Information Literacy Instruction Research Articles

Research on Strategies for Improving Information Literacy Education Quality in Universities of Ethnic Regions under Multicultural Backgrounds

University students in ethnic regions are the main force in the construction and development of these areas. Their level of information literacy not only affects their personal future development but also impacts the modernization process, social stability, and prosperity of ethnic regions. This paper, based on cultural adaptation theory, examines the current state of information literacy education in universities in ethnic regions, students' attitudes towards information literacy, influencing factors, and existing problems, all within a multicultural context. Furthermore, it proposes strategies and suggestions for effectively improving the quality of information literacy education in universities in ethnic regions.

Digital Inequality and its Overcoming as a Guarantee of Equal Access to Education in the Russian Federation

At the present stage of society’s development, the introduction of digital tools is obvious in many spheres of life, in particular in the field of education, which causes the widespread need for high information and digital literacy of students and teachers of various educational organizations. The COVID‑19 pandemic required serious adjustments to the educational process around the world, as educational organizations had to rebuild the learning process and transfer it to an online environment. In turn, that led to the inability of many to receive education at the level of a conventional off-line education. The paper raises the problem of digital inequality in Russian education. The author highlights the most important aspects of such inequality, concerning material and technical support, skills and abilities of participants in the educational process, content of the educational process in the context of digitalization, and suggests ways to overcome them. The paper analyzes the provisions of the national project «Education,» the national program «Digital Economy of the Russian Federation,» as well as the provisions of federal projects. Based on the analysis, the author concludes that the advantages of digitalization in the educational sphere are used unequally.

Development of Technopreneur Leadership to Improve High School Teachers' Teaching Performance: Innovative Approaches in Education

This study aims to describe technopreneur leadership development as an innovative approach to improving the teaching performance of high school teachers. The research method used is quantitative survey research with teachers as research respondents with a sample of 54 respondents based on non-probability sampling techniques with saturated sample types. The data collection technique was used through a closed Likert scale questionnaire and analyzed using simple correlation and regression tests. The results showed that technopreneur leadership development can positively impact the teaching performance of high school teachers. Technopreneur leadership development involves introducing and applying relevant technology in the learning process, the development of digital skills and information literacy for teachers, and establishing a culture of quality in schools. In this context, technopreneur leadership plays a role in facilitating teachers to adopt technology effectively, deal with change, motivate and empower education staff, and create a supportive environment for innovation. This research is an important contribution to understanding the importance of technopreneur leadership development as an innovative approach to improving the teaching performance of high school teachers.

Let’s Edit: Using Wikipedia Edit-a-thons as Vehicles for Information Literacy

This article explores the integration of Wikipedia into information literacy instruction through the use of edit-a-thons, highlighting its potential despite historical skepticism from librarians. Wikipedia's mission aligns with librarianship’s core values of providing free access to information, yet its open-source nature challenges traditional notions of authority and reliability. The article advocates for leveraging Wikipedia as a tool for active learning, specifically to enhance students' understanding of the American College and Research Libraries’ (ACRL) information literacy frames. By hosting edit-a-thons, librarians can engage students in hands-on activities that improve their skills in evaluating sources and understanding authority. The article provides practical recommendations for conducting successful edit-a-thons, including creating Edit Guides, embracing the social aspects of these events, and using Wikipedia-Integrated Outreach Dashboards for program evaluation. Ultimately, it argues that Wikipedia can significantly contribute to information literacy education and suggests strategies for librarians to effectively incorporate it into their instructional practices.

An Analysis of Strategies for Improving the Information Literacy of College Teachers under the Background of Educational Informatization

With the advancement of information technology in higher education in China, the cultivation of information literacy among English teachers in universities has become particularly important. Based on this, the author will elaborate on the importance of cultivating the information literacy of college teachers in this article. Through questionnaires and other forms, a detailed analysis will be conducted on the current situation of information literacy of college English teachers. Strategies for improving the information literacy of college English teachers under the background of educational informatization will be proposed to ensure that the development of college English teaching can meet the needs of the times and comprehensively improve the effectiveness of college English teaching.

China’s Perspectives on the Modern Educational Value of Critical Information Literacy

Critical information literacy is a new and important direction of information literacy education for university students in the new media era. By comparing critical information literacy between China and the West, combining with the research on information literacy education in China in the past 20 years, and based on the three major relationships that Chinese philosophy is concerned about that people need to face in the world of life, i.e., the individual and the self, the individual and nature, and the individual and the society, this paper defines critical information literacy as that individuals, as information subjects, discover, select, confirm, and evaluate the information they are exposed to by obtaining and discriminating the content elements of the information world (information sources, information, and information assets) and using critical thinking skills and methods, creatively interpret or solve the relevant problems arising from the interaction between individuals and self, individuals and nature, individuals and society, and form the literacy that represents the knowledge, ability, attitude, habit, and level of the information subject through continuous reflection and practice. In order for human beings to better understand the world and construct it responsibly, critical information literacy can play a greater role and educational value. It not only helps contemporary college students build knowledge of “good questioning” and enhance their “reasoning” skills, but also encourages them to maintain a “firm standpoint,” cultivate a habit of “healthy skepticism,” and enhance their “decision-making” skills.

Cut the CRAAP: Replacing vertical evaluation with lateral reading

AbstractThis chapter discusses the history of source evaluation methods within the ever‐changing field of information literacy, including a critical assessment of one popular approach, the CRAAP Test. The author then endorses an alternative approach, lateral reading, which encourages students to engage more deeply when evaluating digital resources in an online information environment. Strategies for incorporating lateral reading into higher‐education information literacy instruction are also included.

Under the Blended Teaching Mode based on OBE Concept in Undergraduate Universities in Shandong Province Research on the Development Strategy of Teacher's Teaching Ability

With the advent of the digital age, the deep integration of cutting-edge technology and education continues to innovate, driving the transformation of teaching models. Compared with traditional teaching methods, blended teaching mode reshapes the entire process of education and teaching, and is of great significance in promoting educational fairness, improving educational quality, and building a high-quality education system. In response to the current situation of blended teaching mode with OBE concept among university teachers, how to effectively accelerate the development of teachers' teaching abilities in the digital era has become an important task in the field of higher education. Based on this, this article clarifies the specific connotation of the OBE concept blended teaching model, constructs a professional teaching ability system for university teachers, and proposes strategies to update education and teaching concepts in a timely manner, comprehensively optimize teaching design capabilities, actively improve information literacy of university teachers, and continuously improve training and incentive mechanisms. The aim is to promote university teachers to adapt to the development of the digital era and educational innovation and transformation.

Problem-Based Learning: Media and Information Literacy Project to Combat Misinformation for Future Communicators

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users’ fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students’ fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students’ MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation.

Conceptualization and Practice of Information Literacy Pedagogy at Universities in Kenya

Conceptualization and Practice of Information Literacy Pedagogy at Universities in Kenya

Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

PurposeThis article explores the affective dimensions of academic librarians’ experiences during the forced pivot to emergency remote teaching because of the Covid-19 pandemic.Design/methodology/approachThrough semi-structured interviews with librarians at 18 university libraries in Ontario, Canada, the researcher prompted study participants to reflect on how their work and that of other librarians in their organization changed during the period of focus, including the main challenges and opportunities experienced for information literacy instruction.FindingsThis study finds evidence of stress and anxiety among academic librarians teaching during the Covid-19 pandemic, including lack of confidence and skills with eLearning and work-life balance challenges. At the same time, the data show strengths and successes fueled by resilience, collaboration and a growing culture of care, which in many cases, resulted in strong expressions of pride by interviewees on what was achieved during this global health crisis.Originality/valueThis study is one of few adopting a qualitative research methodology to explore the affective dimensions of academic librarians’ experience of information literacy instruction during the Covid-19 pandemic. Its implications are instructive for future pedagogical approaches and workplace culture among information literacy teams, including communication, collaboration, flexibility and leadership support.

Libraries’ roles in media and information literacy education: Obtaining the opinions of South Korean volunteer librarians through the Delphi method1

South Korea’s official development assistance activities emphasize the significant role of education, with increasing attention towards the potential of libraries. Media and information literacy has become imperative for leading a productive life, highlighting the crucial role of libraries in enhancing media and information literacy competencies, particularly in low- and middle-income countries. However, limited research exists on this topic. This study explores how libraries could contribute to improving the media and information literacy competencies of people in low- and middle-income countries, drawing from interviews mainly with South Korean volunteer librarians with experience in low- and middle-income countries using the Delphi method. The challenges in supporting media and information literacy capacity-building in libraries in low- and middle-income countries include a shortage of skilled personnel, limited resources, inadequate understanding of public development assistance and global citizenship, and insufficient publicity. The survey participants emphasized the need for specific qualifications for librarians to effectively contribute to media and information literacy education. They recommended continuous group-based training, incorporating field education and online courses to build media and information literacy competencies.

The Power of Solidarity: The Effects of Professor–Librarian Collaboration on Students’ Self-Awareness of Skill Acquisition

The ACRL Framework for Information Literacy revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor—librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students’ receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students’ self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students’ survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.

Student’s Information Literacy Cultivation Approaches in Higher Technical and Vocational Education in China: A Review

Higher technical and vocational education is based on the logic of technology application and skill training, highlighting the application and implementation of professional technology and the actual process of the skills. Essential goals for the talent development of higher technical and vocational education in China now include fostering the information literacy of these students and preparing them to live and learn in an information-based society. To investigate the strategies for cultivating students’ information literacy in higher technical and vocational education context, 23 publications between 2014-2023 were reviewed by a qualitative systematic literature review. To drive the results, an inductive analytical method was employed. Analysis of results yielded four primary approaches to students’ information literacy cultivation: (1) integrating information literacy into professional courses, (2) enhancing the utilisation of information resources, (3) establishing a proper information literacy evaluation system, and (4) integrating information literacy into employment perspective. Articles increased significantly in the past five years, which showed the importance of information literacy education in vocational education in China to fulfil the rising demands of society in the Information Age.

예비유아교사의 테크놀로지 활용 능력과 인공지능교육 및 코딩교육 인식 간의 관계 분석

Objectives The purpose of this study is to empirically verify the relationship between technology utilization ability and awareness of artificial intelligence and coding education for pre-service early childhood teachers. Methods For this purpose, a survey was conducted on 180 pre-service early childhood teachers majoring in child studies and early childhood education at a university located in J city, Gyeongsangnam-do, and the collected data were analyzed using SPSS program to verify reliability, mean comparison, and correlation analysis. Results As for the difference in perception of research variables according to the demographic characteristics of pre-service early childhood teachers, pre-service early childhood teachers who completed information literacy education and had experience in artificial intelligence and coding education showed high level of perception of technology utilization ability and artificial intelligence and coding education. In addition, there was a significant positive correlation between technology utilization ability and the perception of artificial intelligence and coding education. Conclusions In the era of the Fourth Industrial Revolution, early childhood teachers should cultivate information- related skills. Therefore, educational institutions that train early childhood teachers should actively review ways to strengthen education related to technology utilization education, artificial intelligence education, and coding education.

Instruction In Information Literacy And Its Function In Fostering Critical Thinking Abilities

Instruction In Information Literacy And Its Function In Fostering Critical Thinking Abilities

Information Literacy Instruction Services at Rural Community Colleges, Fall 2019 Through AY 2021/22

This exploratory study examines the instructional practices of two-year institutions located in rural areas during the onset of the Coronavirus pandemic in 2020 and the two academic years that follow. Since the virus commonly known as COVID-19 first made its way to the United States in March 2020, three classes of community college students have had an introduction to higher education unlike any other in living memory. The mixed method approach consists of a survey aimed toward rural college librarians and subsequent in-depth interviews. This study identifies attempts to retain connections with faculty and students, as well as adjustments in instructional practices created both during the pandemic and in response to the return of in-person instruction.

Reference management practices of students, researchers, and academic staff

This study investigates the reference management practices of students, researchers, and academic staff at the University of Huddersfield. The aim of the research was to explore the role of reference management software within scholarly workflows, alongside other ways of managing information including both digital and non-digital practices.An online survey consisting of both closed and open questions was completed by 263 respondents, comprising undergraduate students, taught postgraduates, postgraduate researchers, and academic staff at the university. Quantitative data was used to generate a descriptive overview of the research sample and to contextualise the interpretation of qualitative data. Qualitative data from the open questions was analysed using reflexive thematic analysis to generate the themes presented in this paper.Quantitative data revealed a wide range of both digital and non-digital methods for reference management. While most respondents had tried using at least one type of reference management software, use of software was higher among postgraduate researchers and academic staff than undergraduates and taught postgraduates.Three themes were generated from the qualitative data: practices are unique and contextual; practices develop over time; and reference management software forms part of wider practice. Exploration of these themes led to recommendations for librarians to incorporate this understanding of reference management practices into information literacy teaching.

“Being a Global Citizen”: Australian Secondary Teacher Librarians in the Changing Information Landscape

Teacher librarians (TLs) play a central role in developing students’ information literacy capabilities, which are vital for effective participation in formal education and active engagement in society. This research enhances insights into information literacy instruction in Australian secondary schools, by investigating the perceptions of practicing TLs regarding the information literacy needs of teachers and students. This article presents the groundwork for this investigation, employing a phenomenological approach and discussing findings from an initial survey. The study will inform TL education and improve current information literacy education practices, addressing the demand for nurturing 21st century skills embedded in the Australian Curriculum.

In defense of information literacy across the disciplines

Information literacy, coined in the 1970s, covers a wide range of skills needed to navigate the information landscape to find relevant and useful information to solve problems. The teaching of information literacy is inconsistent across state standards, and West Virginia students entering college are often ill-equipped to find credible, useful information. Information literacy’s core skills include identifying individual information needs, finding relevant sources to solve those needs, and evaluating those sources for credibility. In the pre-Internet, mass media age, it was necessary primarily to evaluate and consider the bias of sources when assessing credibility. Then, mass disinformation/misinformation became a critical issue for information literacy, particularly in the mid 2010s. In the last two years, the now wide scale availability of generative AI tools now requires an even more substantial toolbox for information literacy. Unfortunately, discussions around equipping users with the appropriate skills have become increasingly siloed, with parallel developments in news literacy, digital literacy, media literacy, AI literacy, and reappropriation of science literacy to effectively encompass the same skill set. Here, I show the cross-disciplinary nature and value of information literacy, arguing for its superseding nature against these other literacies, and give recommendations for greater integration of information literacy instruction across college curriculum. Solutions for ILI implementation are readily found in the library and information science literature, and professional staff and faculty are in many institutions prepared or trainable to deliver ILI in both generalized and discipline-specific contexts to empower users to be more information literate and capable of navigating increasingly complex information landscapes.