Information Literacy Standards Research Articles

Global information literacy standards and frameworks - implications for the reimagined India

The present paper is the outcome of the efforts to review the global scenario of information literacy standards and frameworks and its implications in reimaging Indian higher education in the digital environment. Several initiatives have been taken by the institutions at the global level all over the world in order to develop information literacy standards and frameworks. However, for the present study author has selected only major initiatives that are accepted and used by academic fraternity to create information literate citizens. While exploring studies on information literacy in Indian scenario author found that very frequently the topic has been researched by many researchers but not yet any standard or framework has been developed for information literacy in India. The author emphasizes the need to have uniform standards at the university level to conduct an information literacy program at all levels of higher education, in order to cater information needs of generation next in the digital environment. It will result in creating responsible information literate citizens even in a multidimensional digital environment.

Information Competences and Academic Achievement: A Dataset

Information literacy (IL) is becoming fundamental in the modern world. Although several IL standards and assessments have been developed for secondary and higher education, there is still no agreement about the possible associations between IL and both academic achievement and student dropout rates. In this article, we present a dataset including IL competences measurements, as well as academic achievement and socioeconomic indicators for 153 Chilean first- and second-year engineering students. The dataset is intended to allow researchers to use machine learning methods to study to what extent, if any, IL and academic achievement are related.

LITERASI INFORMASI KESEHATAN PADA FENOMENA DIAGNOSIS MANDIRI COVID-19 MELALUI SUMBERDAYA ONLINE

This phenomenon of self diagnose through online resources in the era of the covid-19 pandemic is something that is dangerous in the diagnosis process. Information literacy about health plays an important role in the process of self-diagnosis of this phenomenon. This study will discuss how the experience of health information literacy is for patients who self-diagnose through online resources in the era of the covid-19 pandemic. This study will use a qualitative method by integrating a phenomenological approach and the seven pillars of information literacy standards. The results of this study show that there are physical and psychological vulnerabilities, which have an impact on information neglect, the quality of health information that makes patients depressed, and corrective actions from expert informants and references.
 Keywords: health literacy information, online resources, phenomenology, self-diagnosis

수학 교과를 위한 정보 리터러시 규준과 지표 개발 연구

Information literacy is a fundamental and essential competency to live as a citizen, who is an independent and self-directed learner, in the future society. This study, as a follow-up to Kim and Kim’s research (2022a, 2022b), explores the components of information literacy for mathematics, and develops standards and indicators of literacy. Through three rounds of modified Delphi surveys and FGI, the standards and indicators of information literacy for mathematics were stabilized, and the application to practices in schools was explored. As a result, Standards 1 through 4 of information literacy for mathematics consisted of ‘cognitive thinking skills’ and ‘using physical and symbol tools’ in the personal cognitive domain, and Standard 5 was set as ‘social communication competency’ and ‘social awareness and practice competency’ in the social domain. Sixteen indicators were presented under the corresponding standards, and the relationship between competencies and standards of information literacy in mathematics was specified. This study emphasizes the key competencies of information literacy in mathematics education that are necessary for preparing individuals for future society and provides the foundation to cultivate it in school mathematics.

Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis

Information literacy is a core research topic in the field of library and information science. The developmental context of this field can be examined through a long-term retrospective analysis of relevant literature. This study explored the research trends and potential research issues in the top 100 most frequently cited articles on information literacy in higher education published from 2011 to 2020. In addition to a systematic review, this study employed bibliometric methods, including co-citation network analysis, to identify four main research streams in the field of information literacy in higher education: (a) the relationships among students’ information literacy beliefs, competencies, attitudes and behaviour; (b) teachers’, librarians’ and students’ perspectives on information literacy; (c) the relationship between students’ information literacy and epistemic beliefs; and (d) the web search behaviour of digital natives. Accordingly, potential directions for future research and practitioner notes related to information literacy in higher education are proposed herein as a reference for researchers, teachers and policymakers. Implications for practice or policy: For administrators of higher educational institutions, understanding the challenges of new digital technologies and providing training to develop information literacy skills are crucial. For teachers, designing teaching materials and pedagogy based on the latest information literacy standards and framework is useful. Collaboration with professionals from different disciplines is also useful for teachers to integrate information literacy into subject learning activities to cultivate the information literacy competencies of students.

Personal Information Management Literacy in the Discourse of Youth

ABSTRACTTechnological advances have led to a powerful, complex information landscape where managing one's personal information is increasingly challenging. Personal Information Management (PIM) is the field of study dedicated to the activities people engage in to organize their information so that items can be found again when needed. Searching for previously located information items is a common frustration, yet PIM is not present in the standards of Information Literacy (IL). Situating PIM Literacy within the sociocultural New Literacies theory, I explore how youth currently make sense of PIM as Discourse—what they communicate through multiple sign‐systems about their PIM practices. In this phenomenological mixed‐methods study, after an initial survey of secondary school participants, I conducted two phases of interviews—guided tours of participants’ personal information places and Information Places Map (IPM) interviews regarding their perceptions of PIM. This ongoing study addresses the dearth of PIM research with youth. Initial findings suggest the importance of information systems’ default sorting by recency, the potential benefits of instruction in file structures and archiving, and opportunities to address email overload. Evaluating student needs assists in the development of K‐12 PIM Literacy, a necessary competency for high‐school graduates to successfully participate in the digital age.

Information literacy standards for information skills in social work curricula

Information literacy standards for information skills in social work curricula

Information literacy standards for information skills in social work curricula

Information literacy standards for information skills in social work curricula

The development and use of online information literacy activities to engage first year health students during the COVID-19 pandemic

The article discusses the development of online tutorials to support the Academic Librarians’ information literacy instruction during the first lockdown of the COVID-19 pandemic. The content and development of the activities are presented in relation to information literacy (IL) standards. At the University of Northampton, the first-year students each receive two IL sessions from an Academic Librarian that support their information skills development. The first session focuses on identifying an information need and how to search for relevant information. The second session supports students to understand the referencing process and how to use information ethically. The IL sessions are based on the principles of Active Blended Learning and focus on providing interactive and engaging workshops for students. The activities were designed to support the students on health programmes who began their studies in April 2020 and the students who were receiving their final IL session. The reflections on the IL sessions highlight lessons learnt during the online delivery.

Toxicological Information Literacy Protects Human Health

ABSTRACT Chemicals are used extensively in modern societies. Evidence-based, updated safety information is necessary for using chemicals correctly and for protecting the health of humans and environment. This paper describes safety information life cycle of chemicals and highlights why it is important that individuals need to acquire critical toxicological information literacy skills to identify reliable information. Six competence standards of toxicological information literacy are defined according to the principles of the Association of College and Research Libraries. We also discuss the reliability of open access information sources.

Research Trends from a Decade (2011–2020) for Information Literacy in Higher Education: Content and Bibliometric Mapping Analysis

AbstractNew terms and theoretical concepts in information literacy have emerged over the last decade, and these have led to revisions in the standards for information literacy. In order to determine whether information literacy research has reflected these trends, we collected SSCI literature for the 2011 to 2020 period related to information literacy in higher education (ILHE) and conducted analysis using bibliographic mapping and content analysis. Our research found that the volume of research on ILHE has increased in the last five years as compared to the five years before that, and that keywords related to literacy (such as “digital literacy” and “multiliteracies”) have been getting a great deal of discussion. After the Framework for Information Literacy for Higher Education (FILHE) was announced, curriculum design research based on the Information Literacy Competency Standards for Higher Education (ILCSHE) continued to outnumber that done based on the Framework.

The Teaching and Learning of Information Literacy Skills among High School Students: Are We There yet?

This study aims to investigate the information literacy (IL) skills of high school students and the practices used by educators to instill those IL competencies. Three foreign private high schools following an American-style curriculum covering grades 9 − 12 in the State of Kuwait participated in the study. Quantitative and qualitative data was collected using a mixed-methods approach based on the Information Literacy Standards for Student Learning and the Standards for the 21st-Century Learner in Action. Students rated their IL abilities using a questionnaire survey, while four of their teachers were interviewed. The results showed schools are following IL standards, and students’ ratings confirm learning has occurred. Few studies have examined the information literacy competencies of high school students across the Gulf Cooperation Council (GCC) countries, and based on the review of the literature, no study has investigated information literacy education of foreign private high schools in the State of Kuwait. The study provides insights into the current environment that could help in designing and managing IL programs as well as inspiring further research.

Students Think Science Literacy Is Important and Improves with Lifelong Learning

A Review of: Holden, I. I. (2010) Science literacy and lifelong learning in the classroom: A measure of attitudes among university students. Journal of Library Administration, 50:3, 265-282. https://doi.org/10.1080/01930821003635002 Abstract Objective – Investigate student attitudes to science literacy and lifelong learning as outlined in Standard Five of the Information Literacy Standards for Science and Engineering/Technology (ILSTE): The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field (2006). Design – Survey. Setting – A large public American R1 university. Subjects – Undergraduate students in two classes: Information Literacy in the Sciences (Science group) and Information Literacy (Non-Science group). Methods – A 13 question survey was administered to students by a colleague of the author. Three categories of questions were asked: students' perceptions of the important of science literacy, students' assessment of their own science literacy skills and students' perceptions of lifelong learning in relation to Standard Five. Main Results – Survey participation included 13 students from the Science group and 18 students from the Non-Science group. Students agreed that science literacy is an important part of civic literacy and responsibility, and should be taught to undergraduates in the United States. Students from the Science group frequently had more positive responses to statements than the students in the Non-Science group. For example, 81% of Science students either agreed or strongly agreed with the statement, “Every responsible citizen should be aware of the latest scientific discoveries” compared to 61% of Non-science students. Students felt that their science literacy skills had improved since high school. Most students were confident in their research skills including using emerging communication technologies. Students believed that life-long learning and staying current contribute to good information literacy and science literacy. Conclusion – Students think science literacy is an important part of being a responsible citizen. They also believe being a lifelong learner improves science literacy.

School Library Leading the Way

In 2007 the principals of three schools in Auckland, New Zealand, formed a cluster with the aim of improving standards of information literacy in their schools over three years. Research, reported in a paper at the 2008 IASL conference, demonstrated that few teachers in the cluster were explicitly teaching their students the skills they needed when undertaking research or inquiry. In early 2008, a group of Lead Teachers, led by the teacher librarian in the largest school, and including trained library staff, designed a cluster model for teachers to use with their students when processing information. They also designed cluster-wide professional development which each school implemented in different ways. This paper reports on the findings of an evaluation carried out to measure the effectiveness of the first round of professional development.

Information literacy programmes (theoretical framework in the field of law and medicine)

Academic libraries in Croatia for the past fifteenth years have started implementing information literacy programmes for their users. Most frequent forms of information literacy programme delivery are library workshops with voluntary participation, conducted by librarians, either independently or through informal cooperation with academic staff on various courses. However, it can be assumed, because of non-systematic and sporadic information literacy programmes, that students of all years possess different levels of both generic and contextual information literacy skills in the field of law. Because of the small number of studies and the insufficient number of evidence, it can be assumed that there is not enough awareness regarding the promotion and relevance of the information literacy programmes. Thus, it can be concluded that the programmes are insufficient, or if they exist, they do not rely on the real needs of students, teachers and other participants in the educational process. The aim of the paper is to point to some of the most important models and standards of information literacy in the field of law and medicine in the world by using qualitative method of analysing the content of relevant literature in the area of information literacy in the field of law and medicine. The purpose of the research is to broaden theoretical knowledge and to improve the teaching of information literacy in the field of law and medicine in the Republic of Croatia. On a practical level, the explored models and standards can serve as a theoretical framework for creating formal programmes of information literacy in law libraries’ practice, as well as for improving practice in libraries with similar experience in other countries.

Self‐directed information literacy scale: A comprehensive validation study

AbstractBackgroundEngineering and technology students need to acquire, evaluate, apply, and document information to solve complex ill‐defined problems. However, there are few assessment tools to evaluate how these students approach information.PurposeThe authors integrated information literacy standards with self‐directed learning theory to create the self‐directed information literacy (SIL) scale as an assessment of students' self‐directedness using high‐quality information skills in engineering projects. The purpose of this research is to examine the measurement properties of SIL to inform the use and interpretation of SIL's scores among diverse learners.MethodThe authors administered SIL to first‐year engineering and technology students (n = 1,603). To test three hypotheses about SIL scores related to validity, reliability, and fairness, we conducted a series of psychometric analyses, including confirmatory factor analysis (CFA) and measurement invariance between groups.ResultsThe results of the CFA were acceptable for the proposed higher‐order factor structure of SIL and a separate Beginner Behavior factor. Measurement models for male and female scores were found invariant; however, there were measurement differences between groups of students based on their experience with instruction in the English language.ConclusionsSIL can be scored to assess engineering and technology students' specific SIL subfactors (Recognize, Seek, Evaluate, Apply, Document, and Reflect) or scored as an overall broader measure of self‐directedness with information. A separate factor, Beginner Behavior, can be used to moderate ceiling effects. SIL scores can be used for gender comparisons but should be carefully evaluated when the sample includes students who are new to curriculum and instruction in the English language.

Information Literacy Skills Assessment in Digital Crisis Management Training for the Safety Domain: Developing an Unobtrusive Method

This study aims to develop an unobtrusive assessment method for information literacy in the context of crisis management decision making in a digital serious game. The goal is to only employ in-game indicators to assess the players’ skill level on different facets of information literacy. In crisis management decision making it is crucial to combine an intuitive approach to decision making, build up by experience, with an analytical approach to decision making, taking into account contextual information about the crisis situation. Situations like these have to be trained frequently, for example by using serious games. Adaptivity can improve the effectiveness and efficiency of serious games. Unobtrusive assessment can enable game developers to make the game adapt to the players current skill level without breaking the flow of gameplay. Participants played a gameplay scenario in the Dilemma Game. Additionally, participants completed a questionnaire that was used as a validation measure for the in-game information literacy assessment. Using latent profile analyses, unobtrusive assessment models could be identified, most of which correlate significantly to the validation measure scores. Although inconsistencies in correlations between the information literacy standards, which call for broader testing of the identified unobtrusive assessment models, have been observed, the results display a good starting point for an unobtrusive assessment method and a first step in the development of an adaptive serious game for information literacy in crisis management decision making.

Information literacy standards for information skills in social work curricula

This study proposes information literacy standards to be met by social work curricula. The documentary review used as a point of departure included papers on the introduction of literacy in the curriculum to develop information skills; internationally defined information literacy standards; and the specific and general skills required for social work. The outcome of that review, a proposal for information literacy standards in social work curricula, was assessed by social workers and information scientists. As a result of these two stages of the study, five information literacy standards were defined: one, knowing what type of information is needed; two, accessing the information needed effectively, efficiently and ethically; three, assessing the information and sources, ethically and responsibly building new knowledge with the information selected; four, using and disseminating information effectively and ethically to a specific purpose; and five, keeping abreast of and networking with the information. Implementing those standards helps develop information skills while working toward a degree in social work. Coupled with other specific and general professional aptitudes, such skills help graduates address the issues with which they are confronted in social research and intervention.

Information literacy standards for information skills in social work curricula

Information literacy standards for information skills in social work curricula

Added value of secondary school education toward development of information literacy of adolescents

Information literacy (IL) education in secondary schools should adequately prepare students for research activities in higher education and guide them toward becoming informed and responsible citizens. The existing international IL frameworks and tests are only partially aligned with the IL curricula in Slovenia. Therefore, a new IL framework for secondary education, consisting of seven IL standards and twenty performance indicators, was proposed together with two new assessment instruments (e.g. a multiple choice test and a self-evaluation questionnaire). Two groups of students were tested, namely first-year secondary students and first-year university students. The latter, before taking any university IL courses, were found to be more successful in all subject areas of the test, which could inter alia indicate a positive influence of secondary education on IL. Both student groups were the weakest in information search, followed by information evaluation and knowledge of legal/ethical issues. Secondary school students were less aware of their deficient search skills. The item analysis emphasized the need to put more educational efforts and practical examples into the teaching of IL topics where both groups were found deficient.