Information Literacy Skills Research Articles

Doctoral students’ reflections on generative artificial intelligence (GenAI) use in the literature review process

ABSTRACT Amidst discussions about the use of Generative AI (GenAI) for academic research, their potential for doctoral research or literature reviews is an area beginning to be explored. This qualitative study explores doctoral students’ perceptions of the value of GenAI tools in the literature review process. The analysis of 26 participants’ reflections on their exploration of three GenAI technologies revealed benefits and challenges for the literature review process. Participants highlighted the potential of these tools as complementary to traditional database searches presuming users possess prior information literacy and research skills. They also perceived several challenges such as inaccuracies, usability and privacy and emphasised the importance and indispensability of a human review. This study highlights the need for guidance and strategies for doctoral students on the appropriate and ethical integration of GenAI in literature reviews.

The effect of gamified project-based learning with AIGC in information literacy education

ABSTRACT The emergence of artificial intelligence has necessitated a transformation in pedagogical methodologies. This study evaluated the integration of gamified project-based learning (GPBL) and artificial intelligence-generated content (AIGC) tools in enhancing information literacy education. The primary objectives were to explore the relationship among students’ learning experiences, information literacy, creativity, and engagement in an integrated learning environment. Using an explanatory sequential design with surveys and interviews, first-year university students (n = 36) from the School of Art and Design participated. Results indicated that students perceived moderately high levels of engagement(3.72) and creativity(4.11) during the GPBL activities, with positive emotions contributing significantly to motivation. Moreover, information literacy skills have substantially improved, such as in information retrieval, using AIGC tools, and understanding the ethical aspects of AI technology. A process model illustrated how positive emotions, motivation, creativity, engagement, and information literacy were linked in a GPBL-incorporating AI setting.

Information Literacy Skills And Service Delivery Of Librarians In State Universities In South-West, Nigeria

Service delivery is the interaction between librarians and the users of the library in order to satisfy their academic objectives. Nevertheless, past studies have shown low library service delivery as revealed in the impatient and unwillingness of librarians to assist information seekers, harsh and unpleasant attitude of librarians, uncomfortable infrastructure and inadequate staff strength. Though studies have been done to examine information literacy skills) and service delivery, they are scanty. It is on this note that this study investigated the influence of information literacy skills on service delivery of librarians in state university libraries in South-West, Nigeria. Survey research design was adopted for this study. The population of the study was 90 librarians from six state universities in South-West Nigeria. Total enumeration was used for the study. Adopted questionnaire was used to obtain data. Cronbach’s alpha reliability coefficient for the constructs ranged from 0.72 to 0.86. A response rate of 89% was achieved. Data were analyzed using descriptive and inferential (simple and multiple regression) statistics at 5% level of significance. Findings revealed that information literacy skills had no significant influence on service delivery of librarians in state universities in South-West, Nigeria. The study concluded that information literacy skill did not enhance service delivery of librarians in state universities in South-West, Nigeria. The study recommended that the management of the state university libraries should explore other factors that could enhance service delivery other than information literacy skills

Digital Citizenship Practices and Implementation of Learning Modalities in the Higher Education Institutions under the New Normal in General Santos City

While the shift to technology-mediated learning in higher education has been widely documented, less is known about the interplay between digital citizenship practices within institutions, particularly in Mindanao. One of the means to address this gap is by investigating the relationship between these two factors within higher education institutions in General Santos City. While some argue that technological infrastructure and pedagogical innovation are sufficient for effective online and blended learning, this study posits that a strong foundation of digital citizenship is essential for maximizing the benefits of these modalities. Specifically, the research examined four key elements of digital citizenship: digital identity, digital netiquette, digital footprint, and digital privacy, alongside the implementation of learning modalities across curriculum development, supervision of instruction, faculty development, and research and extension services. Data were collected through a structural survey questionnaire. Findings revealed a high level of digital citizenship practices and a very satisfactory implementation of learning modalities. The data indicate that students and teachers alike are well-versed in digital ethics, demonstrating awareness of online safety protocols and responsible internet behaviors. This strong foundation in digital citizenship can be leveraged to develop further the critical thinking and information literacy skills required for navigating the digital landscape of the 21st century. Furthermore, a significant positive relationship was observed between these two factors across all domains. This suggests that strong digital citizenship within HEIs contributes to a more effective adaptation to a technology-driven educational environment.

TEACHING INFORMATION LITERACY: EFFECTIVE STRATEGIES

Being information literate is crucial for today's pupils if they are to become tomorrow's self-directed learners and innovative employees. Current information literacy (IL) pedagogical practices, however, have not necessarily been effective in providing students with the tools necessary for thorough research and memory recall. Therefore, effective instructional strategies are of utmost importance in IL education. The working hypothesis of this study is that students will have an easier time learning IL skills if they are able to include their interests—which are influenced by their dominant intelligences—into their coursework. As a result, the quality of their work would improve. Using a well-established educational approach—Gardner's idea of multiple intelligences—a course was developed to provide students with the IL skills they would need to test these postulates via project work. What followed was a comparison of the two groups' project quality: the experimental and control groups. Project results were much better for students who had received IL instruction that included the use of learning styles

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.

Analyzing the Effectiveness of Project-Based Learning and Information Literacy Instruction at a Liberal Arts College

Project-based learning engages students in the collaborative design of generating and seeking answers to questions. Students work independently and creatively, to plan, execute, and make necessary adjustments to produce high-quality work, while developing competent twenty-first-century skills. These skills include critical thinking, collaboration, creativity/innovation, and communication. This work presents a unique partnership between a physics faculty member, a librarian, and a physician in a project-based ultrasound course at a primarily undergraduate institution. Implementing project-based learning, students actively engaged with real-world and personally, meaningful problems. Information literacy skills, such as evaluating and synthesizing information, were also naturally incorporated throughout the completion of student projects. Students responded to general surveys, self-evaluations, peer evaluations, metacognitive surveys, reflections, and attitude tests to help instructors improve, calibrate, and assess the teaching method. Key findings indicate a 9% growth in students’ information literacy skills and increased engagement. Additionally, results suggest that students prefer project-based learning compared to traditional teaching. This article highlights the course approach, assessment tools, and student engagement and perception.

Measuring the impact of information literacy programs on student success: a review

This paper presents a comprehensive overview of methodologies and approaches for assessing the impact of information literacy programs on student success in educational settings. Information literacy programs aim to equip students with essential skills to locate, evaluate, and effectively use information in academic and professional contexts. The abstract explores various dimensions of measuring the impact of these programs, including assessment of information literacy skills, academic performance, integration into curriculum, perceptions and self-efficacy, and employability and career readiness. Measuring the impact of information literacy programs on student success requires a multifaceted approach that considers various dimensions of student learning, academic performance, and professional development. By employing a combination of quantitative and qualitative methods, educators and researchers can gain a comprehensive understanding of the effectiveness of information literacy interventions in preparing students for success in an information-rich world.

The online information behaviour of first-year PhD students: addressing SDG 4

Purpose – The aim of this paper is to contribute to sustainable development in higher education by exploring the online information behaviour (OIB) of first-year full-time PhD students. In the case of first year PhD students, there is a high demand for information to complete their tasks and to finalise their studies. The quality of the education these postgraduate students acquire is dependent on their ability to access quality information devoid of barriers. In other words, there seems to be a lack of research on the online information behaviour of postgraduates in their first year of doctoral studies. Design/methodology – The study examined this phenomenon through the case study method, using the interpretivism paradigm and the quantitative approach. Using convenient and purposive sampling methods, 10 first-year PhD students were sampled from the University of Ghana's student population for 2023. A structured interview schedule was used as the instrument for data collection from the participants of the study. Findings – First-year PhD students are faced with online information-seeking barriers such as poor internet connectivity, limited access to online databases and resources, inability to access the needed paid online resources due to financial constraints, information overload, difficulty in acquiring requisite information and lack of information literacy skills and financial resources. These challenges tend to influence the quality of education they receive negatively given the inequalities in their information literacy skills against the literacy skills of second to final-year PhD students. Practical Implications and Conclusion – The study will contribute to literature on the information-seeking behaviour of first-year PhD students. The lack of information on the subject in Ghana is an issue this study seeks to address. The study has shown that postgraduate students at the University of Ghana do not understand their information needs, although they depend heavily on information for their work and survival.

Research Skills of Prospective Biology Teacher: An Analysis for Development Needs

This study was conducted to determine the extent to which research skills have been mastered by prospective biology teacher in learning at universities and to determine the need for developing research skills. Research skills are defined as skills using information literacy and basic biology laboratory skills related to research. An analysis of curriculum documents and examples of RPS from the biology education study program at one of the universities in the Kepulauan Riau Province was carried out to explore lecture designs that prepare students' research skills. A total of 25 alumni (graduates) of the study program were involved in a perception survey of how important research skills are for them in the workplaces. 27 final year students were also involved in providing self-assessments about their ability to master information literacy and basic biology laboratory skills. Data was analyzed qualitatively and quantitatively. Data analysis resulted that the researcher profile is one of the targets for graduates of biology education study programs but has not been supported by course designs. Research skills are needed by alumni in the workplaces and are very relevant to support their careers. Information literacy and basic biology lab skills have not been fully mastered by final year students. There is an urgency to equip students with more adequate skills so that students are better able to carry out research, including completing their studies.

Am I building a bubble around me? A phenomenographic study exploring students’ perceptions of online personalised filters and information literacy

For networked learning to be successful, students need good information literacy skills. These skills will enable them to move away from being "passive recipients of digitally distributed information" (Wiske, 2011) to become critical thinkers willing to challenge, discuss, collaborate and connect with other learners and teachers. This small-scale study uses phenomenography to investigate students’ perceptions and experiences of personalised filters, which present a challenge for educators concerned with developing information literacy skills. Findings show that students are comfortable with filters to find basic information. However, for more complex ideas, students felt they needed to adopt sophisticated search strategies.

Information Literacy Skills of Librarians and Service Delivery in the 21st Century

Information Literacy Skills of Librarians and Service Delivery in the 21st Century

Lessons Learnt from Library Sessions and Implication on Teaching of Information Literacy Skills in Higher Education: A Commentary

Information literacy skills in higher education is an important skill needed by all students as demands for literacy skills keep getting higher. The description of what used to be literate keeps changing as technology keeps unfolding and putting demands on academic librarians and their ability to provide literacy that can stand the test of time. Students from varying environment with digital divide still abound and coupled with lack of basic information literacy skills struggle in their academic engagements. Academic librarians inundated with varying questions around lack of information skills must be proactive and think outside the box if they are to provide academic solutions. Librarians are now required to consistently improve their knowledge and be more resourceful if they are to provide aids to students’ information gaps and lack of literacy skills. This paper is a commentary that uses Dervin sense making as a guide.

The Mediating Role of Students' Health Information Literacy Skills: Exploring the Relationship Between Web Resource Utilization and Health Information Evaluation Proficiency.

In an increasingly digital age, students rely heavily on web resources to access health information. However, evaluating the reliability and relevance of such information is crucial for informed decision-making. This study examines the importance of students' health information literacy skills (HILS) as mediators, particularly their ability to utilize web resources and successfully evaluate health information. This research investigates the mediating role of students' HILS in the relationship between their utilization of web resources and their proficiency in evaluating health information. An online survey was distributed to current students at a public university in Bangladesh as part of the data collection process for this study. Using Google Forms, the authors created a structured questionnaire. The survey was distributed through Messenger groups, Facebook pages and email invitations to reach the target audience effectively. The researchers thoroughly analysed the gathered data using structural equation modelling (SEM) techniques and SmartPLS-4 software to look for correlations between the variables. The study revealed that among the 122 participants, a significant number (N = 47) accessed internet health information on an occasional basis, whereas 30 individuals reported using it infrequently. The data revealed that 58 individuals, accounting for 47.5% of the sample, possessed the necessary abilities to access and assess online health information. Additionally, 57 participants, representing 46.7% of the sample, demonstrated proficiency in conducting online health information searches. The measurement model demonstrated good convergent validity, as evidenced by composite reliability (CR)scores and Cronbach's ⍺ values over 0.700 and an average extracted variance (AVE) of 0.500. The structural model demonstrated R2values exceeding 0.1, thus validating its dependable forecasting capability. Notable effects were seen, with f2values of 0.335 and 0.317 for the challenges in accessing and evaluating health information (CAEHI) to health information evaluation (HIE) and CAEHI to HILSrelationships, respectively. The mediation analysis found that HILS act as a mediator between types of web resources (TWRs) and HIE, with TWR having an indirect impact on HIE through HILS. The result supports all hypotheses. Therefore, it is evident that students' HILS mediate the relationship between utilization of web resources and their proficiency in evaluating health information. This study's findings could significantly impact instructional practices meant to raise students' health information literacy. This initiative seeks to enable students to make informed decisions about their health by providing them with the necessary tools to analyse and evaluate health-related information. Research on health information literacy can assist patients and the general public by instructing them on how to assess trustworthy online health resources. Students gave insightful feedback that assisted in shaping the study and guaranteeing its relevancy. If they better comprehend health information literacy, patients and the general public can use web-based resources and critically evaluate health information more accurately.

INFLUENCE OF INFORMATION AND COMMUNICATION TECHNOLOGY AND INFORMATION LITERACY SKILLS ON LIBRARY USE AMONG STUDENTS OF TERTIARY INSTITUTIONS IN BORNO STATE, NIGERIA

This study examines the influence of information and communication technology and information literacy skills on library use among students of tertiary institutions in Borno state. The study was guided by three (3) objectives and three (3) research questions. A survey research design was adopted for the study and seventeen thousand five hundred and seventeen (17,517) registered library users were used as target population. While, the sample size for the study was one thousand and eighteen (1,018) users drawn from the target population using Krejcie, and Morgan (1970) table for determining sample size. Systematic sampling technique was used to ascertain the respective sample of the study. Thus, 1,018 copies of questionnaire were distributed to respondents and response rate recorded was 742(73%) which was used for data analysis. Data were gathered through self-designed questionnaire and were analysed using descriptive statistics of frequency count and percentages. Findings indicated that the level of information literacy skills among students of tertiary institutions in Borno State is low and majority of respondents agreed that their little ICT skills and literacy are impactful on their library usage. Based on the findings, it is recommended that more ICT awareness and training should be acquired by the students, especially from their institutions.

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.

University students’ information literacy skills and impact of training in Bangladesh

This article examines university students’ perceived skill levels in utilizing internet resources and library tools, as well as accomplishing specific information-skills tasks, and assesses the impact of information literacy training in Bangladesh. The study involved two phases: first, a survey was administered to a sample of 257 students and, second, an experiment was conducted with 28 students to examine the effectiveness of training. The survey results show that the students perceived their skills with internet resources and library tools to be at a high level, with significant differences found in skill levels based on gender and age. Additionally, the students reported a high level of perceived skills in completing information tasks, with no significant differences found across the demographic variables. In the experimental study, the participants exhibited low task performance on a set of 22 task questions prior to training, achieving an overall correct score of 28.4%. However, a significant improvement in correct scores (57.1%) was observed after participating in the skills training.

Scalable competitive intelligence education through micro-learning and micro-credentials

It is essential for students, both inside and outside the business school, to learn business information literacy skills to make ­evidence-based decisions. To address this need, faculty from a large public university developed a competitive intelligence digital module using micro-learning and micro-credentialing concepts designed to be scalable for use in many disciplinary areas. During the pilot, students in a first-year Management course and a senior capstone Engineering Technology course were surveyed to determine their perceptions of the content’s utility and usability. This paper presents the results of this survey to determine student perceptions and if there are any disciplinary differences.

What sources do individuals use to validate arguments in scientific discourses today? An exploratory study of YouTube comments on vaccination

PurposeThis study aims to explore scientific discourses on vaccination in YouTube comments using the Connectivism theory as a foundational guide in the inquiry of understanding knowledge seeking and sharing. The authors sought to understand how individuals share and seek information by using external sources through URL links to validate their arguments.Design/methodology/approachUsing content analysis, the authors extracted and analysed 584 random comments with URL links from eight YouTube videos scientifically addressing the purpose of vaccines. The comments were coded by stance (pro, anti, and neutral) and the type of resource to observe how their links were used.FindingsThe results showed that URL links were composed of quotes, questions, and opinions. Many sources came from research papers, conspiracy websites, or other videos. Some of the comments did not accurately reflect the information from research papers and showed little scientific reasoning. This suggests the need for critical evaluation among individuals when finding information online.Research limitations/implicationsThe findings can be expanded to explore different types of information literacy practices in the comment section of social media for both informal and formal environments.Practical implicationsYouTube is useful in fostering scientific discourse and information-seeking/sharing practices among individuals. However, considering the inaccuracy of content deliverance, educators and individuals will need to consider how to teach/conduct information literacy skills when implementing social media for educational purposes.Originality/valueOnly a few studies have conducted research on comments using URL links, the originality of sources and how the sources were used in argumentation.

Enhancing information literacy skills of undergraduate medical students

With the growing size and complexity of library collections coupled with the explosion of medical information in diverse formats, medical students require competencies in identifying, locating, retrieving, evaluating, synthesizing, and effectively utilizing information. There is a need, therefore, for medical students to acquire Information Literacy Skills (ILS) to master content, extend their investigations, and become more self-directed and life-long learners. The objectives of the study were to: examine the ILS curricula in place to facilitate the delivery of ILS among medical undergraduate students at Moi University and the University of Nairobi, and to assess the methods used to enhance the delivery of ILS among medical undergraduate students at Moi University and University of Nairobi. A pragmatic research paradigm with a mixed-methods approach was employed in the study. The study adopted a descriptive survey design applied within a multiple case study, combining concurrent triangulation in data collection and analysis. The target population was 685 students comprising 6th-year medicine, 5th-year dentistry, and 4th-year nursing students, and 182 lecturers. A combination of stratified simple random and purposive sampling techniques was employed to obtain 353 medical undergraduate students, 62 lecturers in medicine, dentistry, and nursing specializations, 2 university librarians, 2 heads of medical librarians, and 6 heads of departments. Data was collected using questionnaires and interview schedules. Quantitative data was analyzed using descriptive statistics and presented using frequency distribution tables and bar charts while qualitative data was analyzed thematically based on the objectives and research questions and presented as narrative. The findings revealed that although ILS curriculum and policy were available, there was little implementation and accountability, indicating that the ILS curriculum and policy had not been reviewed to incorporate contemporary ILS. The study concluded that students had not acquired sufficient ILS competencies due to a combination of factors such as poor perception of ILS, low pedagogical expertise among ILS trainers, and absence of sustainable ICT infrastructure to facilitate the acquisition and utilization of fourth ICT revolutions’ competencies. The study recommends that institutions of higher learning should introduce four ILS credit-scored course units.