scholarly journals Workplace information literacy skills

2018 ◽  
Vol 119 (7/8) ◽  
pp. 469-482 ◽  
Author(s):  
Muhammad Yousuf Ali ◽  
Joanna Richardson
Keyword(s):  
Information Literacy ◽  
Online Survey ◽  
Literacy Skills ◽  
Information Resources ◽  
Academic Librarians ◽  
Content Type ◽  
University Library ◽  
Administrative Units ◽  
Locating Information ◽  
Survey Responses

Purpose The purpose of this study is to investigate the level of information literacy (IL) skills competency among university library professionals in Karachi, Pakistan and to address areas of concern. Design/methodology/approach An online survey was designed, using Google Forms, to collect data from 77 academic librarians working in 25 universities in Karachi, Pakistan. The questions covered six generic attributes: library systems, information resources, searching techniques, research support, IL and generic/personal attributes. Findings The results indicate that the librarians who were surveyed had good IL skills in information searching and locating information resources. However, the average of all survey responses was 54.17 per cent, with 12 of the 24 competencies receiving scores of less than 50 per cent, thus indicating a generally overall low level of IL competency in the workplace. Research limitations/implications As the study was limited to universities in Karachi, it would be useful to apply the same methodology to other administrative units within the country. Further research is indicated on the potential impact of gender on aspects such as level of IL skills and motivation to enhance workplace competencies. Practical implications The authors have suggested a number of strategies, which would be applicable globally to any university library wishing to improve the IL skills competencies of its staff. Originality/value There have been no previous published, non-discipline-specific, research studies on the IL skills competencies of academic librarians in Pakistan.

An assessment of academic library services: international and domestic students perspectives

2020 ◽  
Vol 41 (8/9) ◽  
pp. 631-653
Author(s):  
Sanaz Soltani ◽  
Shahrokh Nikou
Keyword(s):  
Higher Education ◽  
International Students ◽  
Information Literacy ◽  
Online Survey ◽  
Academic Library ◽  
Literacy Skills ◽  
Library Services ◽  
Domestic Students ◽  
Content Type ◽  
Information Literacy Skills

PurposeInformation literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.Design/methodology/approachThis paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.FindingsAcademic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.Research limitations/implicationsThe study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.Practical implicationsAcademic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.Originality/valueThis is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.

Visual literacy: academic libraries address 21st century challenges

2018 ◽  
Vol 46 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Judith Schwartz
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Visual Literacy ◽  
Academic Library ◽  
Literacy Skills ◽  
Academic Librarians ◽  
Content Type ◽  
Research Libraries ◽  
Academic Communities

Purpose This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula. Design/methodology/approach The author developed a survey that was distributed to five listservs during a three-week period, generating 118 responses from academic libraries. The author subsequently interviewed 16 participants. Findings The findings reveal that visual literacy is important across all disciplines. However, a majority of academic librarians who replied to the survey stated that they do not teach visual literacy. Only 37.3 per cent of the respondents indicated that they or their institutions include a visual literacy component in their sessions. Practical implications The paper identifies the most relevant visual literacy trends, and it includes examples of visual literacy skills and concepts being taught in academic libraries. It provides ideas to develop marketing strategies to increase student enrollment in library workshops. Originality/value This study has expanded librarians’ awareness of the Association of College and Research Libraries (ACRL) Visual Literacy Competency Standards for Higher Education. In addition, it explores the teaching of multiliteracies such as visual literacy within the information literacy framework in the academic library. The survey data demonstrate that academic librarians are slowly embracing visual literacy and including it in their information literacy instruction across all disciplines. The study recommends that librarians work on their professional development to become multiliterate to remain relevant within their academic communities.

Perceptions on adopting artificial intelligence and related technologies in libraries: public and academic librarians in North America

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
JungWon Yoon ◽  
James E. Andrews ◽  
Heather L. Ward
Keyword(s):  
Artificial Intelligence ◽  
North America ◽  
Online Survey ◽  
Industrial Revolution ◽  
Information Science ◽  
New Technologies ◽  
Academic Librarians ◽  
Chi Square ◽  
Content Type ◽  
Survey Responses

PurposeThis study aims to understand how artificial Intelligence (AI) and related technologies are currently being utilized in public and academic libraries and how librarians perceive the adoption of new technologies in their relative libraries.Design/methodology/approachUsing an online survey questionnaire, the authors collected survey responses from both public and academic librarians that were subscribed to information science-centered listservs in North America. The quantitative survey responses (N = 242) were measured through use of multiple chi-square tests and crosstab analyses.FindingsThe current use and awareness of AI and related technologies were more reported from academic librarians; however, public librarians' reported perceptions on such technologies were generally more positive. In all, 67% of them responded that AI and related technologies will transform the library's functions, and 68% of librarians reported that they are interested in training. This study discussed the significance of training for preparing librarians for AI and related technologies and the further examination on the role of librarians in the new era.Originality/valueThis study examined public and academic librarians' perceptions toward the adoption of six emerging technologies which often appear in the LIS literature as well as addressed as the Fourth Industrial Revolution technologies.

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.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals Embedded Peer Inquiry Specialists: A Gateway to Information Literacy

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Danielle Salomon ◽  
Julia Glassman ◽  
Simon Lee ◽  
Alicia Reiley
Keyword(s):  
General Education ◽  
Information Literacy ◽  
First Generation ◽  
Literacy Skills ◽  
Course Evaluations ◽  
Academic Librarians ◽  
Combined Model ◽  
Writing Assignments ◽  
Information Literacy Skills ◽  
Academic Year

Peer-assisted learning has been embraced by higher education as a way to boost student success. At the same time, academic librarians have found embedded librarianship to be an effective way to develop students' information literacy skills. The embedded librarianship model, however, is difficult to scale. The UCLA Library is testing a program that combines embedded librarianship with peer learning to solve some of the challenges associated with those models.The program works by embedding a student who has completed a General Education (GE) lecture course back into the current year's course to help students with research and writing assignments. The embedded student, called an "Inquiry Specialist,” is nominated by that course's faculty. The program launched in 2015 in five courses that serve a total of 830 students. Assessment is ongoing and includes: 1. IRB-approved study that will compare data (grades, retention, first-generation status, etc.) from students who connected with an Inquiry Specialist with those who did not; 2. Information literacy pre- and post-assessments; 3. Analysis of course evaluations; 4. Student survey.Results indicate that the combined model is an effective and scalable gateway to information literacy. During the first six weeks of Fall, 830 students (15% of the freshman class) attended a 40-minute library orientation. Approximately 20% of the 830 students subsequently sought additional help from the Inquiry Specialists. An analysis of course evaluations demonstrated that students in courses with an Inquiry Specialist rated their improvement in library and research skills 25% and 19% higher, respectfully, than students in courses without an Inquiry Specialist. Student scores on the information literacy quiz increased by an average of 9%. When surveyed, 68% of students said the Inquiry Specialists were “Very Helpful” (36%) or “Helpful” (34%). Plans are underway to double the size of the program in the 2016-17 academic year.

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.

Reading practices in scholarly work: from articles and books to blogs

2019 ◽  
Vol 75 (3) ◽  
pp. 478-499 ◽  
Author(s):  
Elina Late ◽  
Carol Tenopir ◽  
Sanna Talja ◽  
Lisa Christian
Keyword(s):  
Information Needs ◽  
Online Survey ◽  
Information Resources ◽  
Scholarly Work ◽  
Reading Practices ◽  
Content Type ◽  
Non Fiction ◽  
Scholarly Publications ◽  
Information Products

Purpose The purpose of this paper is to examine the role of reading in scholarly work among academics in Finland. This study analyzes readings from a variety of publication types including books, conference proceedings, research reports, magazines, newspapers, blogs, non-fiction and fiction. Design/methodology/approach An online survey was developed and distributed in Finland in 2016–2017 (n=528). Participants were asked their finding and use of scholarly information resources of all types. Findings Scholars read from a variety of publications. Different types of publications are read and used differently. Reading also varies between disciplines, ranks, work responsibilities and type of research performed. Research limitations/implications The study was a nationwide study of researchers in Finland; therefore, all findings are within the context of researchers in a single country. All results are self-reported; therefore, the authors assume but cannot be sure that respondents accurately recollect the specifics of their use of scholarly information. Practical implications The results of this study are relevant to publishers, research librarians, editors and others who serve consumers of scholarly information resources, design information products and services for those scholars, and seek to better understand the information needs and use of a variety of types of scholarly publications. Originality/value This study replicates previous studies in a variety of countries and provides a more up-to-date and single-country contextualized overview of how researchers find and use scholarly information in their work.

‘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.

Sign in / Sign up

Export Citation Format

Share Document