scholarly journals Media literacy and newspapers of record

2018 ◽  
Vol 46 (2) ◽  
pp. 205-216
Author(s):  
Scottie Kapel ◽  
Krista D. Schmidt
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
News Media ◽  
Design Methodology ◽  
Visual Literacy ◽  
The United States ◽  
Database Access ◽  
Content Type ◽  
News Sources ◽  
Practical Implications

Purpose The purpose of this paper is to describe the challenges associated with identifying newspapers of record for local, regional and national newspapers, specifically as those challenges pertain to students’ news media literacy. Visual literacy and information literacy intersections are explored. Design/methodology/approach Newspapers of record for province/territory and state areas of Canada and the United States of America were identified for student project purposes. Criteria for newspaper of record qualification were investigated, refined, and applied to all newspapers reviewed. Findings Distinguishing newspapers of record based on traditional criteria is inadequate in an online environment. Criteria must be more flexible and address both the visual as well as the content aspects of newspapers. Neither database access nor native website access alone is sufficient for identifying these newspapers. Straightforward and definitive identification of these newspapers will no longer be possible. Practical implications Librarians will be faced with focusing on content or visual literacy, addressing both in a meaningful way during a single instruction session will be difficult. More strategic instruction within and across disciplines is necessary to produce news media-literate and savvy students. Originality/value News media literacy for students in all disciplines is an urgent need and must incorporate both visual and content literacies. In a time of proliferation of news sources, understanding the challenges associated with identifying newspapers of record for both librarians and students is a necessary step in this area of information literacy.

Marketing and delivering information literacy on the web, yesterday and today, from 2009 to 2012

2014 ◽  
Vol 31 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Sharon Q. Yang
Keyword(s):  
Information Literacy ◽  
Web Sites ◽  
Academic Libraries ◽  
Design Methodology ◽  
Status Quo ◽  
Content Type ◽  
The Status ◽  
Practical Implications ◽  
The Web ◽  
Made In

Purpose – This study aims to ascertain the trends and changes of how academic libraries market and deliver information literacy (IL) on the web. Design/methodology/approach – The author compares the findings from two separate studies that scanned the Web sites for IL-related activities in 2009 and 2012, respectively. Findings – Academic libraries intensified their efforts to promote and deliver IL on the web between 2009 and 2012. There was a significant increase in IL-related activities on the web in the three-year period. Practical implications – The findings describe the status quo and changes in IL-related activities on the libraries’ Web sites. This information may help librarians to know what they have been doing and if there is space for improvement. Originality/value – This is the only study that spans three years in measuring the progress librarians made in marketing and delivering IL on the Web.

Policing in the COVID-19 pandemic: are rural police organizations immune?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Thomas J. Mrozla
Keyword(s):  
Design Methodology ◽  
The United States ◽  
Content Type ◽  
Public Health Emergencies ◽  
Police Organizations ◽  
Police Agencies ◽  
Health Tracking ◽  
Rural Police ◽  
Using Data ◽  
Practical Implications

PurposeThis study examined how rural police agencies have responded to the COVID-19 pandemic.Design/methodology/approachUsing data from various sources, this study first analyzed what factors influenced agency preparedness to respond to pandemics. Second, it examined how the pandemic influenced specific organizational practices.FindingsFindings revealed that as coronavirus infections increased in counties, supervisors were more likely be tasked with inspecting personal protective equipment (PPE), agencies were more likely to offer pandemic related training, health tracking of officers was more likely to occur and agencies were more likely to encounter a shortage of officers. In addition, as rurality increased, agencies were more likely to offer training but less likely to experience officers contracting COVID-19 and an officer shortage. Lastly, as the rurality of the county in which the agency resides increased, the ability to supply PPE decreased.Practical implicationsBased on these findings, it is imperative that rural police agencies give attention to risk management and the formulation of policy to prepare for public health emergencies.Originality/valueWhile knowledge about how large police agencies in the United States have responded during the coronavirus pandemic is building, little is known about rural policing during pandemics.

Reiterative reflection in the library instruction classroom

2019 ◽  
Vol 47 (3) ◽  
pp. 269-279
Author(s):  
Sara Maurice Whitver ◽  
Karleigh Knorr Riesen
Keyword(s):  
Transfer Learning ◽  
Information Literacy ◽  
Design Methodology ◽  
Traditional Instruction ◽  
Structured Learning ◽  
Library Instruction ◽  
Composition And Rhetoric ◽  
Content Type ◽  
Traditional Course ◽  
Practical Implications

Purpose This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices. Design/methodology/approach This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom. Findings The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place. Research limitations/implications Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions. Practical implications This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning. Originality/value Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

“How will I know?” engagement with information resources

2016 ◽  
Vol 65 (4/5) ◽  
pp. 242-254 ◽  
Author(s):  
Nujoud Al-Muomen ◽  
Debora Shaw ◽  
Michael Courtney
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Information Resources ◽  
Indiana University ◽  
Kuwait University ◽  
Content Type ◽  
Present Information ◽  
Literacy Survey ◽  
Specific Factors ◽  
Practical Implications

Purpose This paper aims to compare how undergraduates in Kuwait and Indiana Universities assess information resources for class assignments. Design/methodology/approach Social science majors at Kuwait University and Indiana University Bloomington completed the Project Information Literacy survey. Findings The students are comparable in how often they ask instructors or classmates for advice, but Kuwaitis are more likely to ask other people for assistance. Kuwaiti students generally are less critical in their evaluation of both library-based and web information resources but are more likely to consider librarian recommendations. Research limitations/implications Institution-specific factors that were not specifically addressed include the following: the survey was administered online in Indiana and on paper in Kuwait, and the types of course assignments and/or students’ information literacy instruction may also vary by institution. Practical implications Librarians should continue to present information clearly and use a variety of instructional methods so that material is accessible. Librarian recommendations and modeling of evaluative behavior can assist international students. Social media may be useful in working with these students’ more collaborative approach to assessing resources. Originality/value The work updates the 2010 Project Information Literacy survey on undergraduates’ evaluation of information resources for coursework. It also extends that survey to identify how students from Kuwait are different than USA undergraduates.

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.

Socially responsible pedagogy: critical information literacy and art

2019 ◽  
Vol 47 (3) ◽  
pp. 280-293
Author(s):  
Nicole A. Beatty ◽  
Ernesto Hernandez
Keyword(s):  
Social Justice ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Visual Literacy ◽  
Theoretical Concept ◽  
Socially Responsible ◽  
Content Type ◽  
Critical Information ◽  
Literacy Course ◽  
Practical Implications

Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

scholarly journals Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and Portugal

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
María Pinto ◽  
Rosaura Fernández-Pascual ◽  
Carlos Lopes ◽  
Maria Luz Antunes ◽  
Tatiana Sanches
Keyword(s):  
Comparative Study ◽  
Information Literacy ◽  
Design Methodology ◽  
Psychology Students ◽  
Learning Preferences ◽  
Motivational Factors ◽  
Autonomous Learning ◽  
Content Type ◽  
Unified Protocol ◽  
Practical Implications

PurposeThe aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.Design/methodology/approachUnified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.FindingsBy country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.Practical implicationsMotivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.Originality/valueThis is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.

scholarly journals Accounting and accountability practices in times of crisis: a Foucauldian perspective on the UK government's response to COVID-19 for England

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Thomas Ahrens ◽  
Laurence Ferry
Keyword(s):  
Financial Reporting ◽  
News Media ◽  
Design Methodology ◽  
Value For Money ◽  
Content Type ◽  
Government Accounting ◽  
The Government ◽  
The Uk ◽  
Accountability Practices ◽  
Practical Implications

PurposeThis paper considers the accounting and accountability practices of the UK government’s response to COVID-19 for England, focussing on the first wave of the pandemic in 2020.Design/methodology/approachBased on a close reading of the news media and official reports from government departments, Parliament select committees and the National Audit Office, among others, this paper frames the UK government's uses of accounting and accountability in its response to COVID-19. This is by using the categories of “apparatuses of security”, Foucault's schematic of government for economising on the uses of state power.FindingsThe paper shows that an important role for accounting is in the process of enabling the government to gauge the extent of the crisis and produce calculations to underpin its response, what Foucault called “normalisation”. This role was unlike statistics and economics. The government relied most on monthly statistical reporting and budgeting flexibilities. By contrast, the multi-year Spending Review and financial reporting were not timely enough. That said, financial reporting fed into financial sustainability projections and enabled audit that could provide potential accountability regarding regularity, probity, value for money and fairness. The authors’ findings suggest that, conceptually, accountability should be added to the object–subject element of Foucault's apparatuses of security because of its significance for governments' ability to pursue crisis objectives that require popular assent.Practical implicationsIn view of the ongoing uncertainty, with the crisis extending over longer budget and financial reporting periods, a Spending Review is becoming ever more necessary for better planning, without limiting, however, the budget flexibilities that have proven so useful for rapid government responses. Moreover, the government should continue its accounting reforms post COVID-19 so that improved accountability and audit can contribute to enhanced future financial resilience.Originality/valueThis is the first paper to apply Foucault's notion of apparatuses of security to an analysis of government accounting and accountability practices.

scholarly journals A constellation to guide us

2016 ◽  
Vol 44 (4) ◽  
pp. 544-551 ◽  
Author(s):  
Christine Bombaro ◽  
Pamela Harris ◽  
Kerri Odess-Harnish
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Methodology ◽  
Literacy Program ◽  
Academic Librarians ◽  
University Of Illinois ◽  
Content Type ◽  
Practical Advice ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education. Design/methodology/approach This is an interview. Findings Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy. Research limitations/implications Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed. Practical implications Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program. Originality/value Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.

Uses and abuses of IMPLAN in economic impact studies of tourism events and facilities in the United States: a perspective article

2019 ◽  
Vol 75 (1) ◽  
pp. 187-190
Author(s):  
John Crompton
Keyword(s):  
Economic Impact ◽  
Design Methodology ◽  
The United States ◽  
Impact Model ◽  
Review Of The Literature ◽  
Input Output ◽  
Content Type ◽  
The Usa ◽  
Economic Impact Studies ◽  
Practical Implications

Purpose An overview of the IMPLAN input/output model which is the dominant economic impact model used in the USA, focused on the ways it is abused. Design/methodology/approach Review of the literature. Findings 25 ways in which IMPLAN is abused. Research limitations/implications Continued refinement of IMPLAN in the USA; potential of its extension to other contexts. Practical implications Beware it is frequently used to confirm an advocacy position of those who commission studies, rather than a search for truth. Social implications Profound potential for creating falsified outcomes to support sponsor advocacy. Originality/value Synopsis of IMPLAN literature and identification of abuses.

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