Information Literacy Profiles of University Students

2020 ◽  
pp. 45-61
Author(s):  
Fabiola Cabra-Torres ◽  
Gloria Patricia Marciales Vivas ◽  
Harold Castañeda-Peña ◽  
Jorge Winston Barbosa-Chacón ◽  
Leonardo Melo González ◽  
...  
Keyword(s):  
University Students ◽  
Information Literacy ◽  
Literacy Profiles

Exploring Kenyan Women University Students’ Everyday Interaction with Information

2013 ◽  
Author(s):  
Brooke Shannon
Keyword(s):  
University Students ◽  
Nous Avons ◽  
Everyday Life ◽  
Information Literacy ◽  
Social Constructionist ◽  
Kenyan Women ◽  
Everyday Interaction

A social constructionist methodology was used to explore how Kenyan women university students interact with information in everyday life. Focus was on how participants interpret experiences within the historical, cultural, and material spaces they inhabit. Methods used were linguistics pragmatics, phenomenology, and hermeneutics. Conceptual implications for information literacy are discussed.Une méthodologie sociale constructioniste est utilisée pour explorer comment les étudiantes universitaires kenyanes interagissent avec l’information au quotidien. Nous avons insisté sur les façons dont les participantes interprètent leurs expériences dans les espaces historiques, culturels et matériels où elles habitent. Les méthodologies utilisées comprennent la pragmatique linguistique, la phénoménologie et l’herméneutique. Nous discutons finalement de leurs implications sur la maîtrise de l’information. 

Exploring Health Literacy Profiles of Texas University Students

2016 ◽  
Vol 3 (3) ◽  
pp. 209-225 ◽  
Author(s):  
Sandra Vamos ◽  
Paul Yeung ◽  
Till Bruckermann ◽  
Emma F. Moselen ◽  
Robyn Dixon ◽  
...  
Keyword(s):  
Health Literacy ◽  
University Students ◽  
Literacy Profiles

Resistance to Information Literacy! Towards a Model of Information Literacy for Undergraduate Students: An Exploratory Study

2013 ◽  
Author(s):  
Isabelle Lamoureux
Keyword(s):  
University Students ◽  
Conceptual Model ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Exploratory Study ◽  
Undergraduate University Students ◽  
Premier Cycle

Research Roundtable: Undergraduate university students benefit from information literacy (IL) instructions and yet they resist learning IL. This research proposes to explore the factors responsible for students’ resistance to IL in order to create a conceptual model and to improve information literacy instruction.Tables rondes: Les étudiants universitaires de premier cycle tirent avantage de séances d’enseignement de la maîtrise de l’information et malgré tout, ils font preuve de résistance. Ce processus de recherche explore les facteurs responsables de la résistances des étudiants afin de créer un modèle conceptuel et d’améliorer l’enseignement de la maîtrise de l’information.

scholarly journals CYBERSPACE AS A SPACE: ANALYSIS OF METAPHORICAL STATEMENTS OF UNIVERSITY STUDENTS

2021 ◽  
Vol 79 (6) ◽  
pp. 838-857
Author(s):  
Michal Černý
Keyword(s):  
University Students ◽  
Information Literacy ◽  
Physical Environment ◽  
Real Space ◽  
Social Programs ◽  
Language And Thought ◽  
Information Studies ◽  
New Space ◽  
Learning And Cognition ◽  
Movement Orientation

Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students' experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space. Keywords: cyberspace, didactic practices, information literacy, metaphors, pragmatism, tacit knowledge, on life

scholarly journals Knowing and doing

2021 ◽  
Vol 15 (2) ◽  
pp. 78
Author(s):  
Ellen Nierenberg ◽  
Torstein Låg ◽  
Tove Irene Dahl
Keyword(s):  
University Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Knowledge And Skills ◽  
Source Evaluation ◽  
Assessment Measures ◽  
Knowledge And Practice ◽  
Source Use

This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students’ evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL – information seeking, source evaluation and source use – can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity.

scholarly journals Information literacy in Portugal

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Armando Malheiro da Silva ◽  
Viviana Fernández Marcial
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Information Literacy ◽  
Quantitative Research ◽  
Information Needs ◽  
Information Science ◽  
University Level ◽  
Development Levels ◽  
University Degree ◽  
The University

A paper present some data about a project which, although focused on the specific case of Portugal, intents to make a scientific approach of the challenges of the European Higher Education Area (EHEA) and its impact in the field of the information literacy, considering the actual context of the Information Society. The main questions that it intents to answer are: understand how the university students face the new competences required by the creation of the EHEA; know how these students are prepared in terms of information competences, in three different moments, i.e., prior to the university, during the university frequency period and at the end of the university degree. The inter and transdiscisplinary approach between the Education, Cognitive Sciences and Information Science are clearly stated in the epistemological and theoretical model that supports it, profiting of the interaction between information needs produced in the educational context and the student’s informational universe and its dynamics, without forgetting to consider the connections of student’s informational behavior with their personal and social context and demands. The study will be performed on a national scale, in order to allow comparisons between regions with different development levels. The sample will include students from both study cycles. The methodology used in this study will be divided in two areas, qualitative and quantitative research. The qualitative research will permit to obtain precious indicators about the students’ information behavior, expectations, needs and use of information. The indicators obtained in qualitative research will be used to design questionnaires, which will to be performed in 17 high schools and 17 universities, with an estimated sample of approximately 2000 students. The final result of this research will be the design of an informational behavior map, at the university level, and the development of a model concerning the promotion of information competences in Portuguese university students.

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