Need For Information Literacy Research Articles

Community College Librarian Views of Student Information Literacy Needs

Community College Librarian Views of Student Information Literacy Needs

Communication and Community: The Community Service to Optimize for Computer Literacy and Internet Training for Bekasi Societies

Indonesia has a degree of literacy capacity; however, the reading interest in the community is still highly concerning; hence, the volunteer is required to increase information literacy and digital transformation so that the country can compete globally. Information literacy is one of the qualities necessary for a person to possess, particularly in today's world of intense international rivalry and rapid digital transformation. Information Literacy is required due to the rapid development of information so the need for information literacy is necessary. The most important reason is that everyone needs to recognize that there is a great deal of information circulating. This study aims to describe the implementation of community service in optimizing computer literacy and internet training for the Bekasi Society. This study used community-based research (CBR) as the method, particularly in advancing communication and information technology, which highly supports the dissemination of information to the public as a whole. The finding shows that there is an improvement in participants’ information literacy abilities and their capacity to use computers and the internet. All participants in the Community Service comprehended the methods to search for information via the internet, create and produce engaging learning materials, and use computers and current media to support the learning process.

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.

Science Students’ Information Literacy Needs: A Survey of Science Faculty on What and When Each Skill Is Needed

In this study, undergraduate science instructors and faculty were surveyed and interviewed to investigate the information literacy needs specific to their disciplines. Respondents shared their perspectives on IL skill development throughout science degrees and the dependence of that skill development on successful study within the field. Analysis of the results expands on current understanding of the types of resources most useful to early degree students, the most appropriate IL skills to prioritize as students progress through their degrees, and the challenges that reading and critiquing primary research pose for students. Findings from the study align with previous research on information use and literacy in the sciences and build on it by offering librarians greater insight into what underlies, drives, and impedes IL skill development for science students. Practice recommendations based on study findings are made for librarians teaching science students.

Community College Students’ Perceptions of Their Information Literacy Needs

Semistructured interviews were conducted with community college students in Florida and New York, two diverse states with robust community college systems, to explore their self-perceptions of their information literacy (IL) needs. Findings indicate that students value IL in their personal lives, their academic work, and their careers, though it means somewhat different things to them in each of those areas. They think of IL in terms of skills rather than threshold concepts, and they feel that the most important skill is finding information, followed by evaluating information.

“We are Propagandists for Democracy”: The Institute for Propaganda Analysis’ Pioneering Media Literacy Efforts to Fight Disinformation (1937–1942)

The Institute for Propaganda Analysis (IPA) advocated for “propaganda literacy” against the backdrop of rising nationalism before and during World War II (1937–1942). Through a historical analysis of unpublished archival papers, notes, correspondence, newspaper articles, and the Institute’s publications, this article shows how the IPA raised awareness and highlighted the need for information literacy during a time that precedes modern attempts to promote critical thinking and counter one-sided views. Supported by a network of public opinion scholars, educators, and editors, these anti-propaganda efforts gained momentum. Initially, the IPA’s monthly newsletter Propaganda Analysis and its educational programs, specialized leaflets, and publicity campaigns were received favorably by the public. But critics in government and the press attacked the IPA’s platform. By early 1942, the IPA could neither overcome its financial struggles nor thwart social and political pressures to cede its work, perceived as “un-American” in light of the US’s war mobilization.

School Librarian Perceptions of the Importance of Information Literacy

School librarians teach students information literacy to help them navigate, evaluate, and use information. The need for information literacy is increasing as the amount of information and misinformation available on the Internet has increased. In this study, the perceptions of school librarians were sought concerning the topic of information literacy importance. Three current school librarians who are professionally active in the field of school librarianship were interviewed. Data for these interviews were collected and transcribed. Once patterns emerged from these interviews, the story of the importance of information literacy was told through the eyes of school librarians. The results of this study could be used to make policy and practice decisions in school environments to increase information literacy instruction.

Students' Information Literacy Needs: Competencies for Teacher-Librarians in the Twenty-first Century

In 1995 Association for Teacher-librarianship in Canada (ATLC) and the Canadian School Library Association (CSLA), a division of the Canadian Library Association, established a joint committee to define the competencies necessary for effective teacher-librarians for the twenty-first century. The project was intended to revise the Canadian School Library Association's Qualifications for Teacher-librarians (1979) and to serve the needs of both teacher-librarians and educational administrators.

Hybrid warfare and social media: need and scope of digital literacy

Background/Objectives: With the advent of communication technologies and emergence of web 2.0, the dynamics of war are also shifting from traditional warfare to information warfare. Therefore, the role of modern information and communication technologies is very important to study in the context of hybrid warfare where social media is being used as an effective weapon. This study aimed to highlight the problems and need of information literacy among the social media users of Pakistan. Conceptually, the study will take roots from hybrid war literature and digital literacy. Method: Methodologically, a survey from the social media users of Pakistan has been carried out for this study. As part of the study, development of a Hybrid War Awareness and Digital Literacy Scales to understand, detect and respond to the hybrid threats was done. Population of the study were the university students of Punjab in Pakistan. Purposively selection of 300 respondents (Male=164, Female=136) from three universities of Punjab: University of the Punjab, Lahore (N=106), University of Gujrat, Gujrat (N=122) and University of Sialkot, Sialkot (N=72). Students were included from BS programs (N=168), Master programs (N=102), and M.Phil. /Ph.D. Programs (N=30). Data was collected with the help of questionnaires. Findings: The study indicates that university students are being exposed to propaganda messages. The study reveals that university students are active in functional use of social media. Therefore, this alarming situation demands the enhancement of digital media skills among the students of higher education through proper training and learning. Moreover, critical and creative abilities of students are less as compared to the functional abilities of students in consuming social media or internet. Recommendations: Critical and creative abilities are to be enhanced for countering compete the hybrid warfare on social media. Keywords: Hybrid War; Propaganda; Digital Literacy; Social Media

Engineering Students and Professionals Report Different Levels of Information Literacy Needs and Challenges

A Review of:
 Phillips, M., Fosmire, M., Turner, L., Petersheim, K., & Lu, J. (2019). Comparing the information needs and experiences of undergraduate students and practicing engineers. The Journal of Academic Librarianship, 45(1), 39-49. https://doi.org/10.1016/j.acalib.2018.12.004
 Abstract
 Objective – To compare the levels of information literacy, needs, and challenges of undergraduate engineering students with those of practising engineers.
 Design – Electronic survey.
 Setting – Large land grant university in the Midwestern United States and multiple locations of a global construction machinery manufacturing company (locations in Asia Pacific, Europe, North America).
 Subjects – Engineering undergraduates and full-time engineers.
 Methods – Two voluntary online surveys distributed to (a) students in two undergraduate engineering technology classes and one mechanical engineering class; and (b) to engineers in an online newsletter. None of the questions on the survey were mandatory. Because the call for practising engineers generated a low response rate, direct invitations were sent in batches of 100 to randomly selected engineers from a list provided by the human resources department of the company participating in the study. The surveys were similar but not identical and included multiple choice, Likert scale, and short answer questions. Data analysis included two-sided unpaired sample t-tests (quantitative data) and deductive and inductive content analysis (qualitative data).
 Main Results – There were 63 students and 134 professional engineers among the respondents. Survey response rates were relatively low (24.3% for students; approximately 4.5% for employees). Students rated themselves higher overall and significantly higher than did engineers on the questions “know where to look for information” (students M = 5.3; engineers M = 4.2) and “identifying the most needed information” (students M = 5.5; engineers M = 4.8) (mean values reported on a 7-point scale). Neither group rated themselves highly on “reflecting on how to improve their performance next time” or “having a highly effective structure for organizing information,” though engineers in North America rated themselves significantly higher than those in Asia Pacific on organizing information, knowing where to look for information, and using information to make decisions.
 Both students and engineers reported often using Google to find information. The library was mentioned by one-half of engineers and one-third of students. Engineers reported consulting with peers for information and making more use of propriety information from within their companies, while students reported using YouTube videos and online forums, as well as news and social media. More than half of students (57%) reported having enough access to information resources, while 67% of engineers felt that they lacked sufficient access. The most common frustration for both groups was locating the information (45% of student responses; 71% of engineer responses). Students reported more frustration with evaluating information (17%) compared to engineers (9%).
 Conclusion – Engineering students and professional engineers report differences in their levels of confidence in finding information and differences in the complexity of the information landscape. Engineering librarians at the university level can incorporate this knowledge into information literacy courses to help prepare undergraduates for industry. Corporate librarians can use this information to improve methods to support the needs of engineers at all levels of employment.

Information Literacy Beyond Librarians: A Data/Methods Triangulation Approach to Investigating Disciplinary IL Teaching Practices

Abstract
 Objective – While library literature contains many studies examining faculty perceptions of the value of librarian-led information literacy (IL)instruction, there is little evidence regarding IL instruction practices of disciplinary faculty independent of librarians. In a climate of uncertain budgets, increasing student enrollment, and increased conversation around the need for IL, media, and digital literacy skills, this study aimed to investigate a little-researched area of the IL instruction, learning, and development milieu.
 Methods – In collaboration with the institutional research office, a data and methods triangulation approach was used. A survey of disciplinary faculty was administered and disciplinary faculty focus groups were also conducted. Student outcomes and annual assessment reports, documents that describe teaching and assessment methods for courses across the university, were analyzed. Voyant, a text-mining tool, was also used to determine key phrases and terms related to IL in these documents.
 Results – Results revealed that disciplinary faculty highly value skills and understandings affiliated with IL competency. Faculty provide the majority of IL learning opportunities independent of librarians, although these learning opportunities are generally provided through implicit, rather than explicit, methods. Pedagogical methods that may enable explicit practices, such as the use of standards and competencies, are infrequently used.
 Conclusion – Evidence and findings from this study are being used to inform several initiatives to work with disciplinary faculty for IL instruction, including new services, resources, and instruction models to support IL development in students.

INFORMATION AND COMMUNICATION COMPETENCE FORMATION OF THE FUTURE TEACHERS OF PROFESSIONAL EDUCATION IN THE FIELD OF AGRICULTURAL PRODUCTION

The article describes the scientific basis for the formation of information and communication competency of the future teachers of professional education in the field of agricultural production, substantiates the need for information literacy and professionalism of modern professional education teachers, which are considered through the synthesis of competencies containing visual-methodical, psychological-pedagogical and ICT components.The research of Ukrainian scientists on information and communication competence was analyzed and it was found out that by such competence they understand the ability of a person to use information and communication technologies (ICT) and appropriate means to meet personal and socially significant (including professional) tasks in a certain subject area. The definition of information and communication competence of the future teacher of professional education in the field of agricultural training as a system of knowledge, skills, personal qualities of the future specialist, the formation and development of which will allow to solve typical professional problems, to solve problems arising in real situations of pedagogical activity using all the variety of computer tools, the ability to grow professionally in the field of information and communication technologies and to play the leading specialist in ICT role in the agricultural sector.The ICT competences of future teachers of professional education in the field of agricultural production are systematized and structured. The algorithm of solving the tasks of professional activity for future teachers of professional education is clarified: problem approach; identification of information needs; information gathering tactics; ability to work with sources of information; ability to synthesize information obtained from various sources; creativity in the approach to solving professional problems. The requirements for future teachers of professional education in the field of agricultural production, which include readiness to use ICT in professional activities, have been determined.

A competência em informação no contexto do trabalho: uma revisão sistemática da literatura voltada para industria 4.0

Objetivo: A Indústria 4.0 está transformando os meios de produção e modo de trabalho nas organizações. Nesse contexto, as máquinas e os sistemas estão conectados e transferem dados. Por isso, cada vez mais as organizações necessitam de pessoas competentes em informação, devido a produção massiva de dados e informações da Indústria 4.0. O objetivo é identificar como a literatura científica tem tratado a competência em informação no contexto da Indústria 4.0.Método: Utiliza a Revisão Sistemática da Literatura com abordagem qualitativa, a partir da busca em 10 bases de dados nacionais e internacionais: ProQuest Central, ProQuest LISA, EBSCO LISTA, BRAPCI, Anais do ENANCIB, SCOPUS, SciELO, Web of Science, Érudit e o Portal de Periódicos da CAPES.Resultado: Evidencia-se que, ainda, há uma lacuna de conhecimento no que se refere a competência em informação no contexto da Indústria 4.0. Nessa perspectiva, destaca-se que é uma oportunidade para o desenvolvimento de pesquisas neste campo do conhecimento. Além disso, os pesquisadores têm demonstrado algumas preocupações com as possíveis consequências geradas pela Indústria 4.0 como, por exemplo, a redução do número de empregos e o aumento da desigualdade social.Conclusões: A competência em informação é o primeiro passo para que a sociedade tenha condições para lidar com os problemas desencadeados pela Indústria 4.0. Assim, seu desenvolvimento, aplicação e consolidação é crucial para que as pessoas critiquem de maneira inteligente tais transformações. É preciso compreender os interesses dos desenvolvedores das tecnologias disruptivas, o papel do Governo e os interesses dos empresários. Essa compreensão ocorre por meio do acesso, apropriação, reflexão, crítica, uso e reuso da informação de maneira inteligente..

Secondary School Teachers' Perceptions of Information Literacy Skills

Information literacy (IL) is a precondition for lifelong learning, especially for teachers whose profession authorises them to impart knowledge to students who are expected to be resourceful and critical thinkers. The study investigated the perceptions of secondary school teachers of IL skills, in the two cities of Lagos, Nigeria, and Durban, South Africa, focusing on six research questions. The post-positivist research paradigm was adopted for this study, which combines both qualitative and quantitative research methodologies through a multicase study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The study revealed the following: 1)Â teachers in Durban had a higher level of perception of the need for IL than their counterparts in Lagos, 2)Â electronic information resources were infrequently used by the teachers, 3)Â younger teachers tend to possess a higher level of IL than their older colleagues, which makes in-service training imperative, 4)Â female teachers are significantly more information literate than their male counterparts, 5)Â many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemised by IFLA library building guidelines, and 6)Â interaction and collaboration between teachers and librarians are limited. The study recommended a comprehensive policy review to deal with IL challenges, with appropriate training and workshops for teachers topping the list.

Information Literacy

This article discusses the need and importance of information literacy as an essential component in information society. The article highlights the role of information and information technology as well as the relationship between information and literacy. This article also studies the impact of ICT in rural areas and examines the awareness of the term like, information, information literacy, computer literacy etc. in the rural communities in Manipur, India. Further, it elaborates the need for information literacy and challenges faced by the rural communities in the global information environment.

Need of Information Literacy in Higher Education

The knowledge economy is based primarily on the production and strategic use of information and knowledge. The ability to produce and use information effectively is thus a vital source of skills for citizens of the world. As India is moving towards information and knowledge-based society, it must be necessary for university students, research scholars and faculty members to possess competencies and information literacy skills to accomplish their research goals. Information literacy(IL) is becoming an increasingly important component of the higher educational curriculum, with many disciplines incorporating elements of information literacy training within their traditional teaching. This article will highlight on necessity and importance of information literacy in higher education.

Understanding of Plagiarism through Information Literacy: A Study among the Students of Higher Education of Nepal

The study deals with the issues related to the contribution and the need of information literacy. This study has explored the importance of information literacy in academic work among the Nepali students of higher education. Plagiarism is the technical term for stealing someone else’s intellectual property. The research examined the truth about the understanding about plagiarism and copyright issues in the use of information. This quantitative study is aligned towards positivist paradigm and adopted survey design for data collection. The population of the study was students of higher education of Tribhuvan University, Kathmandu University and Pokhara University. Two hundred and fifty-four (254) sample populations were drawn using sample size formula for data. For this purpose, simple random sampling was used to determine the number of the sample population. The sample population was selected using random sampling procedure. The data were collected using survey method and were analyzed using SPSS descriptive statistics used for the purpose of data analysis. The findings of this study showed that information literacy is important and helpful in academic works in higher education. Students of higher education rely on the internet and library for their academic resources in Nepal. The use of information literacy is expected to be the part of education to make the learning process effective. This study also focused on the use of right information in appropriate ways among the students of higher education of Nepal. Research indicated that there was lack of understanding what students know and use about the supplied information in higher education in Nepal.

A Study of the Information Literacy Needs of Social Work Graduate Students at a mid-sized Canadian university

This study consists of an analysis of the information literacy (IL) needs and levels of 44 social work graduate students at a mid-sized Canadian university using the Technology Acceptance Model. Students completed a quantitative questionnaire that included supplementary open-ended questions. Results showed that students who received a library tour and/or in-class library instruction were more knowledgeable and confident about library resources and services. The study clearly demonstrates that information literacy sessions should be essential components of graduate education. A comprehensive literature review of information literacy studies focusing on social work students is also provided, along with the current graduate social work modified Beile Test of Information Literacy for Education (B-TILED) assessment tool (Beile O’Neil, 2005). The authors recommend that information literacy surveys in Canada include the relevant required elements for the Institutional Quality Assurance Process (IQAP) and program learning outcomes. Given the lack of a Canadian national document for information literacy standards, such surveys should also reflect the components of ACRL’s new Framework for Information Literacy for Higher Education. This study can serve as a model for replication at other universities, particularly those that are part of the Ontario Council of University Libraries and that have graduate social work programs.

Unifying Librarian Skills with Students’ Need for Information Literacy

The presentation will focus on the challenge of unifying the librarians’ skills, knowledge, and eagerness to communicate these, with the students’ need for information literacy (IL). We propose that this is done best by departing from the view of IL as a normative concept where the meeting between librarian and the students focusses on teaching the students tools and techniques for future use. We perceive it as far more beneficial to view IL from a Limberg perspective, where focus is on the students’ learning and needs in his/her current situation and context.Based on teaching experiences at Aalborg University Library, we will explore the shift in approach to IL through two cases. The teaching activities at Aalborg University are founded on problem-based learning (PBL). PBL entails among other things that students are responsible for their own learning and work with real problems in groups. PBL is therefore a highly significant element in our perception of IL and a corner stone in the teaching activities at Aalborg University Library.Our new approach to IL specifically means that we more gradually than before instill the students with the knowledge and skills needed. In our teaching activities, we focus on showing the complexity of the academic world of information, and at the same time provide the students with basic navigation skills. Hopefully, this enables them to discover what it is they need to know in order to become information literate in the given situation, and if necessary ask us for assistance to achieve this. Based on their motivation to learn, we can support our teaching with a guidance session where we unfold the tools and knowledge required for them to become information literate in their given situation.

The development of student learning and information literacy: A case study

Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results. In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.