Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yating Li ◽  
Chi Zhou ◽  
Di Wu ◽  
Min Chen
Keyword(s):  
Online Learning ◽  
Information Literacy ◽  
High Performance ◽  
Behavioral Data ◽  
Online Information ◽  
Process Data ◽  
Content Type ◽  
Information Behaviors ◽  
Learning And Teaching ◽  
Performance Group

PurposeAdvances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).Design/methodology/approachFirst, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.FindingsThe results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.Originality/valueThe evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

A conceptual approach to practitioners’ health information literacy

2016 ◽  
Vol 44 (2) ◽  
pp. 178-190
Author(s):  
Ann Hallyburton
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Information Literacy ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Information Behavior ◽  
Evidence Based ◽  
Research Information ◽  
Content Type ◽  
Information Behaviors

Purpose The purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care. Design/methodology/approach This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice. Findings Case examples from library, medical and the broader healthcare literature are used to explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy. Originality/value Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.

scholarly journals Outsourcing trust to the information infrastructure in schools

2016 ◽  
Vol 72 (6) ◽  
pp. 990-1007 ◽  
Author(s):  
Olof Sundin ◽  
Hanna Carlsson
Keyword(s):  
Information Literacy ◽  
Search Engines ◽  
Information Infrastructure ◽  
Critical Assessment ◽  
Online Information ◽  
Focus Group Interviews ◽  
Critical Perspective ◽  
Content Type ◽  
Group Interviews

Purpose This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research. Design/methodology/approach Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google. Findings The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking. Originality/value The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.

Online learning and teaching for the SDGs – exploring emerging university strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jayden Holmes ◽  
Oli Rafael Moraes ◽  
Lauren Rickards ◽  
Wendy Steele ◽  
Mette Hotker ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Total Sample ◽  
Theory And Practice ◽  
Content Type ◽  
Learning And Teaching ◽  
Institutional Leadership ◽  
Global University ◽  
Development Goals ◽  
The Impact

Purpose The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

Online privacy behavior among youth in the Global South

2019 ◽  
Vol 17 (1) ◽  
pp. 17-30
Author(s):  
Jan Michael Alexandre Cortez Bernadas ◽  
Cheryll Ruth Soriano
Keyword(s):  
Information Literacy ◽  
Urban Poor ◽  
Global South ◽  
The Philippines ◽  
Online Privacy ◽  
The Internet ◽  
Online Information ◽  
Content Type ◽  
Metro Manila ◽  
Indirect Relationship

Purpose The purpose of this paper is two-fold. First, it explores the extent to which diversity of connectivity or the connection through multiple internet access points may facilitate online privacy behavior. Second, it explains the diversity of connectivity-online privacy behavior link in terms of information literacy. Design/methodology/approach Situated in the context of urban poor youth in the Philippines (n = 300), this paper used a quantitative approach, specifically an interview-administered survey technique. Respondents were from three cities in Metro Manila. To test for indirect relationship, survey data were analyzed using bootstrapping technique via SPSS macro PROCESS (Hayes, 2013). Findings Urban poor youth with diversified connection to the internet engaged in online privacy behavior. The more the youth are connected to the internet through diverse modalities, the more this fosters cautious online privacy behavior. In addition, information literacy explained how diversity of connectivity facilitated online privacy behavior. It suggests that differences in online privacy behavior may result from the extent of basic know-how of navigating online information. In the context of the urban poor in the Global South, the youth are constantly negotiating ways to not only connect to the internet but also acquire digital skills necessary for protective online behaviors. Originality/value To date, this is one of the few papers to contribute to conversations about online privacy among youth in the Global South. It broadens the literature on social determinants of online privacy behavior that is crucial for designing policy interventions for those in the margins.

scholarly journals The Interplay of Information Literacy, Learning Facility, Learning Achievement & Motivation Toward Online Learning Experience During COVID-19 Crisis: PLS-SEM Approach

2021 ◽  
Vol 5 (1) ◽  
pp. 79
Author(s):  
Lastika Ary Prihandoko
Keyword(s):  
Online Learning ◽  
Achievement Motivation ◽  
Information Literacy ◽  
Learning Experience ◽  
Learning System ◽  
Research Approach ◽  
Online Information ◽  
Analysis Model ◽  
Learning Achievement ◽  
Literacy Experience

The COVID-19 crisis has forced the learning system in Indonesia from face-to-face learning to online learning. This rapid transformation presents various challenges, especially for universities in remote areas such as Papua. This study aims to explore the factors that can influence the students' learning experience. The research approach used is quantitative with an analysis model of PLS-SEM. The data were obtained using a simple random sampling technique from four universities in Merauke, with 207 respondents. Four hypotheses were accepted, and one hypothesis was rejected in this research. Online information literacy experience and online learning facility perspective were affecting online learning experience significantly. Meanwhile, the online learning facility perspective significantly affecting online information literacy experience and online learning achievement motivation. However, online learning achievement motivation has a positive correlation but does not contribute significantly to an online learning experience. This research implies that higher education institutions can focus on factors that significantly contribute to the student's learning experience to provide a positive experience and increase online learning effectiveness, especially during the COVID-19 crisis.Keywords: learning experience, online learning, PLS-SEM, COVID-19

Synthesizing a digital badge for chemistry undergraduates

2019 ◽  
Vol 47 (4) ◽  
pp. 448-460
Author(s):  
Melissa Behney
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Information Literacy ◽  
Learning Theory ◽  
Relevant Literature ◽  
Design Principles ◽  
Delivery Mode ◽  
Digital Badges ◽  
Content Type ◽  
Instructional Design Principles

Purpose This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment. Design/methodology/approach This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy. Findings Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode. Originality/value Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

Promotion of electronic resources through information literacy

2018 ◽  
Vol 35 (6) ◽  
pp. 1-3 ◽  
Author(s):  
Samantha Bennett ◽  
Predrag Djukic ◽  
Rupa Kapitzki
Keyword(s):  
Information Literacy ◽  
Academic Community ◽  
Project Work ◽  
Online Information ◽  
Qr Codes ◽  
Electronic Resources ◽  
Student Research ◽  
Content Type ◽  
Ease Of Access ◽  
Blackboard Learn

Purpose The study aims to report on how electronic resources of Higher Colleges of Technology (HCT) library are being promoted through information literacy sessions and how quick response (QR) codes are created for patrons for ease of access to these electronic resources. Design/methodology/approach The QR codes created are displayed in the library to attract attention of the patron. Information literacy sessions include database training and how to access e-resources through the library website. Database posters and PowerPoint presentations are displayed in the library. Student Research blog and subject LibGuides are created with access to databases content as necessary. Library volunteer projects include extensive database searches. Findings While accessing the databases through Student Research blog, LibGuides, volunteer project work and QR codes the usage statistics of these resources have shown an increase. QR code poster attracted attention from many patrons, followed by curiosity to access the databases and eventual access of the databases as evidenced through email inquiry and troubleshooting. Research limitations/implications Usage statistics harvested from vendor platforms is only available system wide and not per HCT campus locations. It is thus not possible to report per location or track usage per location. More advanced analytical tools are required in future to extract more specific data for further deeper analysis. Practical implications Findings recommend future online information literacy courses offered through the proposed virtual library platform to be easily accessible through the Blackboard Learn mobile application including more subject specific resources from databases in their content. The more the databases are used by patron, the higher the chances are they will be renewed for subscription. Social implications Academic libraries work closely and collaboratively with database vendors and aggregators to promote information literacy. Vice versa if libraries are promoting their databases through information literacy sessions and easier access through QR codes – then it is a mutual symbiosis for growth benefitting the academic community. Originality/value A majority of HCT library patrons are UAE nationals – the future leaders of the country. Using rich resources through the databases and lifelong learning skills through information literacy sessions – provides them with authentic information enriching their knowledge and application of skills encouraging, which fosters innovation.

scholarly journals Developing and evaluating an asynchronous online library microcredential: a case study

2020 ◽  
Vol 48 (4) ◽  
pp. 699-713
Author(s):  
Rebeca Peacock ◽  
Heather Grevatt ◽  
Ellie Dworak ◽  
Lindsay Marsh ◽  
Shelly Doty
Keyword(s):  
Information Literacy ◽  
First Year ◽  
Online Information ◽  
Content Type ◽  
Student Information ◽  
Design Integration ◽  
Face To Face Instruction ◽  
Time Required ◽  
Online Library ◽  
First Year Seminar

Purpose This paper aims to describe the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration and research in campus first-year seminar courses. Design/methodology/approach In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials. Findings In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses. Originality/value This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses that are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s attention, relevance, confidence and satisfaction model, and in turn, can be improved through iterative evaluation cycles using collected student data.

Qatari students’ pre-college experience with information literacy

2016 ◽  
Vol 17 (1) ◽  
pp. 55-69
Author(s):  
Ethan P Pullman
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Information Needs ◽  
College Experience ◽  
Learning Preferences ◽  
Future Research ◽  
First Year ◽  
Content Type ◽  
Learning And Teaching

Purpose – There’s little information available on Qatari students’ experience with information literacy. What little information does exists draws from outdated surveys and assumptions about the current population. The purpose of this paper is to describe how data collected from first-semester Qatari students who enrolled in a semester-long information literacy course at Carnegie Mellon University helped update perceptions of this population, drove changes made to content and instructional delivery, and enabled a reflective process for teaching and learning. Design/methodology/approach – Pre- and post-surveys completed by students explore Qatari students’ pre-college experience with information literacy concepts, using libraries, and writing. They also compare the students’ attitude toward information literacy before and after taking the course. Qatari students’ data were extracted from the overall student population to focus on this population and analyzed descriptively based on cumulative responses. The pre-survey data were used to inform changes made to instructional content and delivery throughout the term. Findings – Contrary to assumptions, first-year Qatari students expressed familiarity with information literacy concepts before attending college. The data indicated strong learning preferences and a positive attitude toward information literacy. Research limitations/implications – Since information collected in this study relied on student perceptions of their experience, results must be paired with performance measurement before drawing additional conclusions about information literacy competencies of first-year Qatari students. Further, the study did not explore gender and sociocultural differences; therefore no general conclusions should be drawn. Practical implications – Instructional design should be based on a current understanding of local information needs and searching habits. In addition, this approach encourages reflective learning and teaching and help instructors avoid prior assumptions about their students. Originality/value – This paper provides information on how Qatari students perceive their experience with information literacy before college, the importance of understanding information literacy concepts and its role in their personal, academic, and professional lives. It centers on a population for whom information literacy concepts remain both relatively challenging and critical for their future learning development and offers suggestions for future research.

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.

Sign in / Sign up

Export Citation Format

Share Document