Integrating Information Literacy Research Articles

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.

Writing Instructors’ Intentional Integration of the Information Literacy Framework

This article presents an exploratory study that examines how 11 first-year writing instructors’ conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries’ teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors’ use and applications of the ACRL Framework increased after the program, showing greater personal engagement as evidenced by more preferential application of frames most relevant to their learning goals. Moreover, instructors integrated those frames more fully into their instructional practices. The authors’ analysis of instructor-created artifacts provides a unique lens into disciplinary instructors’ conceptualizations of and approaches to information literacy while examining the impact of one path for collaboration and scalability of information literacy integration within a curriculum.

FORMATION OF A MODEL OF INFORMATION LITERACY IN THE DIGITAL ECONOMY OF THE XXI CENTURY (ON THE EXAMPLE OF EU COUNTRIES)

The relevance of the study of information literacy in the 21st century is paramount in the context of education and social development, particularly in light of the prevailing trend of digitalisation. Information literacy has emerged as a crucial skill set for effectively navigating the modern information society, characterised by the exponential growth and accessibility of information. The ability to engage with information critically and proficiently has become indispensable for personal and professional advancement in today's world. The subject of the article revolves around the significance of information literacy in the 21st century, particularly in the context of education and social development amidst the digitalisation trend. Methodology. Using a variety of methods and approaches, including cross-cultural, systemic, structural-functional, institutional, anthropological and axiological approaches, as well as general scientific methods, the authors aim to identify the strengths and weaknesses of people in information literacy and develop strategies to improve their competence in this area. The study employs a comprehensive approach to investigate both the theoretical and practical aspects of information literacy formation in the modern era. The overarching approach involves integrating information literacy into the educational curriculum, providing support to educators and fostering an environment conducive to the cultivation of these skills among students and the broader populace. This holistic approach recognises the importance of information literacy as a cornerstone of modern education and social progress, ensuring that individuals are equipped to thrive in an increasingly digitised world. In this study, the primary objective is to explore both the theoretical underpinnings and practical applications of information literacy in the contemporary era. Information literacy encompasses not only the capacity to effectively interact with information but also the ability to evaluate it critically and leverage it to accomplish specific objectives. The theoretical and practical significance of this study lies in fostering digital competence, which entails not only understanding the digital landscape but also actively utilising technology and problem-solving skills. In conclusion, the study emphasises the paramount importance of information literacy in the contemporary era characterised by rapid digitalisation. As society grapples with the challenges and opportunities presented by the influx of information, the ability to navigate, evaluate, and utilise information effectively emerges as a linchpin for personal and societal advancement.

Information Literacy Empowerment in Islamic Education: Examining the Potential in the Indonesian Context

Information literacy plays a critical role in empowering individuals within the realm of Islamic education. This study explores the empowerment potential of information literacy in the Indonesian context of Islamic education. As the world’s largest Muslimmajority country, Indonesia provides a unique setting to investigate the intersection of information literacy and Islamic education. The study aims to examine the impact of information literacy on knowledge acquisition, critical thinking, and ethical engagement within Islamic education in Indonesia. It also identifies challenges, opportunities, and best practices for integrating information literacy in Indonesian Islamic educational institutions. Through a literature review and qualitative analysis, the study sheds light on the role of information literacy in strengthening Islamic education and highlights the specific cultural, social, and technological factors influencing information literacy practices in Indonesia. The findings contribute to a better understanding of information literacy’s significance in the Indonesian context of Islamic education and provide practical insights for educators and policymakers to enhance information literacy programs. This research underscores the importance of information literacy in empowering individuals within Islamic education and emphasizes the need for context-specific approaches to maximize its potential in the Indonesian educational landscape.
 Keywords: empowerment, information literacy, Islamic education

Impact of Information Literacy on Academic Performance among Undergraduate Students in Nigeria

Purpose: The aim of the study was to investigate the impact of information literacy on academic performance among undergraduate students in Nigeria.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: A study on the impact of information literacy on academic performance among undergraduate students in Nigeria found a significant positive correlation between information literacy skills and academic achievement. The research highlighted that students with higher levels of information literacy were more likely to demonstrate better performance in their coursework, exams, and overall academic outcomes.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, information processing theory& constructivist learning theory may be used to anchor future studies on the impact of information literacy on academic performance among undergraduate students in Nigeria. Integrate information literacy instruction into the university curriculum across disciplines, ensuring that students acquire essential skills for locating, evaluating, and utilizing information effectively. Develop national guidelines for information literacy instruction within Nigerian higher education institutions, outlining standards and best practices for integrating information literacy into the curriculum.

Investigating curriculum integrated information literacy

Information literacy has become an essential element of the student learning process due to the current information overload that university students face. The world is in the information age where the options for access to information is changing daily. University students need to be information literate to be able to use information responsibly and ethically. This article describes the third cycle of an action research study that sought to investigate the merit of integrating information literacy that is aligned to an acceptable framework into the curriculum of an institution of higher learning by assessing students' perceptions before and after an information literacy intervention. First-year undergraduate students at a [institution name] responded to an online questionnaire and participated in online interviews to share perceptions of their information literacy competencies during the second semester of academic year 2021/2022. SPSS was used to analyze the quantitative data and the qualitative data was coded to identify common themes. The results of the study revealed information literacy courses positively impacted students' perceptions of their information literacy self-efficacy, skills, and attitudes.

Higher Education students' perceptions towards Information Literacy

Integrating information literacy into learning improves student performance and, for that reason, academic librarians can play a significant role by collaborating in the design and training programs in these areas. In Macao, there is no known study on the information literacy performance of higher education students, so we seek to diagnose this area. For that purpose, a survey was applied to higher education students to assess students' perception of information literacy and their self-characterization regarding the use of resources and the type of skills needed for academic work. A semi-structured interview was also carried out with teachers about the same reality. Students perceive themselves to have a low level of confidence in the performance of their academic tasks, which affects their fulfilment. Faculty are aligned with this diagnosis, revealing the students’ weaknesses in the information search and presentation. Overall, information needs are evident among students as also is the use of preferred information resources in pursuit of their studies. The training aimed at students in search, retrieval, analysis, and use of information seems to be essential, which is why the construction of a tailormade training program in Information Literacy is anticipated.

Discovering the synergies among information literacy and mobile learning in higher education

This research aims at exploring the synergies and relationships between information literacy and mobile learning domains in Higher Education environments. The method is based on a narrative literature review of available articles in English (2006-2022) and one selection of the most relevant items using qualitative content analysis, to discover the main topics and their relationships. Results confirm that information literacy and m-learning are close and interrelated domains. Mobile technologies and academic libraries perform an intermediating role in those relationships. With the support of mobile technologies, the progressive integration of information literacy and mobile learning may lead the academic library to experience and channel an enhanced service. The greatest challenge consists in adapting the concepts and behaviors informational and pedagogical to a technology that evolves relentlessly but, in any event, ought to point to individual and community needs. The academic library is a pivotal entity in channeling the progress of IL and mobile learning.

Integrating Information Literacy and Academic Writing: Developing a Self-Assessment Scale of Information-Based Academic Writing

This paper presents the development and validation of a self-assessment scale integrating information literacy and academic writing, based on a conceptual model of information-based academic writing. Statistical analyses provided validity evidence, supporting its interpretation and use. The analysis also confirmed the cognitive, metacognitive, social, and emotional nature of information-based academic writing. Based on the development of this scale, I argued that (1) this scale communicates the shared learning and teaching goals among academic librarians, writing instructors, and content experts; (2) an integrated assessment tool could maximize the efficient use of resources; (3) encompassing the often-overlooked social and emotional dimensions in the scale could facilitate the holistic development of academic writing and information literacy. This study demonstrates the process of developing an assessment instrument, which can be an example for instructors of information literacy and academic writing to design their localized instruments.

Search Systems and Artificial Intelligence: Enhancing Searching as Learning Approaches to Counter Misinformation

ABSTRACTSearching as a learning process implies that learning occurs during a search process and might happens incidentally, influenced by the context the search takes place and the system that is used. Searching and learning are not isolated but co‐occurring events. Research investigates how search systems can be improved to foster learning processes, integrate information literacy enhancing methods and support user's sense‐making of information. Regarding the advancement of AI algorithms and their implementation in search systems, the concept of searching as a learning process can help to better understand human‐computer interactions and future information‐seeking processes. The panel advances current research on search systems for learning in non‐formal settings, with a focus on investigating the relation between searching and learning processes that influence people's understanding, assessing and use of information. It will focus on the contributions of information science research and the expectations of future searching behavior with respect to emerging advances in AI.

Expanding the Core Competences of Librarianship through Designing a Credit-Bearing Information Literacy Course for Social Work

In contemporary knowledge society, the impact of library and information professions has expanded to practical workforce preparation in many adjacent fields, including social work, that heavily rely on information competencies to promote community well-being and public good.This poster adds a practitioner perspective to the ongoing conversation about the need to reimagine LIS education to better align curricular priorities with the demands of the increasingly interconnected information landscape. Through a tale of a subject librarian and Social Work faculty partnership to develop a tailored credit-bearing information literacy course for Social Work pre-majors, the author illuminates the evolving role of librarians who are called upon to educate members of other information-intensive professions in the use of general and subject-specific resources essential for their field. The poster highlights the shared values that inform the practice of both librarianship and social work in response to the issues faced by communities in times of uncertainty and change. Built around the ALA’s Core Competences of Librarianship and the Social Work Competencies established by the Council on Social Work Education, the project reflects on the challenges and opportunities associated with integrating information literacy education into a domain where advanced information literacy skills are an indispensable component of the current professional practice. Finally, the project discusses several implications for LIS programs keen on creating a better connection between the LIS foundational values and other professional competency frameworks today’s librarians lean on, particularly in such vital areas as user services, lifelong learning and continuing education, and social justice.

Enhancing Integration of Information Literacy in TVET Curriculum in Response to COVID-19 Pandemic Effects

Purpose: Information literacy refers to the set of characteristics that enables ordinary learners become wise information consumers and lifelong learners. The set of abilities or skills the learner requires in order to determine information needs, locate, access and evaluate information sources and effectively use resources regardless of the format. There is global acceptance of the need for information literacy among trainees undertaking Technical and Vocational Educational Training (TVET). Integrating information literacy in the Competency-Based Education and Training (CBET) curriculum has become a necessity. The purpose of this study was to investigate how TVET trainees applied information literacy during the COVID-19 pandemic. The objective was to ascertain the trainees` uptake of e-learning and establish the strategies laid down for integration of information literacy in TVET curriculum.
 Methodology: Descriptive research design was adopted. The Nyeri National Polytechnic was purposively sampled due to the availability of respondents and familiarity of the researcher to object of research. A target population of 1000 library users at diploma, certificate and artisan levels was used. Data was collected using researcher-administered questionnaire. Data was organized and analysed using frequency distribution, percentages and mean.
 Findings: TVET Institutions were found to have moderately adopted integration of information literacy in TVET curriculum. The results indicate that 54% of trainees applied information literacy skills during the virtual learning sessions during COVID-19 pandemic. However, inadequate information literacy among trainees contributed to non-effective use of the e-resources.
 Unique Contribution to Theory, Practice and Policy: To this end, TVET institutions need to put in place strategies for enhancing integration of information literacy in TVET curriculum. The strategy on orientation and continuous user education by librarians aims at improving the trainees ‘information literacy. Trainees stand to benefit through integration of information literacy in the curriculum and institutions should put in place mechanism to adopt this integration.

Research on the Construction of Index System to Promote the Sustainable Development of Core Literacy of Physical Education Teachers in Chinese Universities from the Perspective of Higher Education Modernization

This study aims to comprehensively explore the core competencies required of physical education teachers in universities, within the context of modernizing higher education. The goal is to build an index system that conforms to the development of the core literacy of college PE teachers. With the vigorous development of higher education, increasingly higher requirements are placed for college teachers. Starting from the perspective of higher education modernization, this study comprehensively explores the corresponding core qualities of physical education teachers in colleges and universities, which has certain research value. The research utilizes qualitative analysis, the Delphi method, and the analytic hierarchy process to construct a comprehensive indicator system that includes four primary indicators: moral character, educational ability, teaching competence, and research expertise. These primary indicators are further divided into 15 secondary indicators, such as political morality, information literacy integration, research concept literacy, and educational and teaching philosophy, and 53 tertiary indicators, such as the integration of ideological and political education into the curriculum, information ethics and morality, research values, and pre-class teaching decision-making data. The analytic hierarchy process is employed to determine the weight coefficients of each level of indicators, as well as the comprehensive weight coefficients of the secondary and tertiary indicators. The primary indicators of the system are representative and used to determine the appropriate weight of the indicator system for different types of physical education teachers. The study found: 1. That moral character and educational ability occupy the first and second proportions, respectively, in the weight coefficients of the core competencies of different types of physical education teachers. 2. Teaching and research-oriented teachers have a considerable proportion of teaching and research expertise, respectively. 3. Research-oriented physical education teachers have a much higher proportion of research expertise than teaching expertise. 4. Teaching-oriented physical education teachers have a higher proportion of teaching expertise than research expertise. Discuss: The constructed indicator system is scientifically sound and structurally reasonable, providing theoretical reference and guidance for the evaluation and cultivation of core competencies of physical education teachers in universities, and effectively helps the sustainable development of college physical education teachers.

Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach

ABSTRACT This research asks whether a competency-based curriculum designed to integrate information literacy, critical reading, and writing improves students’ ability to critically read sources and then use source content for their own purposes. We hypothesized that critical reading-infused library instruction, course instruction, and curriculum support via peer consultation (intervention group) would positively impact students’ critical reading facility and ability to synthesize sources into meaningful writing as opposed to students who do not receive this instruction (control group). Our research indicates a strong correlation between students’ navigating a critical reading curriculum for a research project with self-selected texts and positive research-based writing outcomes for these courses. Students in the intervention group were more likely to be able to integrate source material effectively into their self-selected research-based projects than students in the control group.

Integrating information literacy into nursing education.

Integrating information literacy into nursing education.

Community College STEM Faculty and the ACRL Framework: A Pilot Study

This study explores the science, technology, engineering, and mathematics (STEM) community college faculty’s perspectives on the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Framework). Previous studies of the Framework implementation have primarily focused on the librarians’ perspectives and efforts. This pilot project seeks to bridge the gap in the study of STEM faculty’s views regarding the Framework in a community college setting. STEM faculty were asked to rate the importance of information literacy knowledge practices based on the Framework in the spring semester of 2021. The paper discusses STEM faculty’s ratings of the knowledge practices from each frame. These preliminary findings can be used by STEM librarians and STEM faculty, as well as administrators in charge of STEM programs or curricula at community colleges, for (re)designing information literacy instruction, integrating information literacy in programs, or assessing information literacy learning outcomes that utilize frames from the Framework.

Information Literacy Support for Mathematics Graduate Students

Integrated information literacy instruction throughout graduate school supports students as they transition into the role of researcher, but information literacy instruction aimed specifically at mathematics graduate students is not widely studied. This paper reports on the results of a survey of mathematics librarians, which found that a majority of respondents are teaching information literacy classes to mathematics graduate students. Further analysis explores the demographics of both the librarians and students, the skills and resources taught, whether there was faculty-librarian collaboration, and if instruction was assessed.

Librarians as Teachers: Effecting Change in Composition Instruction

This study assessed student research papers using a rubric to determine the information literacy skills of students in introductory composition classes. Librarians taught a pilot composition course that infused information literacy (IL) into the traditional English curriculum. The students' IL skills were compared to those of undergraduates enrolled in a traditional composition class, who received only a one-shot library instruction session. Students in the information literacy composition course scored better than their counterparts in six of seven IL skill categories. Results support greater integration of information literacy and composition curricula as a path forward for student success.

Integrating Information Literacy with the Evidence-based Framework and Military Judgement and Decision Making: A Literature Review

This article offers a literature review that results in the introduction of three information literacy protocols. It is the third in a four-part series of articles that discusses the integration of the evidence-based framework (EBF) and military judgment and decision making (MJDM). The series is written as a conceptualization and implementation of the U.S. presidential memorandum on restoring faith in government dated 27 January 2021. The memorandum directs federal agencies to base policy- and decision-making processes on the best available evidence. Accordingly, the focus of the series is on integrating the EBF into defense planning and decision making as an operational art. This article focuses on information literacy—specifically, building a data set for systematic reviews. The current literature on information literacy reveals that specific protocols to enhance rigor, transparency, validity, and reliability in building a data set for systematic reviews are significantly underrepresented. In this article, the Stanford Design Thinking Process model was applied to address this underrepresentation. The Stanford model uses five phases of collaboration to develop new protocols. The results of these collaboration are three new protocols for building data sets that are specifically designed for an integration of the EBF and MJDM: the targeting search strategy protocol (TSSP); the research question variable synthesis protocol (RQVSP); and the human source query protocol (HSQP).

Membangun Kolaborasi Pustakawan dan Fakultas dalam Meningkatkan Keterampilan Literasi Informasi Mahasiswa

The fast-moving, unlimited flow of information and the appearance of various publications of information sources both printed and non-printed make students as information users trapped in the many sources of information circulating and do not allow them to evaluate one by one. Therefore, it takes the role of librarians and academics to form an information literacy programme as an effort to improve students' information literacy skills. The purpose of this study is to find out and describe the extent to which the readiness of librarians and lecturers of UIN North Sumatra in building collaboration to form an information literacy learning curriculum programme in lectures. This research uses a descriptive qualitative approach with data analysis techniques using the Miles and Huberman model. The results stated that librarians and lecturers strongly support the implementation of collaboration to integrate information literacy into the learning curriculum. However, in reality, librarians and faculty are still not ready to assign librarians as teaching staff who will teach information literacy learning in the classroom. So the reviewer suggests that UIN North Sumatera library can move more actively to encourage librarians to various skill development activities that can improve teaching competence.