, respectively. The four extracted principal factors can explain 95.85% of the information in the original index. The four critical indicators of questioning, discriminating, comparing, and controlling are significantly positively correlated between the two. The synthesis of the usefulness of the four critical indicators revealed that 97.5% agreed that they could improve students’ information literacy and critical thinking skills. This study positively supports and promotes the improvement of students’ information literacy and critical thinking skills in the educational information technology environment.

Do institutional or subject referencing style choices create barriers for students with specific learning disability?

Models of information literacy (Coonan et al., 2018; SCONUL, 2011) are explicit: critical thinking and ethical information use are essential skills within higher education (HE). Referencing is key to this, demonstrating how students select and apply information to create knowledge (Buckley, 2015; Angelil-Carter, 1995). Within HE there has been an increased focus on inclusivity and accessibility (Equality Act, 2010; United Nations, 2015; Department for Education and Department for Health, 2015). Growing numbers of students are declaring a disability (Advance HE, 2019) and reports suggest they are increasingly dissatisfied with their courses (Office for Students, 2020). Proportionally, students with disabilities achieve lower grades than students without (Advance HE, 2019), suggesting needs and expectations of students with a disability are not being met within HE provisions. The presentation discussed an ethically approved small-scale mixed-methods study carried out as part of a MA in Special Educational Needs and Inclusion. The research investigated student perceptions of referencing, whether adherence to specific referencing styles is a barrier for students with dyslexia and began investigating the impact of referencing styles on reading comprehension. The largest disability declared within HE is Specific Learning Disability (SpLD) (Advance HE, 2019), which includes dyslexia (American Psychological Association, 2013). Students with SpLD report lower confidence with academic writing than non-SpLD students (Kinder and Elander, 2012). Academic literacy skills are arguably intertwined with a sense of legitimacy and belonging (Gourlay, 2009): it is therefore vital to consider ways of improving inclusion for all students (Office for Students, 2020). The presenter observed that students with SpLD spent more time and energy on referencing than their non-disabled peers. This perception is corroborated by others (Sanders, 2010) and when combined with slower reading speeds (Hendricks and Quinn, 2000; Sanders, 2010; Serry et al., 2018) reduces time students have for critical subject engagement (Wengelin, 2007). Attendees gained an understanding of how students view referencing and whether the choice of referencing system disadvantages students with dyslexia. Attendees also took part in a reading comprehension test giving a taster of the next steps for research which requires collaborative partners.

Beyond Session Counting: A Program Development Model for Information Literacy in a Liberal Arts College

ABSTRACT Academic librarians have long struggled to evaluate, report, promote and grow library services in order to effect positive changes in curricula. Metrics reported to faculty and administration generally include how many information literacy sessions are taught, how many students were present, and what subject areas were taught. However, merely counting information literacy sessions does not convey goals, opportunity, or progress. The Information Literacy Program Development Model (ILPDM) described in this article demonstrates how academic librarians at a small, liberal arts college moved beyond counting the number of information literacy sessions as a measure of value by clearly defining what a successful information literacy program should look like, and by demonstrating the impact, strengths, and limitations of a developing information literacy program. The model further allows librarians to track progress and identify opportunities for information literacy in each department and program across campus, and provides focal points for goal setting, outreach, and assessment. The model is adapted from the software industry’s Capability Maturity Model (CMM), later known as the Capability Maturity Model Integration (CMMI), which tracks the evolution of complex processes along a continuum of five development levels.

Kemampuan Literasi Informasi Mahasiswa Prodi Perpustakaan dan Ilmu Informasi Angkatan 2021 UIN Malang dalam Menyelesaikan Tugas Perkuliahan dengan Model Literasi Big Six

Students as academics in higher education need information to carry out assignments given by lecturers. Student interaction with information is certainly different from one another. This study was written to describe the information literacy abilities of students majoring in Library and Information Sciences at UIN Malang. The information literacy model used in this research framework is the big six literacy model. The method used is a qualitative approach and data collection techniques using interviews. The results of the study show that each student has different information literacy skills in completing their coursework. Several stages of information literacy that students have mastered are task definition, use of information, and synthesis. However, there are still stages that need to be improved, such as information search strategy, location and access to information, and evaluation

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

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

DIGITAL LITERACY ANALYSIS OF CORPORATE SOCIAL RESPONSIBILITY CONDUCTED BY PT OLAHKARSA INOVASI INDONESIA

Literacy is an important part of CSR implementation. If the company is literate, the company can improve the quality of its company using strategies related to CSR. PT Olahkarsa Inovasi Indonesia in seeing this phenomenon tries to carry out literacy on the concept of CSR in Indonesia with digital content. Researchers, in this case, conducted research using qualitative methods with data collection techniques through interviews and observations with the aim of knowing the public communication model and information literacy model used by PT Olahkarsa Innovation Indonesia. The limits and scope of communication and literacy in this study regarding CSR is the digital literacy that has been done by the subject. This research refers to two theories, namely Aristotle's Rhetoric and THE SCONUL theory. This study aims to determine the process carried out by PT Olahkarsa Inovasi Indonesia to direct companies in sustainable CSR implementation.

Enhancing Information Literacy in Public Universities Through Policy Frameworks

Information literacy is evolving as a basic human right in the digital world, which promotes the social inclusion of all nations. The study sought to explore the role policies play in the delivery of information literacy in public university libraries. Using a semi-structured interview, the study sought to elicit the views of librarians in Ghana’s top-most universities on their knowledge about instructional services and availability of policy frameworks that guide the delivery of information literacy in academic libraries. It was revealed that different models of information literacy exist in academic libraries but librarians lacked a definite policy framework to prosecute the information literacy agenda. The study fills the gap in available literature on the role policy plays in information literacy, especially in developing countries. Universities and other higher educational institutions will find the results of this study useful in considering policies to guide the delivery of information literacy in their libraries.

How Do Adult Digital Literacy Curricula Address Problematic Information?

ABSTRACTPublic libraries, nonprofits, and community organizations are key providers of digital literacy and technology education in their communities. Given that they play a crucial role in helping persons outside formal education to navigate the digital world, these organizations have the potential to be key players in addressing problematic information. These institutions could provide critical support in this area since they teach people to use information and communication technologies and how to find, evaluate, create, and communicate information effectively and efficiently. This poster explored how seven digital literacy curricula for adults address problematic information. We found problematic information related lessons were siloed from other lessons on social media or online searching, and these curricula do not use current best practices for evaluating information but rely on older information literacy models.

The faculty-focused model of information literacy

In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

Reaching into the basket of doom: Learning outcomes, discourse and information literacy

Learning outcomes form a type of arrangement that holds the practice of information literacy within higher education in place. This paper employs the theory of practice architectures and a discourse analytical approach to examine the learning goals of five recent English-language models of information literacy. Analysis suggests that the practice of information literacy within higher education is composed of 12 common dimensions, which can be grouped into two categories, Mapping and Applying. The Mapping category encompasses learning outcomes that introduce the learner to accepted ways of knowing or what is valued by and how things work within higher education. The Applying category encompasses learning outcomes that encourage the learner to implement or integrate ideas into their own practice, including to their own questions, to themselves or to their experience. Revealing what is prioritised as well as what is less valued within the field at the present time, these findings also raise questions about supposed epistemological differences between models, the influence of research, and the language employed within these documents. This paper represents the third and final piece of work in a research programme that is interrogating the epistemological premises and discourses of information literacy within higher education.

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.
 
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