Information Literacy Skills in the Research Process

2016 ◽  
pp. 7-15
Author(s):  
Hilde Drivenes Daland ◽  
Kari-Mette Walmann Hidle
Keyword(s):  
Information Literacy ◽  
Research Process ◽  
Literacy Skills ◽  
Information Literacy Skills

scholarly journals A Report on Faculty Perceptions of Students’ Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey

2005 ◽  
Vol 66 (4) ◽  
pp. 294-311 ◽  
Author(s):  
Annmarie B. Singh
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Mass Communication ◽  
Faculty Perceptions ◽  
Research Process ◽  
Literacy Skills ◽  
Library Instruction ◽  
Mass Communications ◽  
Perceptions Of Students ◽  
Information Literacy Skills

This article presents the results of a survey done of the faculty of programs fully accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) in 2002–2003. The purpose of the survey was to assess the faculties’ perceptions of their students’ information literacy skills as defined by the ACRL standards adopted in 2000. Faculty reported that most of their graduate students met the ACRL criteria for information literacy, but only some of their undergraduate students could be considered information literate by these standards. Faculty also reported consistent improvement in their students’ research process after receiving library instruction.

scholarly journals PROCESS OR PRODUCT? BUILDING STUDENT ENGINEERS’ INFORMATION LITERACY SKILLS

2012 ◽  
Author(s):  
Norma Godavari ◽  
Betty Braaksma
Keyword(s):  
Information Literacy ◽  
Engineering Students ◽  
Academic Research ◽  
Research Process ◽  
Literacy Skills ◽  
Professional School ◽  
Online Information ◽  
Information Literacy Skills ◽  
Intuitive Grasp ◽  
Students Success

Information literacy, defined as the ability to effectively find, use and evaluate information in any medium, is embedded in many, if not most of the CEAB accreditation standards but it remains largely unknown in engineering. Traditional evaluation persists: the research product (such as papers, projects, reports) is rewarded, while the research process is barely acknowledged or ignored completely. The ubiquitous availability of online information has contributed to this perception. In spite of mounting evidence to the contrary, the myth of the “digital native” still lulls educators into believing that all students are expert searchers who have an intuitive grasp of the academic research process. We propose to show how information literacy, which includes visual and digital literacies, is essential to engineering students’ success. We will present the basic fundamentals of information literacy within a professional school such as engineering. We will also discuss recent changes and its impacts on information literacy in an engineering technical communications class.

scholarly journals Problem-Based Learning and Information Literacy: A Natural Partnership

2014 ◽  
Vol 2 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Kate Wenger
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Problem Based Learning ◽  
Research Problem ◽  
Research Process ◽  
Literacy Skills ◽  
First Year ◽  
Research Libraries ◽  
Design And Implementation ◽  
Information Literacy Skills

Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL) provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course. Finally, it details the Association of College & Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education addressed by the project, as well as possible future modifications.

Assessment of information literacy skills

2020 ◽  
Vol 69 (6/7) ◽  
pp. 521-535
Author(s):  
Chukwuma Clement Okeji ◽  
Obiageli Martina Ilika ◽  
Emmanuel Ebikabowei Baro
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Relevant Information ◽  
Research Process ◽  
Literacy Skills ◽  
Online Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Credible Information ◽  
Training Programmes

Purpose The purpose of this study is to assess information literacy skills of undergraduates in Nigerian universities. Design/methodology/approach A self-assessed questionnaire was developed to collect data from the final year undergraduates in 15 universities. A total of 1,350 final year Library and Information Science (LIS) students responded to the questionnaire which was used for analysis. Findings The study revealed that the majority of the LIS final year undergraduates mostly consult journal articles, followed by internet information and online databases during their research process. The undergraduates rated well-known author(s), current information, credible information, accurate and relevant information as very important when evaluating online information resources. It was found that the students rated their ability to organize information and integrate ideas from consulted information as high. While they were deficient in ability to correctly paraphrase ideas to avoid plagiarism and use citation and referencing styles correctly. On the whole, almost half of the final year undergraduates of LIS rated their level of information literacy skills to be moderate. Practical implications The findings of the study will inform librarians and faculty in universities in developing countries like Nigeria to develop an information literacy instruction policy. Originality/value Assessing information literacy skills will provide the foundation and knowledge to improve the development of information literacy training programmes.

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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