Teaching Information Literacy Skills Research Articles

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

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

Bibliometric analysis of the literature on the teaching of information literacy skills in Sub-Saharan African institutions of higher learning

Information literacy skills (ILS) have increasingly become indispensable in the higher education landscape largely due to the explosion of information which is generated by the Internet and a myriad of information communication technologies (ICTs). Known differently as bibliographic instruction, user education, user instruction, library instruction, instruction services, and libraries and learning, ILS boasts of an impressive history spanning more than ten decades during which a considerable body of multidisciplinary literature has been generated. However, although the impressive contributions of ILS are self-evident, bibliometric studies focusing exclusively on Sub-Saharan African contexts are scarce. Consequently, there is a limited understanding of how ILS are taught in the broader African institutions of higher learning landscape. Therefore, the purpose of this study was to examine how this core skill is taught in the African context. The study employed bibliometric analysis and review methods to explore the profile and research trends in information literacy skills in African universities and higher education institutions. Data were collected from the Web of Science database‟s core collection from 1990-2021 (31 years) using a variety of search strategies. Data were analysed through Web of Science‟s Clarivate Analytics and some data were exported to Microsoft Excel to produce images and graphs. The findings of the study revealed: the year 2020 with the most publications; the University of South Africa the most productive research institution; E. E. Baro, the most prolific author in writing on IL; the most research productive country Nigeria; the most dominant publishing outlet journals and the most citations were received in the year 2020.

Information Literacy

Recent information studies literature defines information literacy as the set of integrated abilities and dispositions encompassing the understanding of how information systems function, the reflective discovery of information, and the use of information in sharing and creating new knowledge so as to participate wisely in a variety of settings. An information literate person will display a critical understanding of how information systems function and will wisely and intentionally participate in those systems as they consume, create, and share information to strengthen and serve professional, religious, family, and civic communities. Various library organizations have developed theories on information literacy, but everyone has a responsibility to learn and teach information literacy skills.

Requesting Librarian-Led Information Literacy Support: Instructor Approaches, Experiences, and Attitudes

abstract: This project sought to better understand why course instructors request librarian involvement to teach information literacy skills. Librarians at two large institutions surveyed 29 instructors and then interviewed 11 about their experiences working with librarians, their motivations for involving librarians in their courses, and their goals for including information literacy instruction. The study found that instructors had many different levels of experience with the library. Motivations for inviting librarians to their classes included creating a support network and sharing librarian expertise with students. The researchers also discuss instructor participation in library instruction sessions, including commentary, where they reinforce points made by the librarian during class, and bookending, where they sandwich librarian involvement between preliminary or concluding remarks.

The Impact and Management of Mis/Disinformation at University Libraries in Australia

ABSTRACT Mis/disinformation has in recent political and health climates become increasingly spread through social media and the internet, drawing increased discussion on the role libraries play in countering and combating the spread of mis/disinformation. This study investigated the impact and management of mis/disinformation at university libraries in Australia through a survey of 88 library staff and interviews with 17 managers. Library staff believe they have a role in teaching skills such as critical thinking and evaluation, advocating in this space and maintaining credible, balanced and inclusive collections. Although combating mis/disinformation is a strategic priority for libraries, it is often not a priority for the institutions themselves, leading to barriers for staff who would like to devote more time and resources to teaching information literacy skills and assessing the credibility and accuracy of collections. While complaints about collection content are low and library managers’ view is that libraries should not censor materials, there is an increasing priority in Australia to address historical inaccuracies in content and build and maintain collections that are inclusive and culturally safe. Library staff in Australia would like support from national library bodies through training and resources and playing an advocacy role in national discussions around mis/disinformation.

Bridging Knowledge Gaps through Embedded Librarianship Practices in Nigerian Universities

This study investigates the role of embedded librarianship in the production and diffusion of knowledge in Nigerian universities. A quantitative approach was adopted using a cross-sectional survey design with a sample of 187 library staff drawn from a population of 370 library staff from three university libraries. The findings reveal that the types of embedded librarianship practices adopted in the universities include faculty embedded librarianship, research and bibliographic services embedded librarianship, and information literacy embedded librarianship. Knowledge production and dissemination were enhanced by the practice of embedded librarianship through fostering collaboration between embedded faculties and the library, improving students’ research and information searching skills, and participating in teaching information literacy skills. The findings also revealed that phones, emails, web forums/blogs/wikis, instant messaging services, Voice over Internet Protocol (VoIP), social networking sites and face-to-face discussions were the means of communication and interaction between the embedded librarians and their clients in the three universities. The implications of this study will serve as a springboard for adopting and strengthening the practice of embedded librarianship among Nigerian academic libraries since the concept is new and emerging globally, thereby bridging the knowledge gaps that exist between the haves and have nots in terms of knowledge in the Nigerian higher education sub-sector.

College to Career: An Exploratory Study to See How Librarians Can Better Prepare Students in STEM and Health Professions

Students enter the workplace with a high level of confidence in their technology skills, but that does not equate with proficiency in information literacy. Twenty-first-century professional requirements vary, but employers look for common traits that include discriminating between false and truthful information, finding information online that draws accurate conclusions, and thinking critically about information to solve a problem. This article presents why it is necessary to revisit how academic librarians teach information literacy skills, knowledge, and information-seeking behaviors that can transfer to the workplace. Findings from STEM and Health sciences faculty highlight what librarians should teach students to help them prepare for their future beyond the boundaries of the academic library and the university.

"Am I a Teacher Because I Teach?": A Qualitative Study of Librarians' Perceptions of Their Role as Teachers

Over the past few decades, the demand for academic librarians who can teach information literacy skills to college students has steadily increased. This interview study explores how academic librarians in a mid-Atlantic metro area define the roles of librarians and teachers, value their teaching role as librarians, and view their teacher-librarian identity. While all librarians interviewed highly valued teaching, the sample split between those who identified themselves as teacher-librarians and those who saw themselves as librarians who teach, with one librarian not associating with the teacher role. Discussion includes implications for librarians, librarian educators, and library administrators.

Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills

This article describes a co-teaching collaboration between an instructor and an academic librarian, working together to deliver an innovative, inquiry-based course offered to first- and second-year university students. The authors describe the context for this relationship and the methods that were used to ensure that this collaboration intentionally and purposefully met the course objectives and students’ needs. The interaction between the instructor and librarian could best be described as a co-teaching mentorship in which both were responsible for teaching and working with the students as well as reflecting on the learning benefits that this opportunity provided for students as well as for each other.

Student Perception of Self as a Learner: Did the Learning Quest Make a Difference?

This paper and presentation is vitally relevant to teacher librarians’ professional practice. It assumes the teacher librarian is the learning and resource specialist with the ability to get the Library curriculum, and the best practices for teaching information literacy skills, integrated into a whole year level program. This paper investigates if that practice has an impact on student perception of themselves as learners. The Learning Induction Program was introduced in 2007 to ease transition from primary to secondary school and establish year seven students as effective members and learners in the secondary school context. The library curriculum was embedded in The Learning Quest. In 2007 evaluation focussed on the success of the whole program. Now we need to find out if The Learning Quest, and the collaboration between teachers and Library, has made a difference to student learning outcomes, in particular student perception of self as a learner.

The teaching of information literacy skills in Botswana’s Community Secondary Schools

The study investigated the teaching of information literacy skills in select Junior Community Secondary Schools (CJSS) situated in the city of Gaborone, Botswana. Data were gathered from a sample of ten teacher librarians via face-to-face interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of. what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject librarians, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited the three challenges, namely, the absence of an office dedicated to school libraries, an exam oriented curriculum and shrinking financial resources.

The National Policy on Teaching Information Literacy Skills

Society is being transformed by global competition and the power of technology. Everyone needs to develop the capacity to search, select, use, and synthesize vast amounts of information to create knowledge. Changes in societies and education systems have made school libraries more important today than ever before and have increased the need to think about how the national policy on teaching information literacy skills should be charted. Many question whether today’s education systems and national policies prepare students to be lifelong, adaptable learners. This paper explores the history, growth, development, and content of the information literacy applications within the Turkish school library system.

An investigation into the teaching of information literacy skills by teachers in New Zealand secondary schools

There is very little research looking at how much teachers from any country actually know about information literacy and at how they develop information literacy skills with their students. This contrasts research in recent years which focuses on the influence that school libraries, teacher librarians and/or library media specialists have on student learning. For some time international government and educational bodies, including New Zealand, have recognised that all citizens need skills and processes to enable them to become information literate. This paper reports on findings from a research project which investigated the understanding, knowledge and teaching of information literacy processes of secondary teachers from five urban co-educational state secondary schools.

Games in School Libraries

The presentation will discuss how schools in the United States are using games to teach information literacy skills to students.

Dig into Information Literacy with Tools of Collaboration

One achieves more success at one’s job when using proper tools. The more the tools are applied to tasks, the more they become second nature to the user. There are tools of collaboration that will help the school library media specialist and the teacher produce an environment of learning conducive to student achievement. By using these tools for the teaching of information literacy skills, the teacher and the school library media specialist can guide students through dynamic, rewarding, and successful inquiry-based, researchbased units of study. Four essential ingredients in the collaboration are partnership, planning, process, and product.

Creating Partnerships for Information Literacy in Jamaican Schools

This paper looks at the collaboration between teachers and school librarians necessary for the effective teaching of information literacy skills in schools with specific reference to secondary schools in Jamaica. It discusses the barriers that school librarians sometimes face in seeking to teach collaboratively as a result of perceptions held of their role in the delivery of the curriculum. It argues that, if the goal of information literacy is to be achieved, school librarians will need to forge strategic partnerships with stakeholders who can help to influence change.

What Use is Anatomy in First Opinion Small Animal Veterinary Practice? A Qualitative Study.

Despite the uncontested importance of anatomy as one of the foundational aspects of undergraduate veterinary programs, there is still limited information available as to what anatomy knowledge is most important for the graduate veterinarian in their daily clinical work. The aim of this study was therefore to gain a deeper understanding of the role that anatomy plays in first opinion small animal veterinary practice. Using ethnographic methodologies, the authors aimed to collect rich qualitative data to answer the question "How do first opinion veterinarians use anatomy knowledge in their day-to-day clinical practice?" Detailed observations and semi-structured interviews were conducted with five veterinarians working within a single small animal first opinion practice in the United Kingdom. Thematic analysis was undertaken, identifying five main themes: Importance; Uncertainty; Continuous learning; Comparative and dynamic anatomy; and Communication and language. Anatomy was found to be interwoven within all aspects of clinical practice; however, veterinarians were uncertain in their anatomy knowledge. This impacted their confidence and how they carried out their work. Veterinarians described continually learning and refreshing their anatomy knowledge in order to effectively undertake their role, highlighting the importance of teaching information literacy skills within anatomy curricula. An interrelationship between anatomy use, psychomotor, and professional skills was also highlighted. Based on these findings, recommendations were made for veterinary anatomy curriculum development. This study provides an in-depth view within a single site small animal general practice setting: further work is required to assess the transferability of these findings to other areas of veterinary practice.

Embedding the New Information Literacy Framework in Undergraduate Political Science Courses

ABSTRACTWhat information can I trust? What sources should I include in my paper? Where can I find a quote that fits my argument? Undergraduates ask instructors, classmates, and/or librarians these questions. Meanwhile, instructors bemoan the gap between their expectations for student writing and the finished products. Navigating a large volume of scholarship and critically evaluating potential sources is straightforward for faculty who have long passed key information literacy (IL) thresholds. However, students usually have not reached these thresholds themselves. We offer practical tools—grounded in a new framework for teaching IL—to address these challenges. We demonstrate how instructors can (and should) teach IL skills, with or without direct assistance from librarians. We recommend encouraging students to build context around information sources and slow down as they search. Implementing these tools moves students from passively synthesizing a limited set of (possibly biased) materials to engaging in genuine scholarly inquiry.

Teaching information literacy skills to medical students: perceptions of health sciences librarians.

This paper is the second part of a two phase, sequential mixed method study. To get the views of medical librarians in Pakistan regarding information literacy (IL) skills of medical students and how to teach them IL skills. Structured interviews were conducted with 20 medical librarians in Pakistan. We audio recorded, transcribed all the interviews and performed content analysis and coding of the textual data. We presented the emerging themes with the frequency of their appearance. Interviewees agreed that the IL skills of their students were inadequate. Participants suggested that librarians should train students through mandatory IL instruction programmes, designed in coordination with medical faculty. However, workshops/seminars were considered the most effective IL delivery methods for medical faculty and clinicians. The majority of respondents supported the integration of IL instruction into the curriculum as an independent and credit course. Teaching IL skills to medical students requires proper planning. Therefore, librarians have to prove their place within the curricular structure of the institution and develop understanding of the pedagogy of instruction. Librarians must collaborate with faculty to train students in advanced information skills. There is a need to integrate IL instruction into the curriculum at all levels.

Undergraduate Students’ Perceptions, Usefulness and Awareness about Electronic Library Section of Basug Library

The aim of this study is to determine the undergraduate students' perceptions toward BASUG e-library section as well as their awareness and usage of the BASUG e-library resources and services. In order to come up with meaningful findings, a self-report online questionnaire-item was developed and sent to the group of undergraduate students via their emails for quick responses and less time-consuming. The findings showed that, majority of the undergraduate students; about 69 percent do not use BASUG e-library section. They mostly indicated that they only visit the other sections of the library to avail themselves with the hard copy resources and some even affirmed that their inability to access electronic resources as their reasons for not attending the e-section.; Very few of them commented that sometimes they access e-resources offline to benefit themselves. The study shows that the gender and ages of the respondents have significant effects on attending e-library section. This research recommended the teaching of information literacy skills among undergraduate students as the number one priority followed by introducing commercial services such as student's online registrations activities, type settings or proof readings services and other services that will attract students to frequent visit of e-library section.