scholarly journals Information Literacy and Open Science: Before and After the New ACRL Framework

2019 ◽  
pp. 244-253
Author(s):  
Carlos Lopes ◽  
Maria da Luz Antunes ◽  
Tatiana Sanches
Keyword(s):  
Information Literacy ◽  
Open Science ◽  
Before And After

INTEGRASI LITERASI INFORMASI PADA PENDIDIKAN DAN PELATIHAN JARAK JAUH PENDALAMAN MATERI BIOLOGI MADARASAH ALIYAH

2020 ◽  
Vol 10 (1) ◽  
pp. 1874
Author(s):  
Hikmawati Hanurani
Keyword(s):  
Religious Education ◽  
Information Literacy ◽  
Design Procedure ◽  
Literacy Skills ◽  
T Test ◽  
Distance Training ◽  
Significant Difference ◽  
Before And After ◽  
E Learning ◽  
The Subject

Abstract                                                                    This study aims to find out how the integration of information literacy substnce in distance training on biological substance for Madrasah Aliyah (MA) in improving information literacy skills in MA biology teachers. In this study the teacher participated in Distance  Training on MA biological material that was integrated with information literacy substance. The research sample consisted of 26 participants in Distance Training  in  Biology Substance for Biology Teacher Aliyah Madrasah in the Bandung Religious Education Training Center originating from the Ministry of Religion of West Java Province. The research design used was pre-experimental design with one group pretest-posttes design. The design procedure of this study was to take the 1st measurement on the subject (pretest) on the ability of mastery of information literacy, then the subject was treated for a certain period (exposure) through education and training in e-learning based distance training deepening of Biology Substance. The second measurement (posttest) was carried out after the treatment was given, and the prestest measurement results were compared with the results of the posttest measurements, using the t-test statistical test. Based on the t-test it can be concluded that "There is a significant difference in the results of self-assessment of information literacy between before and after doing Distance Learning Training".Abstrak                                                                     Penelitian ini bertujuan untuk mengetahui bagaimana integrasi materi literasi informasi pada kurikulum pendidikan dan pelatihan Diklat jarak jauh (DJJ) pendalaman materi biologi Madrasah Aliyah (MA) dalam meningkatkan keterampilan literasi informasi pada guru biologi MA.  Dalam penelitian ini guru mengikuti Diklat Jarak Jauh  Pendalaman materi biologi MA yang diintegrasikan dengan materi literasi informasi. Sampel penelitian berjumlah 26 orang peserta Diklat Jarak Jauh Teknis Substantif Pendalaman Materi Biologi Bagi Guru Biologi Madrasah Aliyah di Balai Diklat Keagamaan Bandung   yang berasal dari Lingkungan Kementerian Agama Provinsi Jawa Barat.   Desain penelitian yang digunakan adalah pre-eksperimental dengan desain One group pretest-posttes design. Prosedur desain penelitian ini adalah melakukan pengukuran ke-1 pada subyek (pretest) terhadap kemampuan penguasaan literasi informasi,  kemudian subjek diberi perlakuan untuk jangka waktu tertentu (exposure) melalui pendidikan dan pelatihan diklat jarak jauh pendalaman materi biologi MA berbasis e-learning yang terdiri dari tiga kegiatan belajar.  Pengukuran ke-2 (posttest) dilakukan setelah perlakuan diberikan, dan hasil pengukuran prestest dibandingan dengan hasil pengukuran posttest, menggunakan uji statistik Uji-t.  Berdasarkan uji-t dapat disimpulkan bahwa “Terdapat perbedaan yang signifikan hasil penilaian diri penguasaan literasi informasi  antara sebelum dan sesudah melakukan pembelajaran Diklat Jarak Jauh”

Diagnosing Spanish literature bachelor students’ information literacy in digital environments

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rita Cid ◽  
Juan D. Machin-Mastromatteo ◽  
Javier Tarango
Keyword(s):  
Academic Performance ◽  
Information Literacy ◽  
Spanish Literature ◽  
Self Perception ◽  
Content Type ◽  
Starting Point ◽  
Before And After ◽  
Digital Environments ◽  
Information Skills ◽  
Favorable Conditions

Purpose The purpose of this study was to adapt and implement the Association of College and Research Library’s (ACRL’s) Research Competency Guidelines for Literatures in English for designing and employing a diagnostic survey about basic information literacy (IL) skills to study how 42 students were familiar with such skills. This 40-item survey included questions about students’ self-perception of their information skills and a test for evaluating their basic IL skills. Design/methodology/approach This research focused on integrating IL into a bachelor program in Spanish literature to identify the IL skills that students were familiar with and then determine if there was a relationship among their IL skills, their academic performance and their favorable conditions as students (have a good number of books at home, a personal computer, internet connection and proficiency in a second language). Findings The average number of correct answers ranged from regular to low; moreover, the authors compared self-perception results before and after the IL test, proving that such test negatively affected their self-perception. Students were mostly familiar with the skill of selecting information, and the inferential analysis showed that there were no notable relationships among either the IL test results and students’ academic performance or regarding their favorable conditions as students. This made evident the need of promoting ACRL’s Guidelines, particularly among literature professors, to raise awareness of their existence, as they are a useful starting point for designing contents and activities to develop IL. Originality/value Little research has been conducted about implementing IL in bachelor programs on literature to determine their information skills and behaviors in digital environments. Apart from grounding the research in specialized sources about research in such discipline, the authors have adapted ACRL’s Guidelines to develop a diagnostic survey that may be useful for professors in these areas and academic librarians in general. It might be useful for librarians to be familiar with the nuances of the results the authors gathered to provide better support for their users from the discipline of literature.

scholarly journals Open Science and information literacy

2021 ◽  
Vol 17 (1) ◽  
pp. 4-8
Author(s):  
Maria Luz Antunes ◽  
Carlos Lopes ◽  
Tatiana Sanches
Keyword(s):  
Information Literacy ◽  
Scientific Knowledge ◽  
Applied Research ◽  
Open Science ◽  
Research Center ◽  
Academic Impact ◽  
Training Support ◽  
The Social ◽  
Fair Principles ◽  
The Creation

The APPsyCI, a Portuguese research center, decided to incorporate, in all its areas of activity, a research line within Open Science articulated with information literacy (IL). The Open Science assumptions were implemented through several actions: repository management, teacher and researcher training, support for choosing the journals where to publish, dissemination, and promotion of scientific knowledge within FAIR principles. The social and academic impact of the research line provides some light on the national landscape for research innovation and broadens horizons and sheds when combining IL with Open Science. Thus, the creation of this research line within the research center shows that the association of Open Science with IL can be considered as the path and object of applied research.

scholarly journals "Into the great wide open"

2020 ◽  
Author(s):  
Mervi Miettinen
Keyword(s):  
Information Literacy ◽  
Academic Career ◽  
Open Science ◽  
Teaching Staff ◽  
Literacy Curriculum ◽  
University Library ◽  
Master's Thesis ◽  
Cumulative Learning ◽  
Teaching Team ◽  
Science And Research

Open science and research is no longer relevant just for people pursuing an academic career. Instead, it is something that all students entering the university should be increasingly familiar with as they proceed with their studies. Tampere University Library has actively integrated open science into its information literacy teaching, beginning from the first-year orientation studies and continuing throughthe Bachelor’s and Master’s thesis seminars. Following the guidelines provided by the idea of cumulative learning (Maton 2009), the IL teaching at Tampere University Library aims at connecting new knowledge with existing knowledge, effectively building on the students’ previous IL studies throughout their degree. In addition, the ACRL Framework for Information Literacy (2015) acts as a roadmap for developing IL teaching at Tampere University Library: the Library’s entire teaching team has gathered in workshops and together produced a view of the frames that best suits the University’s students. The frames are awork-in-progress, and the teaching team will continue to work on better adapting the frames. One of the results is the way in which the frames and the threshold concepts within determine the depth inwhich issues such as open science and research are taught at different levels (cf. Sipilä, Miettinen &Tevaniemi, 2019). In order to ensure student engagement, concepts like open science are presented at each level in a way that is relevant to the students’ current studies, beginning with the concept itself and later advancing towards viewing the students as both users and creators of open science. This presentation will highlight some of the current ways in which open science and research is integrated into the information literacy curriculum at Tampere University Library, and how the ACRL framework can act as a way for library teaching staff to comprehend and develop IL teaching in highereducation.

Information literacy training effectiveness on Cambodia's province-based undergraduates

2020 ◽  
Vol 22 (4) ◽  
pp. 263-280
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Effective Means ◽  
Training Data ◽  
Short Term ◽  
Research Activity ◽  
Content Type ◽  
Literacy Training ◽  
Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

scholarly journals Effects of Open Textbook Adoption on Teachers’ Open Practices

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Stacie L Mason ◽  
Royce Kimmons
Keyword(s):  
Secondary Teachers ◽  
Classroom Practice ◽  
Teacher Practice ◽  
Open Science ◽  
Open Educational Resources ◽  
Science Textbooks ◽  
Before And After ◽  
Online Format ◽  
Open Textbooks

The purpose of this qualitative study was to understand whether certain theoretical benefits that open educational resources (OER) might have on teacher practice were being realized by a group of secondary teachers using open science textbooks.  In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness.  Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously.  Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format.  For example, participants described linking textbook content to other online resources.  In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.

scholarly journals Is information literacy ability, and metacognition of that ability, related to interest, gender, or education level? A cross-sectional study of higher education students

2021 ◽  
pp. 096100062110589
Author(s):  
Ellen Nierenberg ◽  
Tove I. Dahl
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Cross Sectional Study ◽  
First Year ◽  
Or Education ◽  
Cross Sectional ◽  
Perceived Needs ◽  
Perceived Need ◽  
Education Experience ◽  
Before And After

How information literate are students in higher education, and how accurate is their metacognition related to that ability? Are students’ perceived needs to learn more and their level of interest in becoming information literate related to their pursuit of information literacy (IL) skill development? First-year undergraduates, master’s, and PhD students ( N = 760) took an objective IL test and estimated their scores both before and after the test. IL ability, as well as students’ estimation of their IL ability, increased with higher education experience and IL test experience, though also varied notably within groups. Low-performers tended to overestimate their abilities, while high-performers tended to underestimate them—both evidence of the Dunning-Kruger effect. Furthermore, gender comparisons revealed that men tended to estimate higher, and more accurate, scores than women. Finally, PhD students reported greater interest in becoming information literate than undergraduates. Although undergraduates felt a greater need to learn more, PhD students were more inclined to pursue IL growth. For both groups, interest in becoming information literate correlated far more with their likelihood to invest effort into developing IL competencies than their perceived need to know more. What implications might these findings have for how we conceptualize the teaching of IL?

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