Developing Information Literacy and Research Skills in Introductory Psychology: A Case Study

2005 ◽  
Vol 31 (1) ◽  
pp. 40-45 ◽  
Author(s):  
Judith E. Larkin ◽  
Harvey A. Pines
Keyword(s):  
Information Literacy ◽  
Introductory Psychology ◽  
Research Skills

scholarly journals Can you teach research in 10 minutes? Embedding information literacy micro-sessions in module programmes

2020 ◽  
Author(s):  
Rachael Hunter
Keyword(s):  
Professional Development ◽  
Information Literacy ◽  
Continuous Professional Development ◽  
Skills Development ◽  
Database Searching ◽  
Research Skills ◽  
Learning Research ◽  
Searching Skills ◽  
Minute Session

This case study discusses the inception and continued delivery of 10-minute micro research skills sessions within two entrepreneurship modules at Coventry University London. The case study starts with an explanation of how and why the project was developed. Its rationale was underpinned by both established, current bite-sized learning research, and established psychological and neural evidence. This paper describes how these practices are used in the workplace to promote continuous professional development and disseminate company information for training purposes. Discussing both the delivery and skills content, this paper explains the methods used by the Information and Skills Development Specialist (ISDS) in each 10-minute session to engage students and embed database searching skills in to their routine study practices. It also explains how this practice has been adopted by students and how the skills have been embedded to enhance their final business pitches at the end of their modules.

Information Literacy and Education Policy: An Instrumental Case Study of the Ontario Public School Curriculum

2013 ◽  
Author(s):  
Pia Liv Russell
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
School Curriculum ◽  
Policy Makers ◽  
Public Education System ◽  
Instrumental Case Study ◽  
Student Access ◽  
Literacy Policy ◽  
Étude Cas

This interdisciplinary case study explores information literacy policy in Ontario’s public education system. Using interviews with policy makers and a rhetorical analysis of information literacy policy documents, it finds Ontario’s current information literacy policy inadequate to the task of providing equitable student access to opportunities for information literacy development.Une étude cas interdisciplinaire explore la politique de littératie informationnelle du système d’éducation publique de l’Ontario. En utilisant des entrevues avec les décideurs et une analyse rhétorique des documents sur la politique de littératie informationnelle, il est démontré que la politique de littératie informationnelle actuelle de l’Ontario est inappropriée pour la mission qui vise à offrir aux étudiants un accès équitable aux possibilités de développement de la littératie informationnelle. 

Infobotting COVID-19: A case study of Ask Nameesa in Egypt

2021 ◽  
Vol 13 (3) ◽  
pp. 451-476 ◽  
Author(s):  
Mona Khattab
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
Information Literacy ◽  
The Internet ◽  
User Engagement ◽  
Interactive Engagement ◽  
Award Winning ◽  
Credible Information ◽  
Public Demand

With the outbreak of the COVID-19 pandemic, misinformation and unscientific interpretations flooded the internet. Seeking credible information in Egypt was paramount at the time. An answer to this quest was ‘Ask Nameesa’, an award-winning Egyptian-focused chatbot that utilizes Facebook Messenger to communicate with social media users in an individualized response engagement. It relies on information validated by WHO and the Egyptian Ministry of Health. This article examines the structure of Ask Nameesa as an example of infobots and studies the interactive engagement it offers users to provide health information. The study analyses data gathered by interviewing the founder and CEO of DXwand, the company that developed Ask Nameesa as well as content analysis of conversations with Ask Nameesa to assess its user engagement. The study aims at understanding the potential Ask Nameesa has in providing information literacy and tackling public demand for information.

scholarly journals Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration

2018 ◽  
Vol 46 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Loretta L. C. Brady ◽  
Melinda Malik
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Literacy Skill ◽  
Psychology Faculty ◽  
Science Story ◽  
Writing Assignment ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Literacy Skill Development

This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

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