Hands-on information literacy activities

2003 ◽  
Vol 29 (4) ◽  
pp. 269
Author(s):  
Elizabeth Blakesley Lindsay
Keyword(s):  
Information Literacy ◽  
Literacy Activities ◽  
Hands On

scholarly journals Rancangan Kegiatan Literasi Informasi di SMA Negeri 1 Padang

2019 ◽  
Vol 8 (1) ◽  
pp. 242
Author(s):  
Meisye Asmaul Husna ◽  
Marlini Marlini
Keyword(s):  
Information Literacy ◽  
School Environment ◽  
Literacy Activities ◽  
Bulletin Boards ◽  
Master Design ◽  
Implementation Time ◽  
User Guidance ◽  
Reading Activity ◽  
Reading Activities

AbstractBased on the results of research that has been done, the literacy activities at SMAN1 Padang are in accordance with the activities in the Master Design Movement of the School Literacy Movement, then it can be concluded as follows. First the design of information literacy activities at SMAN 1 Padang, namely: (1) reading activity 15 minutes before learning, i.e. making a literacy journal for students; (2) reading award, namely literacy ambassador. (3) Literacy corner, holding a reading corner in the park. (4) reading books by utilizing the role of the library, holding user guidance. (5) procurement of libraries as a source of literacy, making literacy bulletin boards. Second, constraints in the utilization of information literacy at SMAN 1 Padang, namely: limited implementation time in reading activities 15 minutes before learning, lack of placement of reading corners and completeness of reading collections in the literacy corner, lack of implementing reading award activities. Third, efforts to overcome obstacles in information literacy activities at SMAN 1 Padang, namely: increasing the implementation time of reading activities 15 minutes before learning, increasing collection and placement of reading corners in the school environment, continuing reading reading activities and adding prizes to students.Keywords: design, literacy

Google classroom for librarians: features and opportunities

2015 ◽  
Vol 32 (9) ◽  
pp. 1-3 ◽  
Author(s):  
Amanda Izenstark ◽  
Katie L. Leahy
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Seamless Integration ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Hands On

Purpose – The purpose of this paper is to share possible opportunities for librarians, faculty and students with access to Google Classroom, and it includes a discussion of its application and functionality in information literacy sessions. Design/methodology/approach – This paper describes the functionality of Google Classroom with a review of its capabilities for providing information literacy instruction based on hands-on use in several classes and observation. Findings – Google Classroom streamlined delivery of materials with students in one-time and multi-meeting classes. Students appreciated its seamless integration with their university email accounts. Originality/value – Librarians teaching classes often need to share introductory information, exercises and supplemental materials with students. Google Classroom offers a simple platform for this purpose.

scholarly journals Evaluation and Assessment in Information Literacy: WASSAIL as a tool to support diverse methods

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Nancy Goebel
Keyword(s):  
Information Literacy ◽  
Open Source Software ◽  
Assessment Tools ◽  
Award Winner ◽  
University Of Alberta ◽  
Hands On ◽  
Assessment Of Student Learning ◽  
The University ◽  
Assessment Requirements ◽  
Evaluation And Assessment

In the higher education Information Literacy context, there is growing interest and requirements for evaluation of librarian teaching and assessment of student learning. This session will explore these issues and use WASSAIL as a sample tool to consider for these purposes. WASSAIL is open source software developed at the Augustana Campus Library of the University of Alberta to support the evaluation and assessment requirements of Augustana's Information Literacy program. WASSAIL was the 2010 ACRL Instruction Section Innovation Award winner. Session participants are requested to bring laptops to interact with WASSAIL in the hands-on part of the workshop. Participants can bring questions they would like to enter into evaluation or assessment tools, or sample questions will be provided. A diversity of methods will be discussed: evaluation tools such as end of "one-shot" questionnaires and general surveys, as well as assessment methods such as in-class quizzes, pre-/post-tests, and more.

scholarly journals Both Online and In-Person Library Orientations Have Positive Effects on Graduate Students’ Information Literacy Skills

2016 ◽  
Vol 11 (2) ◽  
pp. 189 ◽  
Author(s):  
Lisa Shen
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Positive Effects ◽  
Starting Point ◽  
Study Results ◽  
Hands On ◽  
Information Literacy Skills

Objective – To assess and compare the effectiveness of online and face-to-face library orientations. Design – Pretest/posttest. Setting – A public university in the United States of America. Subjects – Graduate students in a Master of Social Work program. Methods – At the beginning of the fall 2013 semester, students in 3 different sections of a social work research methods course were asked to complete a 17-question assessment to evaluate their information literacy skills and knowledge. Then, 1 section (Campus A) received a 50-minute in-class library orientation from a librarian, while the other 2 sections (Campus B and Off Campus) received orientation through asynchronous online video tutorials. Post library orientation, research labs were then held for all three class sections, during which students received some hands-on time working with a librarian. After the hands-on labs, students were invited to complete the posttest assessment, which consisted of the same 17 questions. Main Results – The researcher collected 59 pre-test and 27 posttest responses, although many respondents did not answer all the questions. Moreover, none of the posttest responses from the Off Campus students was deemed usable by the researcher. After attending the library orientation and lab sessions, students were more likely to choose the library or a librarian as their starting point for research (19% pretest, 40% posttest). Students’ ability to identify book or chapter title in a citation (48% pretest, 92% posttest), and determine whether common knowledge required citations (87% correct in pre-test, 100% posttest) also appeared to improve after the library sessions. In addition, students’ skills in assessing the scholarliness and credibility of an article by its abstract also improved. While there were some anecdotal variations between responses between Campus A and Campus B groups, no statistically significant differences were noted. Conclusion – The study results suggest that regardless of format, library orientations and hands on lab session had positive effects on graduate students’ information literacy skills and knowledge.

scholarly journals Literasi informasi generasi x, y, dan z dalam penyusunan karya tulis ilmiah Universitas Diponegoro

2020 ◽  
Vol 8 (1) ◽  
pp. 21
Author(s):  
Rizki Nursistian Fitri ◽  
Yanuar Yoga Prasetyawan
Keyword(s):  
Information Literacy ◽  
Generation X ◽  
Information Needs ◽  
Research University ◽  
Technological Development ◽  
Scientific Information ◽  
Scientific Writing ◽  
Directed Search ◽  
Literacy Activities ◽  
Scientific Papers

Diponegoro University (UNDIP)’s vision is “Diponegoro University Becoming a Superior Research University," which implies that every academician at UNDIP requires improving research through scientific papers. Scientific writing is a work that the author must account for morally or intellectually. Consequently, it needs to conduct observation, planning, directed search, finding information, using information, and evaluating information through information literacy. This study aimed to determine the information literacy generation x, y, and z in the preparation of scientific papers at UNDIP. The research used a qualitative method with a phenomenological approach. The data collection technique used deep interview and observation. The analysis showed that information literacy had an essential role for generation x, y, and z in the preparation of scientific papers. Information literacy activities are a form of one's accountability when dealing with information for the needs of scientific writing. The three generations conducted information literacy activities during the scientific paper preparation. This can be seen from the activities carried out, namely the identification of scientific information needs, scientific information retrieval, scientific information utilization, and scientific information communication. In the current era of technological development, generation x, y, and z, which have unique characteristics in the preparation of scientific papers. Hence, information literacy is used as a standard. Each generation have skill information literacy so must account scientific writing have been written.

scholarly journals Hands on Digital Information Literacy Training from Peers is Preferred by Public Service Library Staff

2014 ◽  
Vol 9 (4) ◽  
pp. 58 ◽  
Author(s):  
Cari Merkley
Keyword(s):  
New Zealand ◽  
Learning Styles ◽  
Information Literacy ◽  
Public Library ◽  
Learning Opportunities ◽  
Digital Information ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Hands On ◽  
Library Staff

A Review of: Robertson, R. (2014). Reframing ourselves: Digital information literacy skills of frontline public library staff. New Zealand Library and Information Management Journal, 53(3). doi:10.1080/00048623.2011.10722203 Abstract Objective – To explore how and where public library employees acquire digital information literacy (DIL) skills. Design – Qualitative study using semi-structured interviews. Setting – Two public libraries in New Zealand. Subjects – Nine front line public library staff members. Methods – A convenience sample of nine library employees was interviewed about their existing DIL skills, how and where they learned them, any barriers to this learning, and how they defined DIL in others. Interviewees ranged in age from 40 to 64 and included both those new to libraries and those with over 25 years in the profession. The interview transcripts were analyzed for key themes and placed in the theoretical framework of Kolb’s experiential learning cycle (Robertson, 2014). Main Results – Five participants described their own DIL skills as average or below average. The remaining participants classified their skills as above average. Participants recounted acquiring DIL skills in the course of their work through formal workplace training sessions, peer support, or individual exploration; through personal exploration of tools on their own time; or through a mix of work and personal learning opportunities. The barriers they identified to their learning included insufficient time to train and practice the skills learned and the lack of access to relevant technologies. Participants noted problems such as accessing key hardware and insufficient Internet connectivity at work because of issues with organizational infrastructure and at home due to personal financial constraints. Participants largely preferred informal hands-on training by peers to formal training sessions, which were described by some as too general or held too far in advance of the implementation of new technology. The data suggested participants largely fell into Kolb’s accommodating or diverging learning styles because of their preference for “concrete experience” (Robertson, 2014). Conclusion – Libraries may improve staff acquisition of DIL skills by increasing hands on learning opportunities and providing dedicated time to review and practice skills learned. Other suggestions included identifying potential digital peer mentors among staff and providing them with the necessary resources (time, money, and a defined role) to support their colleagues, breaking training into parts allowing time for practice, creating training plans tied to performance evaluation, and using incentives to encourage staff to participate in self-directed training.

scholarly journals Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

2011 ◽  
Vol 72 (6) ◽  
pp. 533-547 ◽  
Author(s):  
Corey M. Johnson ◽  
Carol M. Anelli ◽  
Betty J. Galbraith ◽  
Kimberly A. Green
Keyword(s):  
Information Literacy ◽  
Library Instruction ◽  
State University ◽  
Literacy Curriculum ◽  
Honors College ◽  
Washington State University ◽  
Scaffolded Instruction ◽  
Homework Problem ◽  
Hands On ◽  
College Course

The Washington State University Honors College course, UH 290, “Science as a Way of Knowing,” engages freshmen in scientific inquiry and scholarly literature research. The UH 290 instructor, a learning design consultant, and two librarians collaborated to develop and deliver the course’s information literacy curriculum. The team used student surveys, research blogs, case studies, library instruction sessions, homework problem sets and exams. Students gained from scaffolded instruction including hands-on practice activities and feedback; embedded assessments informed adjustments to the course syllabus and activities. This case study details the progressively improved use of this approach and these tools over two semesters.

scholarly journals Information Literacy Competency Level of Social Science Researchers with Respect to Information Use Ethics A Study

2019 ◽  
Vol 39 (2) ◽  
pp. 101-108
Author(s):  
Rajesh Singh ◽  
Shailendra Kumar
Keyword(s):  
Social Science ◽  
Political Science ◽  
Information Literacy ◽  
Information Use ◽  
Similarity Detection ◽  
Literacy Activities ◽  
Legal Provisions ◽  
Detection Software ◽  
Competency Level

Assessment of information literacy competency (ILC) is a process and method to find out whether a person possesses ILC and if so, to what level. The present study is an attempt to gauge the ILC level of social science researchers with respect to information use ethics. On the competency scale overall 79.62 per cent of the respondents, consisting maximum 16.54 per cent from economics followed by 15 per cent from political science, 13.08 per cent from history, 12.69 per cent from sociology, 11.35 per cent from law and 10.96 per cent from geography, were found competent in information literacy (IL) to use information ethically and legally. The rest 20.38 per cent of the respondents, consisting of maximum 4.42 per cent respondents from law 4.04 per cent from geography, 3.46 per cent from history, political science and sociology and minimum of 1.54 per cent from economics were found lacking competency in information literacy to use information ethically and legally. IL skills to deal with information abundance and manage information in the ICT age having multiple similarity detection software and stringent legal provisions are highly important. The study findings have clearly established that a good part of researchers are far behind competency level and possess only baseline or below IL skills on ‘Information Use Ethics’. The findings are supposed to be of great help to all the stakeholders to plan, organise and participate in various information literacy activities and ultimately enhance the ILC of researchers on ‘information use ethics’.

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