scholarly journals The Media and Information Literacy Program of the Ateneo de Manila Grade School

2016 ◽  
Author(s):  
Maria Victoria E. Dela Cruz
Keyword(s):  
Information Literacy ◽  
Test Scores ◽  
Literacy Skills ◽  
Literacy Program ◽  
Grade School ◽  
Media Center ◽  
Post Test ◽  
Information Literacy Skills ◽  
The Media ◽  
The Difference

The study was conducted to measure the effectiveness of the Media Instruction Program (MIP) of the Ateneo de Manila Grade School through the MIP Modules taught to selected Grade Five students enrolled for SY 2015-2016. Students were given a pre-test at the beginning of SY 2015-2016 to measure their information literacy skills. After attending MIP sessions at the Katigbak Educational Media Center (KEMC), they were given post-test to measure the difference in their pre-test and post-test scores. There was an observed increase and significant improvement in the test scores of Grade Five students after they have been exposed to Media Instruction Program.

Assessing and meeting the information literacy needs of incoming transfer students

2017 ◽  
Vol 45 (3) ◽  
pp. 527-539 ◽  
Author(s):  
Karen Stanley Grigg ◽  
Jenny Dale
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Test Method ◽  
Comfort Level ◽  
Library Instruction ◽  
Basic Information ◽  
Content Type ◽  
Post Test ◽  
Information Literacy Skills

Purpose The purpose of this paper is to determine the information literacy skills and needs of incoming and current transfer students. Design/methodology/approach Three studies are discussed, two of which were generated from ACRL’s Assessment in Action program. In the first, incoming transfer students were asked basic demographic questions and were tested on several basic information literacy skills. A combination of quantitative analysis and rubrics was used to assess results. A pre-test, post-test method was used in a basic introduction to campus life course for transfer students. Finally, the 2014 cohort of transfer student were resurveyed to test research skills and report interactions they had with reference librarians and library instruction during the previous year. Findings Initial observations suggested older transfer students, and students transferring from community colleges were least knowledgeable about basic information literacy concepts, and that students who had attended library instruction sessions were more knowledgeable. In the pre-test, intervention and post-test study, students did not show significant improvements in knowledge, but did show a significantly improved comfort level with library research. In the follow-up survey, second year transfer students who had library instruction during the previous year were significantly more likely to have sought out their subject liaison for consultations. Originality/value Research studies that focus on the information literacy needs and skills of transfer students and adult learners is somewhat scarce, compared to that of incoming freshmen. It is of use to both academic librarians in institutions that accept incoming transfer students, and to community college librarians who may be designing handoff library instruction.

Information Literacy Skills of Graduate Students: A Case of the Master’s of Information Studies Program in Kuwait

2020 ◽  
Vol 19 (02) ◽  
pp. 2050011
Author(s):  
Charlene L. Al-Qallaf
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Graduate Programs ◽  
Literacy Education ◽  
Literacy Skills ◽  
Information Studies ◽  
Post Test ◽  
Information Literacy Skills ◽  
Education Model

While information literacy in undergraduate programs has received considerable attention, few studies have explored graduate programs, with even fewer focusing specifically on library and information studies (LIS) programs. Accordingly, this study aims to assess the information literacy skills and knowledge of incoming students in an information studies graduate program at Kuwait University. By assessing students before and after they receive information literacy instruction, the study also aims to map a plan for developing graduate-level information literacy education. The study’s rationale is to provide empirical evidence of graduate students’ information literacy and research capabilities on commencing their studies, which are expected to be low, thereby encouraging educators and policymakers to engage in meaningful, informed discourse on investing in information literacy education. To collect data, the author administered a pre-test at the beginning of the semester, followed by a post-test at the end of the semester after students had attended a series of information literacy sessions. In addition, a faculty focus group was conducted to gain insight into their perceptions of students’ skills and their views and beliefs on information literacy education. Students’ overall mean score increased by almost 18% in the post-test. They performed better on questions related to knowledge of databases, search strategies, accessing sources, and some legal and ethical issues surrounding the information ecosystem. They also showed moderate improvement in critically evaluating information. However, they continued to perform poorly in defining an information need and understanding the nature and scope of the information paradigm. The findings informed the development of an information literacy education model. The study’s research design provides a format for other institutions interested in identifying students’ information and research needs with the aim of integrating information literacy instruction into graduate programs. The information literacy education model is dynamic and can be adapted to different learning environments.

Weighing the Research Paper Option: The Difference that Information Literacy Skills Can Make

2006 ◽  
Vol 39 (03) ◽  
pp. 513-519 ◽  
Author(s):  
Michelle Hale Williams ◽  
Kymberly Anne Goodson ◽  
W. Gary Howard
Keyword(s):  
Information Literacy ◽  
Research Paper ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
The Difference

scholarly journals Memupuk Jiwa Pustakawan Sejak Dini: Refleksi Implementasi Literasi Informasi dalam Menciptakan Masyarakat Terinformasi

2021 ◽  
Vol 1 (2) ◽  
pp. 67-74
Author(s):  
Umar Falahul Alam
Keyword(s):  
Information Literacy ◽  
Code Of Ethics ◽  
Relevant Literature ◽  
Literacy Skills ◽  
Literacy Program ◽  
Research Writing ◽  
Library Research ◽  
Information Literacy Skills ◽  
Qualitative Descriptive ◽  
Informed Society

Introduction. Information literacy for all of the community is a condition that is predicted by the Indonesian government to be realized immediately. This achievement will create an informed society. This situation can be realized if the librarian's soul becomes the soul of the community. Therefore, two things that must be prepared are first, increasing interest in reading in the community, and second, carrying out an information literacy program.Methodology. This paper is library research. Writing analysis uses a qualitative descriptive method by capturing the fact. This study uses relevant literature to relate the research theme in formulating the problems that occur and in making final conclusions.Discussion. Librarians who are referred to as "guardians of knowledge", have an enlightening spirit compared to other professions. There are two guidelines that can make this enlightening soul, the first is code of ethics, and the second is the activities of the librarian's functional position. These two guidelines provide direction for librarians in carrying out sustainable activities to improve information literacy skills for the community. Many programs have been implemented to develop this information literacy program, by various librarians, but today, informed society has not created the programs yet.Conclusion. So far, this information literacy program has not realized the informed society. Information literacy programs that have been developed must not stop and must be implemented. An informed society will be formed if all levels of society reflect the librarian's spirit in life.

scholarly journals Exploring the Disconnect Between Information Literacy Skills and Self-Estimates of Ability in First-Year Community College Students

2013 ◽  
Vol 8 (2) ◽  
pp. 264 ◽  
Author(s):  
Heather Coates
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
First Year ◽  
Post Test ◽  
Information Literacy Skills ◽  
Literacy Test

Objective - To explore the relationships between information literacy (IL) test scores and self-estimated ability both prior to and after completing the test. Design - Information Literacy Test (ILT) with pre- and post-test surveys of self-estimated ability. Setting - Two community colleges: a small institution in a rural area and a large institution in an urban area. Subjects – First-year community college students enrolled in entry-level English courses. Methods – The authors conducted a replication study of their earlier work using a larger sample from two community colleges. Information literacy (IL) skills were assessed using the Information Literacy Test (ILT) developed and validated by researchers at James Madison University. During the spring and fall semesters of 2009 and 2011, the authors administered in a single session the ILT, pre-, and post-test survey instruments to 580 participants. Participants self-selected via sign-up sheet. The first hundred students to sign up per enrollment period were scheduled. Participants received incentives for participation, with an additional incentive offered for scoring in the top 15%. Main Results - The majority of students at both schools (95% at school 1, 80% at school 2) scored in the below-proficient range on the ILT, a few scored in the proficient range (5% at school 1, 20% at school 2), but no students scored in the advanced range. The mean of the few scores in the proficient range was closer to the below-proficient range (≤65%) than the advanced range (≥90%). For students at both schools, significant differences were found between their self-estimated and actual test score. While students at both schools adjusted their self-estimated scores downward after completing the ILT, post-test self-estimates remained significantly inflated in relation to their test performance. In particular, students scoring in the below-proficient range demonstrated a large and significant gap. The difference between the self-estimated comparisons to peers and actual scores was significant for students from both schools who scored in the below-proficient range. Only the proficient students at school 1 were able to accurately estimate their IL skill level. Most students completed the ILT remaining unaware of their poor performance. Conclusion – The study revealed a significant disconnect between students’ perceptions of their information literacy skills and their actual performance. Students scoring in the proficient range demonstrated a stronger post-test correction response than students scoring at below-proficient levels. Generally, the authors of the find that the results support the Dunning-Kruger Effect theory that people lacking skills in a particular domain demonstrate a miscalibration between self-estimated and actual skill. Specifically, it confirms that this effect occurs in the domain of information literacy. There is a need for tools to diagnose information literacy competence. Most students are unable to self-assess accurately and competency should not be assumed. Meeting the needs of this population will be challenging, given that they do not recognize the need for instruction or assistance.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

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