Understanding Of Information Literacy Research Articles

Navigating Information Equity, Access, and Literacy in the Context of Diversity, Equity, and Inclusion

In today's interconnected world, the ability to access and critically analyze information is essential for fostering diversity, equity, and inclusion. This proposal seeks to explore challenges and strategies related to information literacy amidst political and policy confrontations to continuously achieve fundamental principles. Objectives:•Highlight the importance of information literacy in promoting diverse perspectives and combating bias.•Discuss strategies for equitable access to accurate information, particularly for marginalized communities.•Explore the role of media and education in shaping inclusive narratives and fostering informed dialogue.•Address the impact of misinformation and polarization on efforts to promote diversity, equity, and inclusion. Panel Topics:Understanding Information Literacy: Define information literacy and its significance in empowering individuals to navigate complex information landscapes. Promoting Diverse Perspectives: Examine how access to diverse sources and viewpoints contributes to a more inclusive understanding of societal issues. Equitable Information Access: Discuss barriers to access reliable information, particularly in underserved communities, and propose solutions for greater equity. Expected Outcomes:•Increased awareness of the importance of information literacy in promoting diversity and inclusion.•Identification of actionable strategies for improving information access and combating bias in media.•Inspiration for collaborative initiatives aimed at fostering inclusive dialogues and empowering marginalized communities. Audience:Our target audience includes educators, media professionals, community organizers, policymakers, and individuals passionate about promoting diversity, equity, and inclusion through enhanced information literacy.

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

Understanding information literacy among doctoral students: An ILDoc model and assessment tool

The research paper investigates doctoral students' information literacy (IL), a demographic often overlooked in IL studies. Focusing on the unique context of Polish doctoral schools, the paper explores the competences of young researchers. The methodological and descriptive objectives of the study include creating and validating the ILDoc tool and evaluating the self-efficacy in terms of information competences of doctoral students. The research employs the Computer Assisted Web Interview (CAWI) technique, targeting doctoral students from five Polish universities (Jagiellonian University, University of Gdańsk, Nicolaus Copernicus University in Toruń, University of Warmia and Mazury in Olsztyn, and University of Warsaw). Through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), the study refines the ILDoc model, identifying four latent factors: Information Access, Information Retrieval, Reference Management, and Information Analysis. The findings highlight the critical importance of IL in academic librarianship, particularly underscoring gaps in advanced searching and reference management skills. While gender and age appear to have no significant impact, the year of study and successful midterm evaluations do influence IL self-efficacy. Additionally, the field of study affects students' abilities in information access and analysis. The study advocates for customized IL training and support for doctoral students. It also calls for ongoing IL training that aligns with the evolving research processes of doctoral students, emphasizing the collaborative role of librarians and faculty. The application of the ILDoc tool in this study yields significant benefits, offering academic institutions, libraries, and educators valuable insights for improving support strategies, thereby enriching the information literacy journey of doctoral students.

Understanding Basic Literacy and Information Literacy for Primary Students

This research describes basic literacy and information literacy for elementary (primary) students. This research is library research. The analysis shows that primary students should understand six basic literacies, including 1). Literacy Read and Write (ability to understand the contents of written texts both explicit and implicit). 2). Numerical Literacy (ability to use basic mathematical symbols and numbers to solve practical problems and analyze mathematical information). 3). Scientific Literacy (ability to understand natural phenomena both scientific literacy and social phenomena). 4). Financial Literacy (ability to understand finance, concepts, management, risks, and skills in the financial sector. 5). Digital Literacy (ability to use digital media, create communication content, and filter information). 6). Cultural Literacy and Civic (ability to understand values, rights, and obligations as Indonesian citizens). Besides, understanding information literacy is also important for students. Several benefits of literacy are 1) training basic skills to read, write and count, 2) developing to think critically and logically when entering society and facing any situation. 3) having good literacy development correlates with better learning and communication skills, solving logical problems even academic achievement.

Working Conditions Are Learning Conditions: Understanding Information Literacy Instruction through Neoliberal Capitalism

Working Conditions Are Learning Conditions: Understanding Information Literacy Instruction through Neoliberal Capitalism

Assessing the Effectiveness of an Information Literacy Instruction Course in Teaching Additional Skills

Library and information science (LIS) graduates work in a variety of jobs that require well-developed information literacy (IL) skills. They not only apply IL skills in everyday interactions with patrons but also use their conceptual understanding to design instructional programs and interventions. In this small-scale, pilot study the instructor of an MLIS (Master of Library and Information Science) elective course on information literacy instruction included a pre- and post-course exercise to better understand how effectively conceptual understanding was delivered alongside content focused on instruction. The ability to define or articulate the meaning of IL is not an explicit learning outcome in the course, so the activity measured how students’ abilities to define IL changed over the course of the semester. At the end of the course, a majority of students demonstrated some or clear growth in understanding of information literacy through their ability to define it, and these pilot data suggest that a user instruction course based around information literacy also improves students’ ability to articulate and define IL.

Theorising Information Literacy: Opportunities and Constraints

ABSTRACTInformation literacy research is growing in importance but has been critiqued for remaining focused on practical topics of interest and attainment approaches to practice. Prior attempts to conceptualise information literacy have also often taken place without a comprehensive understanding of the ontological or epistemological foundations of theoretical work. The aim of this panel is to critically examine theory development and use within information literacy research through discussing the ways in which understandings of information literacy, including how it happens and how it shapes social life, are both enabled and constrained through critical, sociomaterial and discursive theoretical approaches. Providing a space to discuss and reflect on the impact of theory on information literacy scholarship, this panel creates a focal point for researchers, practitioners and students interested in the construction and advancement of conceptually rich information literacy research and practice.

Using Curriculum Mapping to Understand Information Literacy in Political Science Curricula

abstract: This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze the frequency and percentage distributions of threshold concepts in SLOs. The author outlines strategies for engaging faculty in information literacy and suggests how librarians and faculty might inform information literacy teaching in the department.

Pentingnya Literasi Informasi dalam Menghadapi Tantangan Informasi Palsu (Hoaks)

In the era of digitally connected information, the challenge of false information or hoaxes is increasingly challenging. False information can cause significant harm, including public confusion, wrong decisions, and even potential harm. Therefore, it is important to develop strong information literacy in dealing with this challenge. This study aims to highlight the importance of information literacy in dealing with hoaxes. Information literacy includes individual abilities to access, evaluate, understand, and use information critically. With good information literacy, individuals can distinguish between accurate and reliable information and false or biased information. In dealing with hoaxes, information literacy provides significant benefits. First, individuals are equipped with the ability to identify hoaxes through traits such as untrusted sources or use of emotional language. Second, they can verify information by checking facts and using reliable sources. Third, information literacy helps in developing a skeptical attitude towards information, so that individuals do not immediately receive information without critical consideration. Finally, information literacy allows for a better understanding of the context of information, including the motives behind spreading hoaxes and the interests involved. Increasing information literacy is important in overcoming the challenge of false information. Education and training that focuses on information literacy needs to be introduced in the education curriculum and also carried out outside the school environment. Through a better understanding of information literacy, individuals can develop higher digital intelligence, make smarter decisions, and contribute to a more informational and democratic society. In order to build a society that is critical of false information, collaboration between educational institutions, the government, the media industry and the wider community is needed. By combining these efforts, we can fight false information and maintain information integrity in an era full of hoaxes.

Keterampilan Literasi Informasi di Era Digital Berdasarkan Model The Big 6

The need for information in the digital era is increasing because information is easier to access anytime and anywhere. Efforts that must be applied in order to obtain quality information and as needed, namely by having information literacy skills. Information literacy is the ability to respond and meet information needs. By understanding information literacy, it is expected that the public can receive precise and accurate information. The purpose of this study is to discuss the skills and methods of searching for information needed by each individual. This research uses a type of qualitative research with a descriptive approach supported by literature review in accordance with the topic of this article, namely from books and scientific articles. The result of the discussion of this article is that there is some information on literacy skills models that can be utilized by individuals, as discussed in this article is the Big 6 model which is often used in research, employment, education and others. While the information search technique that can be used easily is the Boolean method.

Information literacy problems in groupwork: Interpretations of the ACRL Framework

What problems does groupwork pose for information literacy, and how can the ACRL Framework help us to address them? This paper addresses gaps in the scholarly literature to examine how groupwork problematizes our understanding of information literacy. We explore ramifications of what it means to be information literate as a group versus as an individual. The ACRL Framework is explored for areas of potential opportunity.

Information Literacy Is a Social Practice: A Threshold Concept for Academic Instruction Librarians

This article proposes that understanding information literacy as a social practice is a threshold concept for academic information literacy librarians. While the social nature of information literacy has been theorized for more than 25 years, the noted theory-to-practice gap in this area suggests a new question to be raised. This study explores how practicing academic librarians come to adopt this understanding, if at all. The article reports on the development of a grounded theory to explain the theory-to-practice gap. Participants were 17 academic instruction librarians who participated in interviews. A grounded theory approach was used to analyze the data and found that a threshold concept might explain a shift from seeing information literacy as skills-based to practice-based. Implications for LIS education include explicit discussion of this threshold concept as well as including the related concept of information landscapes in the LIS curriculum.

Pengenalan Penggunaan Aplikasi “ACOV19” Sebagai Activity Tracking dan Media Literasi Digital di Kelurahan Tanjungmas

Dian Nuswantoro University in particular the Faculty of Health has developed an application whose main focus is activity tracking and digital media literacy for users named ACOV19. The use of activity tracking applications in the pandemic era is expected to be able to ease the work of the government and read the data transaction process. However, some people still do not understand the importance of this. In addition, socializing the use of applications that are still less popular makes these applications less popular. The purpose of this service is to provide an understanding of literacy and the use of the "ACOV19" application as an activity tracker and digital media literacy to the community in order to minimize the difficulties of using the application in the Tanjung Mas community. The indicator of success in this service is that the community can understand information literacy and be able to use ACOV19. This service activity went smoothly and was attended by 15 members of KWT Tunas Bahagia who were active and enthusiastic in participating in the service. In this activity, members of the Tunas Bahagia KWT were given material presentations related to the Covid-19 tracking application, Covid-19 transmission points, and self-isolation protocols. After the presentation of the material, it was continued with the introduction and use of the ACOV-19 application. With a good level of understanding, it is hoped that Tunas Bahagia KWT members can take advantage of the ACOV19 application in their daily activities as a tracker application for the prevention of Covid-19.

Information Literacy, Work, and Knowledge Creation: A Hermeneutic Phenomenological Point of View

This theoretical article examines the conceptual premises of the research and practice of information literacy (IL) in the workplace in relation to research on knowledge creation in the field of knowledge management. As with education more generally, IL should prepare students for life after formal schooling ends. How can we make the leap, though, from IL in the educational context to successful participation in an information-rich work environment? A hermeneutic phenomenological analysis of IL and knowledge creation presents IL as a way of being able to sense, live, and be in the world with an open and dialogic attitude. This approach might offer some clues that bridge IL in the two environments while extending IL practices in the Association of College and Research Libraries “Framework for Information Literacy for Higher Education.” As such, the study builds on the understanding of IL and knowledge creation as situated, experiential, and collective phenomena.

Continuing the dialogue between writing experts and academic librarians: A conceptual model of information-based academic writing in higher education

Previous scholarship has established a connection between information literacy and writing, highlighting in particular how writing theories could inform our understanding of information literacy. This paper continues this line of inquiry and discusses how information literacy and writing can mutually inform and support each other. Based on a review of major theoretical developments in both fields, this paper proposes a three-dimensional model of information-based academic writing (IBAW) in higher education that foregrounds information literacy as an integral part of the writing process. Specifically, the model illustrates how writing tasks situated in specific rhetorical, disciplinary, and information contexts activate one's knowledge base and generate information needs, which then guides the iterative information literacy and writing processes, as regulated by one's affective and metacognitive strategies, to generate new knowledge. The IBAW model, with the three dimensions and specific factors explicitly identified, also reflects truthfully the defining features of information literacy as contextual, process-oriented, value-laden, interactive, strategic, and always goal-oriented. As such, it also serves as a contextualized, process-oriented, and task-based model for information literacy instruction and development. Implications for how information literacy and information-based academic writing could be taught based on this proposed model are then discussed.

Resourcing the Information Literacy Space

Teachers and students are important stakeholders in the information literacy(IL) space. Yet, talking about IL beyond the library can be like speaking a foreign language or engaging with a narrow ‘research skills’ focus. Our project explored what the information literacy space we inhabit looks like and sought ways to develop a common language. We see this space as capturing the unique contribution libraries and librarians, disciplines and teachers, digital information ecosystems and tools, and institutional learning contexts have on creating capable, critical, information literate learners. As part of this project, we define IL as involving the processes, strategies, skills, competencies, expertise and ways of thinking which enable individuals to engage with information to learn across a range of platforms (both digital and traditional learning environments), to transform the known, and discover the unknown. In this presentation, I will share three key resources developed to extend the IL conversation into secondary school and tertiary sector classrooms and libraries within this project: 
 •The Feekery Information Literacy Model – This model captures different literacies underpinned by IL within cross-sector learning contexts. It is designed to foster a shared understanding of IL.
 •The ‘Are You Ready’ Self-awareness Rubric - This tool enables students to self-assess their readiness for tertiary study, teachers to develop appropriate resources and curricula, and researchers to measure the success of teachers’ literacy strategies in terms of student learning. 
 •The Rauru Whakarare Evaluation Framework – An evaluation approach using indigenous knowledge to critique and engage deeply with information. It supports teachers, students and librarians to explore information quality and its contribution to learning. I will share insights into the resources’ development, their use during our collaborative partnership project, and insights about how these resources supported teachers, librarians, and students to actively engage in the information literacy space.

The important role of information literacy and learning in the development of lifelong learners: How well prepared are our teachers and students?

There have recently been increasing numbers of published articles lamenting school students’ lack of information literacy skills. All strongly state the urgent need for improvement. The problem may arise from classroom teachers’ lack of knowledge of information literacy skills and their related pedagogical practice but there is little research. This presentation reports on a project, involving a cluster of New Zealand schools, which investigated both teacher’s and students’ understanding of information literacy and classroom practices. The results have established the need for better teacher understanding and practice. One solution will be to trial appropriate professional development.

Information literacy: Hong Kong primary teachers’ perceptions of the role of the teacher librarian


 
 
 This study aims at investigating Hong Kong primary teachers’ perceptions of the teacher librarian role in relation to information literacy. Primary teachers’ responsibility for equipping students with information literacy skills in cooperation with the teacher librarian is focused. A mixed-method of quantitative and qualitative approach was taken. The data were collected through questionnaires sent to every tenth primary schools listed in the Primary School Profiles 2011 published by the Committee on Home-School Co-operation, EDB, HKSAR and face to face interview with six questionnaire respondents. Questionnaires were sent to 146 schools. 75 teacher respondents answered and sent back. The results have identified teachers’ understanding of information literacy, the need to develop student such skills, professional development needs and teaching in terms of information literacy skills, government policies and school administration related to the teacher librarian role. Some suggestions were made regarding to teachers’ professional development needs in terms of information literacy.
 
 

Analysis of Students' Internet Utilization to Improve Public Information Literacy in the Industrial Revolution Era 4.0

This research aims to determine the level of information literacy, internet utilization as a source of information literacy, and internet utilization to increase student reading interest at Institut Keguruan dan Ilmu Pengetahuan Siliwangi (IKIP Siliwangi). This research uses qualitatif descriptive method. Data were collected using questionnaires, interviews, and documentation studies. Selection of research subjects using the snowball sampling technique. This research's subjects consisted of 23 students related to literacy, 16 students related to information literacy, 18 students related to the results of internet utilization in increasing students' reading interest, and 1 lecturer of Community Education at IKIP Siliwangi. The results showed that students 'understanding of information seeking and information selection was still low compared to students' understanding of information dissemination. Students are still not optimal in using information literacy. Only a few students understand information literacy, how to use information literacy, and select information. Students understand the use of the internet and use it only for social media activities, but low in utilizing the internet as a learning source. Also, the results of the study indicated that students' reading interest was low. Students choose to use the internet instead of reading books. Students do not feel the need to come to the library to find books that match what they need to learn. Therefore, students have to understand the concept of information literacy and take advantage of various applications that support learning.

YouTube's Implementation As an Alternative Media for Information Literacy Learning for Students at Pelita Harapan University

Background of the study: the use of the YouTube platform as a medium for learning information literacy in students.Purpose: to find out the implementation and use of the YouTube platform as a learning medium to help students understand information literacy.Method: Using a qualitative descriptive method with the analysis of the Miles and Huberman model approach, namely data reduction, data presentation and conclusion drawing.Findings: Using YouTube as an information literacy learning media helps students understand information literacy material, this can be seen from the average access to information literacy material above 5000 times.Conclusion: YouTube can be used as a medium for learning information literacy even though it is a supplement or supplement.