Support your staff employees: they support the academy

2014 ◽  
Vol 42 (1) ◽  
pp. 165-180 ◽  
Author(s):  
Sue Samson ◽  
Kimberly Swanson
Keyword(s):  
Information Literacy ◽  
Information Needs ◽  
Administrative Support ◽  
Academic Support ◽  
Support Staff ◽  
Literacy Skills ◽  
Outreach Program ◽  
Student Interactions ◽  
Content Type ◽  
Academic Settings

Purpose – The aim of this paper was to serve both as an informational tool identifying library services and resources and as a mechanism to gather input from campus staff to inform outreach services. Design/methodology/approach – Surveys were distributed to all non-faculty and non-administrative support staff. Questions included direct choice and open-ended responses in four categories: demographics; general library use; information needs; and student interactions. Findings – The results confirm that knowledge and awareness of the library can empower staff employees and that support staff are eager to learn about and use library resources and services. The results give guidance to liaison librarians to facilitate an effective outreach program to improve the ability of support staff to do their work and to share information with the students and faculty with whom they come into contact. Research limitations/implications – While these survey findings cannot be extrapolated to all academic settings, they build on similar research and authenticate the significance of library outreach to academic support staff. Practical implications – Enormous potential exists in adapting these survey findings to expand information literacy programs across the academy. Originality/value – Academic support staff are a frequently untapped user group whose information needs are essential to the academy. This case study highlights the value of staff outreach within the context of extending the Library Instruction Program by enhancing the information literacy skills of personnel who are in frequent contact with students and faculty across the campus.

Catalytic role of information literacy in educational change: a case study of University of Delhi

2009 ◽  
Vol 30 (3) ◽  
pp. 163-175
Author(s):  
Shashi P. Singh
Keyword(s):  
Information Literacy ◽  
Information Needs ◽  
Literacy Skills ◽  
Controlled Vocabulary ◽  
Faculty Members ◽  
Feedback Form ◽  
Content Type ◽  
Postgraduate Students ◽  
Feedback Analysis ◽  
Effective Manner

PurposeThe purpose of this paper is to describe and demonstrate the set of information literacy skills that makes a person a competent lifelong learner to find, evaluate, filter and use information in an effective manner.Design/methodology/approachPowerPoint presentations were used in a demonstration to explain how to use various types of e‐resources and databases, both subscribed and in the public domain. Practical orientation on basic and advanced searches, phrase searching, proximity searching, field searching, use of Boolean operators, controlled vocabulary, and limiting/refining/narrowing of search results was given. A demonstration was given to faculty members, research scholars and postgraduate students of Delhi University. Participants' opinions were sought on eight statements (developed for this purpose) in a feedback form on a five‐point scale.FindingsBased on the feedback analysis, it was found that instruction material was useful (94.90 per cent), 88.47 per cent respondents are now better prepared to use e‐resources and WWW services, and 92.80 per cent of respondents expressed the opinion that the presentations would be more useful if they were made available on the library web site; 92.90 per cent of respondents agreed that the programs were suitable for their information needs. Regarding the post‐program awareness of e‐sources, 94.01 per cent of respondents agreed that they are now more aware. Over 90 per cent of participants were satisfied with the conduct of the IL program.Originality/valueAn information literacy (IL) skills demonstration package was prepared for regular use with faculty members, research scholars and postgraduate students to make them competent to find, access and use information more efficiently. This would fulfil the aim of developing individuals' intellectual capabilities of independent and lifelong learning.

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 Knowledge Sharing Practices, ICT, Information Literacy, and STEM Career Path Choices Among Girls at the Secondary School Level

2019 ◽  
pp. 227-252
Author(s):  
Mercy A. Iroaganachi ◽  
Promise Ifeoma Ilo ◽  
Loveth Ekwueme ◽  
Idarefame YoungHarry
Keyword(s):  
Secondary School ◽  
Knowledge Sharing ◽  
Information Literacy ◽  
Information Needs ◽  
Career Path ◽  
Literacy Skills ◽  
School Level ◽  
Secondary School Level ◽  
Information Literacy Skills ◽  
Stem Career

This chapter explored literature and discussed the importance of knowledge sharing practices, ICT, and information literacy, and their influence on STEM career path choices among girls at the secondary school level. This was properly situated by examining the concept of knowledge sharing, concept of career path choices, knowledge sharing on career path choices of girls, considered ICT and career path choices of girls, effect of ICT on career path choices of girls, information literacy and career path choices of girls, effect of information literacy on career path choices of girls. It concludes that a culture of knowledge sharing practices among the girls will get the less knowledgeable girls informed for informed STEM career path decisions. The use of ICTs for networking and sharing knowledge among the girls will improve information literacy skills needed by the girls to help identify information needs, access, retrieve, evaluate, and use same career choices. The chapter includes recommendations.

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.

‘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.

Chat reference: evaluating customer service and IL instruction

2019 ◽  
Vol 47 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Julie Hunter ◽  
Samantha Kannegiser ◽  
Jessica Kiebler ◽  
Dina Meky
Keyword(s):  
Best Practices ◽  
Customer Service ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Community ◽  
Literacy Skills ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Chat Reference ◽  
Industry Standards

Purpose Reflecting on the new ACRL Framework, a deficiency was observed in literature on the assessment of information literacy instruction in chat reference. An evaluation of recent chat transactions was undertaken and the purpose of the study was twofold. The purpose of this study is to discover if and how librarians were teaching information literacy skills in chat reference transactions and identify best practices to develop training and resources. Design/methodology/approach To start, a literature review was performed to identify current industry standards. A rubric, influenced by the ACRL Framework, was developed to evaluate chat transactions from one semester. Results from the assessment were compiled and interpreted to determine current practices. Findings This study identified the necessity of balancing customer service and instruction to manage student expectations and encourage successful chats. Best practices and strategies that librarians can use to provide a well-rounded service were culled for the development of training and resources. Originality/value Reference assumes a large portion of the services that academic librarians provide to students. As technology advances, librarians are relying on virtual platforms, including chat reference, as convenient and useful tools to provide reference services to the academic community. While face-to-face reference encourages information literacy instruction, it is challenging to perform the same instruction in a virtual setting where expectations are based on retail models. With the growing use of virtual services, evaluating the success of chat reference based on industry standards is imperative.

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.

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.

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