Online active-learning: information literacy instruction for graduate students

2019 ◽  
Vol 47 (4) ◽  
pp. 476-486
Author(s):  
Sarah Parramore
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Information Literacy ◽  
Online Teaching ◽  
Online Information ◽  
Specific Element ◽  
Content Type ◽  
Learning Techniques ◽  
Conceptual Paper ◽  
Teaching Information

Purpose The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques. Design/methodology/approach This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy. Findings Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities. Practical implications This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements. Originality/value Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

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.

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 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.

scholarly journals Student active learning in net based education

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Anna Gahnberg ◽  
Sonja Fagerholm ◽  
Karolina Karjalainen
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Information Literacy ◽  
Information Search ◽  
Online Teaching ◽  
Information Needs ◽  
Computer Network ◽  
Synchronous Communication ◽  
Research Students ◽  
Contract Education

During 2018 the Anna Lindh Library at the Swedish Defence University (SEDU) offers all information literacy education online. The transformation to online teaching has a number of reasons and here are some: • The number of students is expected to grow with 30 % within the next two years. Classes will be larger and there is a scarcity of physical classrooms on the horizon. • Military contract education students have expressed wishes for more flexible learning.• The Swedish University Computer Network (SUNET) provides infrastructure and software services, hence    SEDU has adequate technological environment. As a first step in the transition to net based education, we have used the web conferencing software Adobe Connect to carry out the teaching. The teaching has been scheduled and synchronous. We have  designed it with search exercises, conducted individually or in groups to stimulate student-active learning. Synchronous design like this may also have social advantages, according to Biggs. (Biggs, 2011, p.  71).  In addition to Adobe Connect, the school's Learning Management System has been used as a synchronous communication platform with the students. According to Hrastinski technology, if properly used, it can increase learning opportunities. (Hrastinski, 2013, p.15). We also believe that online education can be a solution when the student groups grow. It enables  remote teaching and it is in close proximity to the platforms and databases used in today's information search.  One of the challenges of applying net based learning to information literacy instruction is that the students are not familiar to the technique yet. Another challenge is that librarians do not meet the same  students over a longer period of time, or not even when they need the instruction the most. Therefore the combination of scheduled synchronous instruction and asynchronous communication will possibly turn  out to be the most successful. ReferencesHrastinski, S. (2013). Nätbaserad utbildning: En introduktion (2. ed.). Lund: Studentlitteratur. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university: What the student does (4. rev. ed.). Maidenhead: Open University Press.Delaney, Geraldine, & Bates, Jessica. (2018). How Can the University Library Better Meet the Information Needs of Research Students? Experiences from Ulster University. New Review of Academic  Librarianship, 24(1), 63-89.

iTech in library instruction: tips and best practices

2016 ◽  
Vol 33 (1) ◽  
pp. 9-10
Author(s):  
Susanna Eng-Ziskin ◽  
Jamie Johnson
Keyword(s):  
Best Practices ◽  
Information Literacy ◽  
Design Methodology ◽  
California State University ◽  
Library Instruction ◽  
State University ◽  
Trial And Error ◽  
Content Type ◽  
Freshmen Seminar ◽  
Teaching Information

Purpose – This paper aims to describe some best practices and tips for librarians who will be teaching in iPad classrooms. Design/methodology/approach – California State University Northridge librarians recently began teaching information literacy sessions to freshmen seminar students in a dedicated iPad classroom. Prior to this, they scoured the literature to find information on how to use the iPads to enhance their instruction. The kinds of papers they were looking for did not seem to exist so they began a process of trial and error during their instruction sessions to formulate their own best practices which are enumerated in this paper. Findings – A list of best practices for teaching information literacy sessions with iPads. Originality/value – This paper will be of value to instruction librarians who will be teaching in iPad or tablet classrooms. A search of the library literature shows there are no similar articles with practical tips and best practices for librarians.

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.

A massively flipped class

2016 ◽  
Vol 44 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Julia E. Rodriguez
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Content Type ◽  
Design And Implementation ◽  
Large Lecture ◽  
Use Of Technology ◽  
Utilization Of Technology ◽  
Pedagogy Literature ◽  
Large Lecture Classes

Purpose – The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom. Design/methodology/approach – This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings – Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/value – The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

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.

Sign in / Sign up

Export Citation Format

Share Document