scholarly journals A study on the relationship between pre-service teachers’ information literacy skills and their attitudes towards distance education

2009 ◽  
Vol 1 (1) ◽  
pp. 1648-1652 ◽  
Author(s):  
Soner Mehmet Özdemir ◽  
Oktay Akbaş ◽  
Recep Çakır
Keyword(s):  
Distance Education ◽  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
The Relationship

‘Read it, now what? Engaging students with information literacy’

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karen Foord
Keyword(s):  
Student Engagement ◽  
Information Literacy ◽  
Education Institution ◽  
Literacy Skills ◽  
Pass Rate ◽  
Content Type ◽  
Health And Social Care ◽  
Information Professional ◽  
Information Literacy Skills ◽  
The Relationship

PurposeThe purpose of this action research study was to explore whether enabling work-based students to identify their information literacy (IL) needs and participate in activity design would increase their IL and enhance their academic performance.Design/methodology/approachInitially students reflected on their own knowledge, skills and engagement with IL. Next, they identified aspects of IL that challenged them. Students worked in small groups to identify tasks and activities to enhance their skills. They completed practical IL tasks during a taught session. A scoring rubric assessed student engagement with IL. Concurrently a qualitative questionnaire was developed and used to explore the student experience of the intervention.FindingsThe study found that students did engage with information literacy and there was an improvement in the pass rate from previous cohorts. The qualitative analysis demonstrated that students felt that the interaction had benefitted their engagement with IL and their learning and understanding as a result.Research limitations/implicationsThis study was a small study at one higher education institution and cannot therefore be considered generalizable. It does nevertheless provide valuable insights in terms of student engagement with IL.Practical implicationsThis study influenced the delivery of the subsequent modules. It has the potential to influence the delivery of information literacy skills on health and social care apprenticeships.Originality/valueThis paper adds to the literature exploring the relationship between students and information literacy. Enhancing the discourse from the instructor perspective rather than that of the information professional.

Media Information Literacy

2019 ◽  
pp. 102-135
Author(s):  
Darlington Musemburi ◽  
Collen Nhendo
Keyword(s):  
Learning Environment ◽  
Media Literacy ◽  
Information Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Media Convergence ◽  
Teachers And Students ◽  
Information Literacy Skills ◽  
Access Information ◽  
The Relationship

Media and information literacy skills are critical contemporary skills to enable the 21st century citizen to effectively and efficaciously function in the information glut economy. This chapter explores what MIL is, outlining the relationship between media literacy and information literacy. The chapter builds a case for adoption of MIL by organizations, educators, and information practitioners. Significance of MIL against the backdrop of media convergence is interrogated. Various ways in which MIL can be integrated into the curriculum and necessary competencies required to deliver MIL by teachers and librarians are explored and a section on MIL into curriculum was developed from the UNESCO MIL curriculum for teachers. MIL evaluation was also tackled focusing on the capacity of teachers and students to evaluate sources and access information. The chapter concludes with MIL learning environment and resources.

scholarly journals 21st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

2021 ◽  
Vol 12 (1) ◽  
pp. 85-101
Author(s):  
Seda Gündüzalp
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Structural Equation ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Cluster Sampling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Information Literacy Skills ◽  
The Relationship

Abstract The current digital environment offers a unique access opportunity to information, tools, and sources for teachers to educate and teach using digital. It is vital for teachers, who have important roles to raise future generations, to have information literacy and digital literacy skills. It is essential that teachers who educate individuals raised with a technology called the Z generation to have both, information literacy and digital literacy skills. Within this context, the present study aims to define the relationship between information literacy skills and digital literacy skills of teachers in the age of digitalization, in which the transformation has been experienced in the education sector. A cross-sectional survey was used within this study, which was prepared according to the quantitative research paradigm. The research includes random and disproportionate cluster sampling methods and focuses on teachers who worked in a preschool, or in primary, secondary and high schools in the Eastern and Southeast Anatolia Regions in the 2018–2019 academic year. Structural equation modeling was used to determine to what extent teachers’ information literacy skills predict their digital literacy skills. The relationship between the teachers’ information literacy and digital literacy skills was calculated using Pearson product-moment correlation coefficient, and the frequency, percentage, arithmetic mean, and standard deviation values of the data collected from teachers through scales were calculated. As a result of the analysis, one of the results is that the teachers’ information literacy skills affect their digital literacy skills positively.

scholarly journals The Relationship between Inquiry Learning Model and Students’ Information Literacy Skills at SMP Negeri 5 Banjarmasin on Classification of Living Things

2021 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
Lucky Aprilia Rasyida ◽  
Maya Istiyadji ◽  
Sauqina Sauqina
Keyword(s):  
Information Literacy ◽  
Inquiry Learning ◽  
Literacy Skills ◽  
T Test ◽  
Learning Models ◽  
Purposive Sampling ◽  
Living Things ◽  
Information Literacy Skills ◽  
The Relationship

One of the goals of Gerakan Literasi Sekolah was to develop the information literacy skills needed by students to be more critical in receiving and using information because along with the progress of the information age it becomes infinite. This study aims to determine the relationship between inquiry learning models and information literacy of students at SMP Negeri 5 Banjarmasin on the classification of living things. This research is a quasi experiment that uses 7th grade as a population and the sample is selected based on purposive sampling. The data were collected by tests (pretest and posttest) and assessments on student worksheets. The analysis technique used: 1) paired t-test to determine differences in the test results of each class. 2) Unpaired t-test to determine the difference in postest between two classes. 3) correlation test to determine the relationship between the two variables. The results show that there is a significant increase in the test scores in the experimental class of 36.7 and 23.7 in the control class and the postest score of the experimental class is greater 2.97. The correlation test show that percentage of the relationship between the two variables is 88.6%, this means that inquiry learning models has a positive effect on students' information literacy skills.Abstrak Gerakan literasi Sekolah yang digagas oleh pemerintah memiliki tujuan salah satunya yaitu mengembangkan kemampuan literasi informasi yang diperlukan siswa agar menjadi lebih kritis dalam menerima maupun menggunakan informasi karena, seiring dengan kemajuan zaman informasi menjadi tak terbatas. Penelitian ini bertujuan untuk mengetahui hubungan antara hasil pembelajaran inkuiri dengan literasi informasi siswa di SMPN 5 Banjarmasin pada materi klasifikasi makhluk hidup. Penelitian ini merupakan quasi experiment yang menggunakan seluruh kelas 7 sebagai populasi dan sampel dipilih berdasarkan teknik purposive sampling. Teknik pengumpulan data yang digunakan adalah tes (pretest dan posttest) serta dilakukan penilaian terhadap hasil kerja siswa selama pembelajaran berlangsung. Tahap analisis data diantaranya: 1) uji-t berpasangan untuk mendapatkan perbedaan pretest dan postest masing-masing kelas. 2) Uji-t tidak berpasangan untuk mengetahui perbedaan postest kedua kelas. 3) uji korelasi untuk mengetahui hubungan model pembelajaran inkuiri dengan keterampilan literasi informasi siswa. Adapun dari hasil analisis menunjukkan adanya peningkatan yang signifikan skor pretest ke postest pada kelas eksperimen sebesar 36,7 dan 23,7 pada kelas kontrol serta terdapat perbedaan nilai postest kelas ekperimen sebesar 2,97 lebih besar dari kelas kontrol. Berdasarkan uji korelasi, persentase hubungan pembelajaran inkuiri dengan keterampilan literasi informasi yaitu 88,6% sehingga hal ini menunjukkan bahwa penggunaan model pembelajaran inkuiri berpengaruh positif terhadap keterampilan literasi informasi siswa.

scholarly journals The Relationship between cumulative credits and student learning outcomes: A cross-sectional assessment

2014 ◽  
pp. 70-87 ◽  
Author(s):  
Teresa Thonney ◽  
Joe C. Montgomery
Keyword(s):  
Community College ◽  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Literacy Skills ◽  
Cross Sectional ◽  
Information Literacy Skills ◽  
The Relationship

This article relates the efforts of faculty at one community college to define standards for achievement of two SLOs (critical thinking and effective communication) and to gather and analyze evidence of how well students meet those standards. Faculty from 13 disciplines assessed writing samples from 264 students. We found that, in general, students with more credits outperformed those with fewer credits. However, many students at every level demonstrated poor information literacy skills, indicating an area for curriculum improvement.

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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