Information Literacy Research Articles

Teaching Media and Information Literacy in the Senior High Schools in Narvacan, Ilocos Sur: A Case Study

Teaching Media and Information Literacy in the Senior High Schools in Narvacan, Ilocos Sur: A Case Study

21st Century Skills Through STEAM Education: Analysis of School Leaders’ Perspectives

STEAM is an educational approach that strive for developing students’ STEAM skills to meet the demands of the global workforce. This research examined the role of STEAM education in developing 21st century skills, and the factors influencing the integration of STEAM education in the Pakistani education system. It was a descriptive research. A sample of 100 school leaders, 52 male and 48 female, using a simple random method was selected. Researchers made questionnaire based on a five-point Likert scale was used for data collection after confirming its validity and reliability. The instrument's reliability (α =.87) was calculated. The collected data were analyzed it using SPSS (version 26). This study revealed that the majority of the school leaders agreed about developing 21st century skills through STEAM education such as technology and information literacies, problem solving, critical thinking, leadership, social and civic literacy and responsibility. Most of the leaders also agreed regarding the factors influencing the integration of STEAM education in the Pakistani education system, such as lack of resources and infrastructure, ineffective teacher training, traditional teaching methods, cultural barriers, lack of awareness, lack of budget, traditional testing system, limited collaboration with industry, language barriers, and lack of clear guidance in policy and curriculum. Both Male and female leaders were agreed equally regarding 21st century skills and factors influencing integration of STEAM education. This study recommends that Ministry of Education should minimize the aforementioned factors in order to ensure the effective integration of STEAM education in Pakistani education system and in order to develop 21st century skills among students.

DIGITALIZACIA VYUCOVANIA, DIGITALNE UCEBNICE A DIGITALNE UCEBNE MATERIALY V PRAXI

The subject of the contribution is the identification of the possibilities and limits of incorporating work with digital forms of textbooks in the undergraduate training of future primary education teachers. The aim of the research was to determine the impact of incorporating additional digital teaching materials into the teaching of future primary education teachers in the master's degree on the level of digital competencies of the research sample. Through the analysis of the output data, we confirmed that the manipulation and mastering of work with digital textbooks and digital teaching materials for primary education within the undergraduate training of teacher students has the ability to positively influence the level of their information and data literacy.

Exploring the Health Literacy Behavior Patterns of Male Patients Using an Interpretable Method.

Improving overall and individual health literacy is a major focus of national initiatives in China and similar initiatives globally. However, few studies have examined the identification and improvement of individual health literacy levels, especially among patients. To develop an interpretable method with decision rules to assess the health literacy levels of male patients and identify key factors influencing health literacy levels. Using a convenience sampling method, we conducted on-site surveys with 212 male patients of a hospital in China from July 2020 to September 2020. The questionnaire was developed by the Ministry of Health of the People's Republic of China. A total of 206 of the completed surveys were ultimately included for analyses in this study. The rough set theory was used to identify conditional attributes (ie, key factors) and decision attributes (ie, levels of health literacy) and to establish decision rules between them. These rules specifically describe how different combinations of conditional attributes can affect health literacy levels among men. Basic knowledge, concepts, and health skills are important in identifying whether male patients have health literacy. Health skills, scientific health concepts, healthy lifestyles and behaviors, infectious disease prevention and control literacy, basic medical literacy, and health information literacy can be identified as cognitive behaviors with varying degrees of health literacy among patients. This model can effectively identify the key factors and decision rules for male patients' health literacy. Simultaneously, it can be applied to clinical nursing practice, making it easier for hospitals to guide male patients to improve their health literacy.

Introduction to Special Double Issue on Music Information Literacy and Instruction, Part 1

Introduction to Special Double Issue on Music Information Literacy and Instruction, Part 1

Combining SIFT and the Information Needs, Types, and Qualities Approaches: A Framework-Informed Strategy for Information Literacy Instruction

Increasingly, librarians are encouraged to deliver information literacy sessions that go beyond finding and using traditional scholarly sources. They are asked to cover a wider range of the information ecosystem and develop students’ capacity to critically engage with Google and the open web. In this study, we incorporated these learning objectives in an introductory computational thinking course, combining two information literacy pedagogies. For evaluating sources, we used Mike Caulfield’s SIFT technique (Stop, Investigate the source, Find better coverage; Trace claims to the original source); for resource discovery, Lane Wilkinson’s Information Needs, Types and Qualities lesson. We adapted Wilkinson’s worksheet, asked students to apply the SIFT technique to their chosen sources, and added a reflection component where students documented their research process. We conducted a content analysis of the assignment responses and coded evidence of students demonstrating knowledge practices and dispositions of two frames from the ACRL Framework, Authority is Constructed and Contextual and Searching as Strategic Exploration. Our analysis showed that students responded well to learning the SIFT technique, particularly at investigating sources; furthermore, Wilkinson’s pedagogy for source discovery encouraged students to use a wide variety of research tools. The reflection component further revealed evidence of students’ research processes and metacognition. We found this unit to be an effective means of assessing these Framework concepts, and argue that it can be applied to other topics and disciplines.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

Distance Learners’ Basic Digital Competence in Higher Education

Basic digital competence is essential for learners in higher education and especially in the field of distance education. The main purpose of this study is to understand the levels of digital competence of distance learners in Turkey according to the variables of age, gender and owing a computer. The participants were consisted of 243 distance learners studying at various disciplines of a state university. Data were collected through a survey via digital competence scale. The findings of the research indicated that basic digital competence of distance learners were high in communication and moderate in problem solving, university’s virtual tools and social communication and information and data literacy. However, distance learners are the least competent in digital content development. In addition, statistical analysis indicated that basic digital competence of distance learners did not differ in terms of gender. On contrary, significant differences existed in the information and data literacy of the students with regard to having a computer and age. The results of the study displayed that it is important to include the improvement of digital competence into the distance education to provide distance learners an opportunity to reach high basic digital competence and to facilitate learning.

Mediating Role of Evidence-Based Nursing Competence Between Specialist Nurses' Information Literacy and Innovative Behaviour: A Multicentre Cross-Sectional Study.

To investigate the levels of information literacy, evidence-based nursing competence and innovative behaviour in specialist nurses, determine the impact of information literacy and evidence-based nursing competence on the innovative behaviour of specialist nurses and to analyse the mediating role of evidence-based nursing competence between information literacy and innovative behaviour among specialist nurses. A multicenter cross-sectional design. In March 2024, a survey was conducted on 313 specialist nurses in four tertiary Grade A comprehensive hospitals in China. Data collection involved the utilization of general demographic questionnaire, the Information Literacy Questionnaire, the Evidence-Based Nursing Competence Scale and the Nurse Innovation Behaviour Scale. The data were analysed using IBM SPSS26 and Amos28 software. Specialist nurses scored above average in information literacy, evidence-based nursing competence and innovative behaviour. Information literacy significantly positively correlated with innovative behaviour. Evidence-based nursing competence also positively affected innovative behaviour and partially mediated the relationship between information literacy and innovative behaviour. This research indicated that specialist nurses exhibited above-average levels of evidence-based nursing competence, information literacy and innovative behaviour. Both information literacy and evidence-based nursing competence positively impacted innovative behaviour, with evidence-based nursing competence playing a significant mediating role between information literacy and innovative behaviour. The findings suggest that nursing managers should focus on enhancing information literacy and evidence-based nursing competence in specialist nurses. Improving these abilities will support the implementation of innovative practices and advance the nursing field. The research findings were presented in strict accordance with the STROBE statement. Not applicable. It provides reference guidance and theoretical basis for global nursing managers to formulate targeted interventions, so as to effectively enhance the innovative behaviour of specialist nurses.

Moderating Effects of Information Literacy Ability in The Relationship Between Resilience and Nursing Management Competency of Nurse Managers in Small and Medium-Sized Hospitals

This study aimed to explore ways to improve the nursing management competency of nurse managers in small and medium-sized hospitals and examine the relationship between variables based on information literacy ability in the structural model linking the resilience of nurse managers and nursing management competency. The data was collected from November 6, 2023, to December 6, 2023, using cluster sampling in four cities with similar urban settings, and surveys were conducted with the consent of nurse managers working in small to medium-sized hospitals with 100 to 300 beds. A total of 207 collected data points were analyzed using the moderating effect technique of structural equation modeling. The hypothesis testing results revealed that nurse managers in small and medium-sized hospitals partially affect on nursing management competency. Furthermore, it was observed that the impact of nurse managers' resilience on nursing management competency varies based on their level of information literacy ability. Therefore, it is recommended that combined training in interpersonal skills and information literacy is offered to develop a competency improvement program for nurse managers in small and medium-sized hospitals.

Преимущества и риски использования ChatGPT в системе высшего образования: теоретический обзор

The author of this review publication has set himself the task of generalizing the ideas of Russian and foreign educational researchers regarding the advantages and disadvantages of using neural networks, namely, the large language model ChatGPT, in the higher education system. 130 of the latest printed and electronic sources in Russian and English on pedagogy and humanitarian disciplines, which date back to 2023 and the first half of 2024, served as the material for the analysis. The scientific novelty of the study lies in identifying the most effective methods for assessing the didactic potential and determining the problems of introducing artificial intelligence technologies in education as exemplified by the use of ChatGPT, including the SWOT analysis method, considered as an effective analytical tool for assessing the strengths and weaknesses, opportunities and threats of using ChatGPT for educational purposes. As a result, the universal trends and features of the implementation of ChatGPT as an innovative pedagogical technology are revealed. The problems of ChatGPT application in the higher education system are analyzed from the point of view of compliance with ethical standards, prevention of academic dishonesty, formation of cognitive abilities and research competencies of students, deepening of individualization of the educational process, development of critical and creative thinking, increase in the level of information literacy and improvement of universal competencies and professional skills of students. The prospects and risks of ChatGPT application in higher education are described.

The Importance of Digital Literacy Skills in the Context of Learning English for Specific Purposes: A Systematic Review

In today's landscape of language education, the integration of digital literacy (DL) with English for Specific Purposes (ESP) has gained significant importance. In an increasingly digitised world, proficiency in digital literacy is becoming indispensable for effective communication and language acquisition. This article presents a systematic review synthesising insights from various scholarly publications to clarify the crucial importance of digital literacy skills in enhancing the effectiveness of ESP instruction and improving learning outcomes. Drawing upon a range of empirical studies and theoretical frameworks, the researcher explores the multifaceted impacts of digital literacy on ESP learners, educators, and instructional practices. The analysis highlights the significant impact of incorporating digital tools, resources, and teaching methods into ESP programs. It emphasises how they contribute to authentic language application, improved communication skills, and the advancement of professionals in specialised fields. By considering various viewpoints and empirical data, studies consistently demonstrate the effectiveness of integrating digital literacy into ESP programs. This fosters strong information literacy, digital tool proficiency, and effective communication and collaboration skills in ESP learners.

Exploration of Student Work Models in Colleges and Universities under Informational Literacy

This paper explores the status quo, problems and its reform path of the student work mode in colleges and universities against the background of information literacy. Through the elaboration of the definition and connotation of information literacy, it analyzes the important role of information literacy in the work of students in colleges and universities, and puts forward the principles and objectives of constructing the work mode of students in colleges and universities under information literacy. The study points out that the application of information literacy helps to improve work efficiency, service quality and promote the overall development of students.

Amplifying Value: Assessment of Asynchronous Embedded Library Instruction and the Influence of Faculty Endorsements

“Embedded” librarian programs can take many different forms. At Royal Roads University, librarians embed asynchronously in research-intensive courses via a hosted online forum. Over three to five days, the embedded librarian presents a series of posts on key information literacy topics and invites students’ questions and comments. This research project undertook to investigate both the general effectiveness of this embedding approach (in terms of student learning and engagement) and the relationship that may exist between instructors’ promotion of the forum and student engagement and/or learning. Quantitative data on student learning and engagement was collected through a pretest/post-test and qualitative data was collected from instructor comments within the LMS course shell. The results of this study indicate that embedding is moderately effective at increasing student knowledge, and that robust instructor encouragement of student participation correlates positively with both student engagement and student learning. We conclude that embedding is an effective information literacy instruction method that can be made more effective through increased relationship-building with faculty and program staff.

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.

Challenges and opportunities in teaching and learning in AskALibrarian chat: differences across subject domains

PurposeThis analysis of chat reference transcripts assesses differences in how librarians and graduate assistants (GAs) incorporate teaching strategies in responding to chat reference inquiries in social sciences, health sciences, humanities, STEM and business/economics at a large, public R1 university in the United States.Design/methodology/approachResearchers with disciplinary assignments in five different subject domains conducted qualitative analysis of a purposive sample of 982 transcripts of chat interactions during four semesters in 2021 and 2022.FindingsSome form of information literacy instruction (ILI) occurred in 58% of the transcripts, with slightly less teaching occurring in social sciences inquiries than in other subject areas. Of transcripts that included teaching strategies, search procedures predominated, followed by a mix of concepts and procedures, and the least with concepts only. Chat providers taught concepts specific to social sciences, health sciences and humanities, but not to STEM or business.Research limitations/implicationsThe study compares transcripts at one institution; findings may be most applicable to large, research institutions that seek to incorporate ILI in online reference services.Practical implicationsChat reference training should include best practices for ILI relevant to specific subject domains for providers without background in those disciplines and recommendations for referrals to subject specialists.Originality/valueExisting ILI literature does not address the question of how chat providers teach concepts rooted in a specific subject domain or offer a comparison of teaching strategies employed in different disciplines, by librarians versus GAs or staff.

Health information literacy among children with spinal muscular atrophy and their caregivers

BackgroundSpinal muscular atrophy (SMA) is an autosomal recessive motor neuron disease that leads to multiple organ dysfunction. The advent of disease-modifying treatments makes the early diagnosis of SMA critical. Health information literacy is vital for obtaining, understanding, screening, and using health information. Considering the importance of early diagnosis and the challenges in obtaining accurate information on patients with SMA, this cross-sectional study assessed health information literacy among children with SMA and their caregivers in China.MethodsInterviews with the caregivers of 10 patients with SMA were conducted by neurologists specializing in SMA. A questionnaire for evaluating the level of health information literacy was further developed among 145 children with SMA aged 10.0–120.0 months, with the average age of 81.9 months, and their caregivers. Parameters, such as the age at the onset of the first symptom and time from recognition of the first symptom to diagnosis, were examined. Health information literacy was measured using four dimensions: cognition, search, evaluation, and application.ResultsThe average time from the first symptom to first medical consultation was 4.8 months, and that from the first symptom to diagnosis was 10.8 months. There is a significant delay from the onset of the initial symptoms to a definitive diagnosis. Thirty-five (24%) patients had poor while 26 (18%) had high health information literacy. The overall score for health information literacy was 69; the scores for health information cognition and application were 90 and 84, respectively. The scores for evaluation (61) and search (57) were low. Medical personnel were considered the most professional and credible sources of information. Additionally, search engines and patient organizations were the other two most important sources of health literacy.ConclusionPatients with SMA and their caregivers had low levels of health information literacy. SMA information visibility and standardization need to be improved. Medical personnel with experience in the diagnosis and treatment of SMA and media should aim to share knowledge and increase the quality of life of those with SMA.

Teaching Practice of Mobile Assisted Language Learning in College English Courses

Mobile assisted language learning provides English learners with a more convenient, personalized, rich and autonomous learning experience, which helps to improve the learning effect and efficiency. Mobile assisted English learning should determine the learning theme and content according to learners’ needs and interests, and carry out teaching design based on real language materials. Mobile assisted language learning can be applied well in teaching English vocabulary, listening, reading and translation. The application of mobile assisted language learning in college English teaching requires English teachers to improve information literacy, improve ability of applying technology, and give full play to the advantages of information technology to improve the effect of online and offline blended teaching.

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

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

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.