Information literacies of self-identified sadomasochists: an ethnographic case study

2015 ◽  
Vol 71 (3) ◽  
pp. 423-439 ◽  
Author(s):  
J. Tuomas Harviainen
Keyword(s):  
Information Literacy ◽  
Social Stigma ◽  
National Level ◽  
Literacy Skills ◽  
Extensive Literature ◽  
Ethnographic Case Study ◽  
Content Type ◽  
The Social ◽  
Information Literacy Skills

Purpose – The purpose of this paper is to present findings on the way in which self-identified sadomasochist apply their information literacy skills, and to analyse those applications in the context of existing research on information literacies (IL). Design/methodology/approach – The paper is based on the author’s two decades of ethnographic work within a national-level sadomasochist community, supplemented by interviews with 30 practitioners and an extensive literature survey. Findings – Sadomasochists avoid the social stigma associated with their activities by developing highly refined ILs. Central among these is the ability to learn from other practitioners by reading and interpreting their actions as “texts.” They furthermore stockpile potentially useful information for later use. Their ILs not only make sadomasochists more skilled in their practices, but also provide them with safety. Originality/value – By examining its subject community, the paper develops the ideas of embodied information literacy, currently strongly associated with workplace learning, to the hobby and lifestyle sectors, as it deals with a particularly corporeal set of ILs. This radical example allows scholars to conduct research on the ILs other communities of practice, in which the activities may be less obviously corporeal, but the literacies just as based on embodied interpretation and the reading of others’ activities as texts.

Agoge: an information literacy game for transfer students

2017 ◽  
Vol 45 (2) ◽  
pp. 314-331 ◽  
Author(s):  
Andrew Kearns ◽  
Breanne A. Kirsch ◽  
Virginia Cononie
Keyword(s):  
Transfer Students ◽  
Information Literacy ◽  
Game Design ◽  
Literacy Skills ◽  
Content Type ◽  
Interactive Game ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Admissions Process

Purpose This paper aims to describe a successful outreach to transfer students through an interactive information literacy game. While the main purpose of the game is to introduce students to research and university library resources, it also allows for an analysis of incoming students’ information literacy skills. Design/methodology/approach This case study outlines the evolution of the game from a test-like tutorial administered through the Blackboard course management system to an interactive game in two iterations, describing the game in relation to game design and best practices and discussing how the artwork for the game was created. An analysis of data from student answers to the game questions over time shows what librarians have learned about the information literacy skills of incoming transfer students. Finally, student feedback about the game collected through a survey is presented along with ideas for future modifications. Findings This paper provides insights into the design and creation process of an interactive information literacy game and a model for how similar games can help librarians assess students’ information literacy skills. Practical implications Transfer students are hard to reach as a group at many institutions. An interactive game targeted to transfers during the admissions process is a potentially effective way to reach out to them. Originality/value This paper brings together two important issues in the library literature: how to reach out to transfer students and educational library games. Librarians involved with these issues will benefit from the paper’s insights and practical advice.

scholarly journals Wikipedia editing and information literacy: a case study

2017 ◽  
Vol 118 (1/2) ◽  
pp. 5-16 ◽  
Author(s):  
Lydia Dawe ◽  
Ainslie Robinson
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Student Assessment ◽  
Literacy Skills ◽  
Student Work ◽  
Content Type ◽  
Self Confidence ◽  
Information Literacy Skills

Purpose This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students. Design/methodology/approach In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used. Findings Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions. Originality/value There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students.

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.

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.

Researcher Unbound and National University of Singapore (NUS) Libraries' Evolving Role in Supporting University Research

2021 ◽  
pp. 216-246
Author(s):  
Fang Chiong (Patrick) Pu ◽  
Su Yian Kho ◽  
Ke Khoon Low ◽  
Amy Chou
Keyword(s):  
Information Literacy ◽  
Knowledge Exchange ◽  
Literacy Skills ◽  
University Research ◽  
Digital Information ◽  
Continual Improvement ◽  
National University ◽  
Information Literacy Skills ◽  
The University

As a discipline-neutral entity, knowledge exchange, and nexus of the university, the National University of Singapore (NUS) Libraries is the ideal conduit for bringing together faculties and departments to facilitate cross-disciplinary education and research. This case study gives a detailed walkthrough on the creation and design of the Research Skills Framework (RSF), which forms the backbone for all information literacy programmes (ILPs), specifically the flagship Researcher Unbound (RU) programme and RU Symposium, and shares challenges faced and future improvement plans. The exploration, design, and continual improvement of the programme ensured that NUS Libraries provides relevant and timely research support and enhances the digital information literacy skills of the NUS community. This programme continues to be a work in progress drawn from participants' feedback, attendance, experience, and insights from seven semestral runs and cumulative total of 172 workshop sessions.

‘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.

Reliability and validity of self-efficacy scales assessing students’ information literacy skills

2017 ◽  
Vol 35 (5) ◽  
pp. 1035-1051 ◽  
Author(s):  
Khalid Mahmood
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
Design Methodology ◽  
Reliability And Validity ◽  
Literacy Skills ◽  
Psychometric Characteristics ◽  
Eligibility Criteria ◽  
Content Type ◽  
Information Literacy Skills ◽  
Practical Implications

Purpose This paper systematically reviews the evidence of reliability and validity of scales available in studies that reported surveys of students to assess their perceived self-efficacy of information literacy (IL) skills. Design/methodology/approach Search in two subject and two general databases and scanning of titles, abstracts and full texts of documents have been carried out in this paper. Findings In total, 45 studies met the eligibility criteria. A large number of studies did not report any psychometric characteristics of data collection instruments they used. The selected studies provided information on 22 scales. The instruments were heterogeneous in number of items and type of scale options. The most used reliability measure was internal consistency (with high values of Cronbach’s alpha), and the most used validity was face/content validity by experts. Practical implications The culture of using good-quality scales needs to be promoted by IL practitioners, authors and journal editors. Originality/value This paper is the first review of its kind, which is useful for IL stakeholders.

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.

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