Information Literacy Skills Training Research Articles

The Quest for Quality in University Education in the Post-COVID-19 Era

Plagiarism is a major global challenge to quality assurance in higher education. Various efforts have been made to overcome the menace including the use of anti-plagiarism tools. At the same time, many questions have been raised about the efficacy of the current generation of tools in detecting, preventing plagiarism, and guaranteeing the quality of education. This paper examines the limitations of plagiarism detection tools in enhancing the quality of academic outcomes and proposes measures for improvement. The paper argues that while anti-plagiarism software has a role in preventing plagiarism in academic writing and academic integrity, they are not the panacea to the plagiarism pandemic, especially in the COVID-19 era. It proposes that there is a need to reform methods of assessment and implement forward-looking policies to address the underlying causes of plagiarism, provide students with appropriate information literacy skills training, and above all cultivate a culture of academic integrity in higher education institutions (HEIs).

De-colonizing one-shots: Critical pedagogies and the ACRL Framework

Librarians with instructional duties, particularly information literacy instructors or subject specialists, often rely on the “one-shot” format of instruction as a primary method for information literacy skills training and development. While not the only method of instruction, one-shots remain a foundational tool in information literacy instruction, although instructors are exploring other instructional formats. As a result, one-shots are regularly critiqued by librarians, who cite difficulties with the transactional nature and questionable effectiveness of the format. Many librarians cite concerns with the one-shot format based on time constraints, institutional culture, and discipline faculty discomfort with library instruction that is not directly and perceptibly tied to their own assignment requirements. More recently, conversations have highlighted the problematic nature of one-shots by uncovering the link between library instruction and faux neutrality, feminized labor, and campus power dynamics.

Challenges and Expectations towards Information Literacy Skills: Voices from Teachers’ Training of Scientific Writing

This research was aiming at analyzing information literacy skills (ILS) among teachers, the challenges of mastering ILS, and the expected ILS training. The study involved 58 secondary school teachers in East Java, Indonesia. The questionnaire and the information literacy test were administered after the training to capture the data. The data were then descriptively analyzed with NVivo 12 and Minitab 16 Windows. The results have shown that more than half of all participants had scores below the standard of 70. The other findings indicated that the teachers were good at determining types of information and understanding research terminologies. However, they were still not successfully extracting what was important in mastering ILS determined by eight other indicators. To employ ILS, teachers should deal with the challenges, such as time management, motivation, and knowledge of writing. To sum up, the teachers still need more training sessions which focus on the continuity of making scientific articles for professional development. This training can even build some foundation to improve ILS to teachers. Â https://doi.org/10.26803/ijlter.18.7. 7

English

The study investigates the use of electronic resources by postgraduate students in University of Cape Coast (UCC). It specifically targets first year postgraduate students of UCC. Awareness, usage, training, and access were explored. A survey method was employed and a structured questionnaire was utilized to solicit data. The findings revealed that, though students are aware of electronic resources, they do not fully utilize them to support their academic pursuit due to poor level of information literacy skills. However, few students had not participated in all information literacy skills training organized by the library. Results from the study showed that, significant number of postgraduate students do access electronic resources when on campus and mostly use electronic devices such as laptops, ipad, desktop computers, and mobile phones. The findings indicated that students use the electronic resources to complete assignments, write project work, to update lessons note, for research, and up-date themselves on new information in their fields of study. It was recommended that a structured curriculum should therefore be established as part of postgraduate students’ normal lecture periods where time is allocated on their time table for electronic resource training, and if possible, credited to their academic performance ratings or grading. Key words: Awareness, electronic resources, postgraduate students, training.

Using a flipped classroom to embed information literacy skills training into academic studies

Using a flipped classroom to embed information literacy skills training into academic studies

Using a flipped classroom to embed information literacy skills training into academic studies

Using a flipped classroom to embed information literacy skills training into academic studies

Health care librarians and information literacy: an investigation.

Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries. Now, it is also seen to be of high importance within the context of health care libraries. Health care libraries and librarians can provide crucial support towards the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. This article reports the findings from an investigation conducted by Charlotte Kelham as part of her MA in Librarianship from the University of Sheffield. Her dissertation investigated how health care librarians understand the concept of information literacy, the implications of this for their role and their perceptions around how their role is valued. Charlotte graduated from Sheffield in 2013 and is currently job hunting. AM.

ReLIANT: Reader's guide to the Literature on Interventions Addressing the Need of education and Training

Librarians need to be able to read critically published
 accounts of educational and training interventions
 (ETl) and to apply the results to their own practice.
 One mechanism for assisting library practitioners in
 doing this is the critical appraisal checklist. This article
 describes the process of developing such a checklist -
 involving a literature review of existing frameworks
 and experience in appraising such studies for a
 systematic review of information literacy skills training.
 The ReLIANT instrument is offered as a first attempt
 to equip library practitioners with a tool for use when
 appraising published reports of educational and training
 interventions.

ReLIANT: Reader's guide to the Literature on Interventions Addressing the Need for education and Training

Librarians need to be able to read critically published accounts of educational and training interventions (ETI) and to apply the results to their own practice. One mechanism for assisting library practitioners in doing this is the critical appraisal checklist. This article describes the process of developing such a checklist – involving a literature review of existing frameworks and experience in appraising such studies for a systematic review of information literacy skills training. The ReLIANT instrument is offered as a first attempt to equip library practitioners with a tool for use when appraising published reports of educational and training interventions.

Expediency‐based practice? Medical students' reliance on Google and Wikipedia for biomedical inquiries

AbstractInternet usage logs captured during self‐directed learning sessions were used to determine how undergraduate medical students used five popular sites to locate and access biomedical resources. Students' perceptions of each site's usefulness and reliability were determined through a survey. Google and Wikipedia were the most frequently used sites despite students rating them as the least reliable of the five sites investigated. The library—the students' primary point of access to online journals—was the least used site, and when using Google less than 40% of pages or resources located by students were from ‘high’ quality sources. Students' use of all sites' search tools was unsophisticated. Despite being avid users of online information and search tools, the students targeted in this study appeared to lack the requisite information‐seeking skills to make the most of online resources. Although there is evidence that these skills improved over time, a greater emphasis on information literacy skills training may be required to ensure that graduates are able to locate the best available evidence to support their professional practice.

Information Literacy Skills Training: a Factor in Student Satisfaction With Access to High Demand Material

In a survey of Business and Government, Law and Information Sciences students carried out at the University of Canberra, results showed that in-curricula information literacy skills training had a greater impact on students’ satisfaction with access to high demand material than the purchase of additional copies of books. This paper will discuss the results of this survey.

Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs

Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs

Evaluating the impact of library user training programmes across Thames Valley Strategic Health Authority in the UK

This study was undertaken to provide evidence that library outreach projects in the NHS in the Thames Valley Strategic Health Authority area were effective and could justify continued funding. The object was to assess whether information literacy skills training taken up by health professionals impacts on their confidence and skills in using electronic sources of health information. A total of 487 health professionals taking up training on a voluntary basis were assessed by completing a self-assessment questionnaire prior to and after training to establish their information literacy skills and confidence levels. Of these, 223 trainees (46%) also returned 6-week follow-up questionnaires. Results showed that 464 trainees (95%) intended to apply what they had learnt in a variety of ways; use of specific resources greatly increased after training and confidence in using them increased substantially. Use of search techniques increased considerably overall, whereas use of Google decreased. The major findings of this research are that training health-care personnel in the use of electronic resources impacts positively on their information literacy skills and confidence, and that the information available to them is considered to have potential value across health-care practice.

Evaluating the impact of a project promoting library and information services to primary care in Nottingham, UK

Evaluating the impact of a project promoting library and information services to primary care in Nottingham, UK