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.

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.

Information Literacy Skills among Library and Information Science Professionals: a forecaster of Research Support Services

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sakhawat Ali ◽  
Shamshad Ahmed
Keyword(s):  
Information Literacy ◽  
Support Services ◽  
Professional Growth ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Research Support ◽  
Content Type ◽  
Information Literacy Skills ◽  
The University

PurposeThe present research aims to gauge the Information Literacy Skills (ILSs) of the University Library and Information Science Professionals (LISPs) of Pakistan and consider it as a forecaster of improved Research Support Services (RSSs).Design/methodology/approachThe purposive sampling method through a questionnaire was applied and administered (online and offline) to assemble data from LISPs of 219 universities of Pakistan. The questionnaire covered the eight factors of ILSs and four of RSSs.FindingsThe regression model illustrates that the predicted variation of ILSs in RSSs is statistically significant. The coefficient of determination (R2) indicates that ILSs predict 70% variance in RSSs. Furthermore, the beta coefficient demonstrates that the input value of “managing findings” toward improved RSSs is moderately high as compared to other factors of ILSs. Therefore, the study concludes that ILSs of LISPs are a prerequisite for their professional growth to improve their RSSs.Originality/valueThe research has discovered the whole levels of ILSs and RSSs of the university LISPs of Pakistan. The study recommends raising the ILSs of LISPs to provide more efficient RSSs.

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.

Examining digital information literacy as a determinant of women's online shopping behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munazza Mahmood ◽  
Syeda Hina Batool ◽  
Muhammad Rafiq ◽  
Muhammad Safdar
Keyword(s):  
Information Literacy ◽  
Online Shopping ◽  
Literacy Skills ◽  
Shopping Behavior ◽  
Digital Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Information Professionals ◽  
Online Shopping Behavior

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

Information Literacy Skills among Faculty Members in the College of Horticulture, Bagalkote, Karnataka: A Study

2019 ◽  
Vol 9 (2) ◽  
pp. 71-75
Author(s):  
K. N. Hemavathi ◽  
M. Chandrashekara
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Members ◽  
Survey Method ◽  
Total Response Rate ◽  
Information Literacy Skills ◽  
Training Programmes ◽  
College Library ◽  
And Training ◽  
Structured Questionnaire

The present study explores the information literacy skills among the faculty members of the College of Horticulture, Bagalkote, Karnataka. A survey method was adopted in the study. The structured questionnaire was designed for data collection. A total of 110 questionnaires were distributed and 90 questionnaires were received back. The total response rate was 81.81 percent. The study found that the majority of the faculty members have better knowledge and skills about the use of different types of sources, tools, and services. The respondents suggested that the college library should conduct seminars, workshops, and training programmes from experts to improve information literacy skills.

A call for libraries to go green

2012 ◽  
Vol 30 (3) ◽  
pp. 428-435 ◽  
Author(s):  
Ina Fourie
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Literacy Skills ◽  
Information Need ◽  
Full Spectrum ◽  
Content Type ◽  
Information Behaviour ◽  
Environmental Friendly ◽  
Making A Difference ◽  
Information Literacy Skills

PurposeWhen confronted with a problem where the solution is not clear or obvious, a first step would be to search for more information, trying to make sense of the problem. The intention of this contribution is to make sense of the call for “libraries to go green”, while at the same time to show the potential of explicitly considering information behaviour and the need to draw on the full spectrum of information literacy skills (e.g. recognising and expressing an information need, seeking, using, and disseminating information) to stimulate librarians' interest and confidence in taking on the challenge of going green and making a difference.Design/methodology/approachThe column will be written against the background of research from information literacy, information behaviour, and research on sustainable and environmental friendly library and information (LIS) services.FindingsAlthough rather a limited number, publications on “going green” and the “paperless” library/society address a variety of issues ranging from planning “green” library buildings, to assessing the experiences of LIS professionals in developing sustainable “green libraries”, to information behaviour in using e‐books in academic contexts. Considering the finding and use of information on “going green”, from an information behaviour perspective, helps to bring many issues to consider in furthering research on “going green” to the front.Originality/valueAlthough much has been published about information behaviour and information literacy, and although attempts of publishing on various issues of “green” libraries are noted, the author is not aware of other work aligning these issues.

Information Literacy among Undergraduate Students in Nigeria

2016 ◽  
pp. 1314-1327
Author(s):  
Stella E. Igun ◽  
Jessa Precious Odafe
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Survey Design ◽  
Literacy Skills ◽  
Digital Information ◽  
State University ◽  
Statistical Tool ◽  
Needed Information ◽  
Information Literacy Skills

This paper examined information literacy skills among undergraduate students in Nigeria. The scope of the study covered two departments in Delta State University, Abraka namely: Library and Information Science and Guidance and Counselling. The study was limited to final year students of the two departments. The descriptive survey design was adopted for the study and the population was 517. 103 or 20% of the population of 517 were sampled for the study. 97 questionnaires were retrieved and used for the study. Simple percentage and frequency count statistical tool was used to analyze the data. The study found out that ability to use information effectively to accomplish a task, ability to recognize the needed information, ability to access the needed information effectively and efficiently and ability to evaluate information critically are the information literacy skills possessed by some of the undergraduate students in Nigeria. The study recommended that information literacy education and electronic/digital information skills should be included in the curriculum of the undergraduate students in the universities.

‘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.

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.

Sign in / Sign up

Export Citation Format

Share Document