Information literacy learning as epistemological process

2014 ◽  
Vol 42 (3) ◽  
pp. 403-413 ◽  
Author(s):  
Patrick K. Morgan
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Personal Experience ◽  
Literacy Learning ◽  
Open Approach ◽  
Short Term ◽  
Content Type ◽  
Information Interaction ◽  
Approach To Teaching ◽  
Library Skills

Purpose – The purpose of this article is to discuss the reasons for an approach to teaching information literacy (IL) as an epistemological process of discovery, in which emphasis is shifted away from short-term mastery of library skills and re-centered on higher-order intellectual concerns. Design/methodology/approach – The study is based on evaluation of personal experience, readings within and outside the field of teaching librarianship and research into the ways students interact with information. Findings – An open approach to working with undergraduate students offers a fruitful way forward for teaching librarians and IL learners, both of whom stand constantly on the edge of an unpredictable information universe. Originality/value – Learner-oriented approaches to teaching IL are quite common, but relatively few studies have considered, in any depth, the possibility for a truly open model for IL learning that approaches the world of information as unified but not monolithic. This study draws on a variety of perspectives from outside librarianship to present a different vision for the future of information interaction and its facilitation by teaching librarians.

Information literacy training effectiveness on Cambodia's province-based undergraduates

2020 ◽  
Vol 22 (4) ◽  
pp. 263-280
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Effective Means ◽  
Training Data ◽  
Short Term ◽  
Research Activity ◽  
Content Type ◽  
Literacy Training ◽  
Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

The chicken and egg story of a call centre in Malaysia

2021 ◽  
Vol 11 (3) ◽  
pp. 1-25
Author(s):  
Alan Fun-Foo Chan ◽  
Keng-Kok Tee ◽  
Thanuja Rathakrishnan ◽  
Jo Ann Ho ◽  
Siew-Imm Ng
Keyword(s):  
Undergraduate Students ◽  
Call Centre ◽  
Short Term ◽  
Content Type ◽  
Security Technologies ◽  
Academic Level ◽  
Key Account ◽  
Substandard Performance ◽  
Alternative Solutions

Learning outcomes After attempting the case, users are able to: analyse issues and problems faced by a call centre in Malaysia. Determine the root causes of the problems faced by call centre employees and generate alternative solutions to solve the problems faced by the company and to ensure the sustainability of the business. Case overview/synopsis This case was about the challenges faced by Daniel, the General Manager of an integrated security protection system company, Secure First (SF). Despite investing in the latest security technologies, conducting a major overhaul of the procedures, introducing an enhanced digital system at the call centre and providing training to the call agents, it was on the verge of losing its important long-term client due to its substandard performance. The client experienced major losses due to break-ins. After a thorough investigation, the problem surfaced in their call centre. Most of the staff were not familiar with the newly adopted system. The circumstances worsened when many of the call centre’s senior employees were tendering their resignations. The case discusses the aspect of employee satisfaction, staff performance that led to the turnover issue amongst employees in a call centre. The case explores what short-term and long-term strategies could Daniel suggest to change the call centre’s course to retain SF’s key account in times of desperation. Complexity academic level This case has a moderate level of difficulty and may be used in undergraduate students. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human resource management.

scholarly journals Information literacy

2017 ◽  
Vol 73 (4) ◽  
pp. 582-594 ◽  
Author(s):  
Geoff Walton ◽  
Jamie Cleland
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Peer Assessment ◽  
Academic Discipline ◽  
Journal Article ◽  
Discussion Board ◽  
Content Type ◽  
Practice Architectures ◽  
Online Conversation ◽  
Practical Implications

Purpose The purpose of this paper is to present a qualitative investigation into whether online textual postings, produced by undergraduate students as part of an undergraduate module, can demonstrate their information literacy (IL) capabilities as a discursive competence and socially enacted practice. It also asks whether these online postings embody power relations between students, tutors and librarians. Design/methodology/approach Foucault’s notion of discursive competence and the separate but complementary concept of practice architectures (specifically focussing on “sayings”) devised by Lloyd were used as thematic lenses to categorise online discussion board postings from a formative online peer assessment exercise created for first-year UK undergraduate students. Online postings were the node of analysis used to identify patterns of language across online conversation. These postings were inductively analysed through manual content analysis. Subject’s responses were initially categorised using open coding. Findings Postings appeared to embody student’s discursive competence and information practice in IL, especially their level of information discernment and what constituted a quality “reference” for an assignment. However, they also demonstrated that the notion of “references” (information artefacts such as a journal article) perform a certain function in reproducing the discursive practices of an academic discipline as an agreed construct between tutor, student and librarian. Practical implications Students were engaged in the process of becoming good scholars by using appropriate online postings to create valid arguments through assessing other’s work, but what they did not do was question received meanings regarding the quality of information they used as evidence. Far from exhibiting the desired outcome of critical thinking (a cornerstone of IL) students who appeared most articulate in discussion tended to emulate the “strong discourse” put forward by their tutors and librarians. Originality/value This research uses practice architectures and discourse analysis to analyse students’ IL capabilities and the context in which they are developed. An approach not employed hitherto. This has practical implications for the ways in which academics and librarians introduce students to the academic discourse of their discipline and the ways in which the production, communication and exchange of information in academic contexts is characterised.

Retaining older employees is a smart business move

2016 ◽  
Vol 15 (6) ◽  
pp. 246-249 ◽  
Author(s):  
Robert Perrin
Keyword(s):  
Personal Experience ◽  
Design Methodology ◽  
Short Term ◽  
Content Type ◽  
Older Employees ◽  
Cost Cutting

Purpose This paper aims to warn that the short-term cost-cutting measure of laying off older employees can result in long-term problems. It stresses the value that older employees can add to organizations and offers insights on what employers should consider when trying to retain and attract older employees. Design/methodology/approach The paper combines the personal experience of a consultant whose employees are all over the age of 50 bolstered by surveys noting what older employees want and expect in the workplace. Findings The paper concludes that older employees help companies save money by sharing their wealth of experience and helping younger employees avoid mistakes they have made or witnessed in their own careers. The paper argues that to retain and attract the best older employees, companies need to be flexible, provide good compensation and offer work that is interesting and meaningful. Just like younger employees, many older employees want companies that provide time-off for family commitments and offer opportunities for advancement. Originality/value This paper goes beyond detailing the value of older employees, in terms of knowledge, loyalty and connections and offers tips on how to attract and retain older employees from someone who successfully does so in his own business.

Students’ perceptions of librarians as teachers of information literacy at a large African university

2020 ◽  
Vol 69 (6/7) ◽  
pp. 399-415
Author(s):  
Siviwe Bangani ◽  
Dina Mokgadi Mashiyane ◽  
Mathew Moyo ◽  
Boitumelo Masilo ◽  
Glenda Makate
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Effective Teachers ◽  
Information Overload ◽  
Content Type ◽  
North West ◽  
The North ◽  
Short Period ◽  
Study Support ◽  
The Subject

Purpose The purpose of this study is to determine the students’ perceptions of librarians as teachers of information literacy at the North-West University in South Africa. Design/methodology/approach The study used a survey research method in which online questionnaires were used to gather data from students who would have attended information literacy classes. Findings Students found librarians to be effective teachers of information literacy, and they found the subject to be very useful. However, some of the surveyed students felt that a lot of the subject was presented in a short period, which could easily result in exhaustion and information overload. The use of local or vernacular languages was also indicated as an area requiring the librarians’ attention for the teachers to be more effective. Practical implications The results of this study support the assessment of librarians as teachers by students to assist them (librarians) to refine their teaching methods and to make the conduct of information literacy worthwhile for the students. Social implications The outcomes of this study may be used to advocate for more information literacy (IL) contact time with the students by librarians when negotiating with faculty. Further, these results may be used to showcase the value placed by students to IL. Originality/value This study is a welcome addition to the scant literature on the quality of teaching delivered by the librarians and the assessment mechanisms used to provide feedback on students’ learning of IL. This study is a first of its kind comparing the perceptions of librarians’ teaching abilities by postgraduate and undergraduate students.

K&T Proyectos SAC: when ethics are more important than business

2019 ◽  
Vol 9 (2) ◽  
pp. 1-9
Author(s):  
Antonio Eduardo Meier
Keyword(s):  
Learning Outcomes ◽  
International Business ◽  
Undergraduate Students ◽  
Strong Relationship ◽  
Short Term ◽  
Mba Programs ◽  
Content Type ◽  
Academic Level ◽  
Trust Relationships ◽  
Doing Business

Learning outcomes The learning outcomes are as follows: The importance of doing business ethically; how to build trust relationships; how to develop a market; and how to react to a change in business and trust conditions. Case overview/synopsis The case is about the importance of doing business in an ethical manner. In how you can build trust relationships between supplier companies and buyers, and how that strong relationship can be destroyed by short-term interest, affecting the viability of business. Complexity academic level The case could be taught to undergraduate students who are studying Business Administration. The case could also be applied in MBA programs. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 5: International Business

Technologies, knowledge and truth: the three dimensions of information literacy of university students in Slovakia

2020 ◽  
Vol 77 (1) ◽  
pp. 285-303
Author(s):  
Jakub Fázik ◽  
Jela Steinerová
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Three Dimensions ◽  
Content Type ◽  
Phenomenographic Study ◽  
One Year ◽  
Concept Of Information ◽  
Two Stages ◽  
Literacy Experience

PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.

Undergraduate student information self-efficacy and library intervention

2017 ◽  
Vol 66 (6/7) ◽  
pp. 468-481
Author(s):  
Yingqi Tang ◽  
Hungwei Tseng
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Undergraduate Student ◽  
Information Seeking ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Library Instruction ◽  
Content Type ◽  
Student Information ◽  
Information Finding

Purpose The purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class. Design/methodology/approach A quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey. Findings The study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills. Research limitations/implications The number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result. Originality/value This study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively.

Are transfer students lagging behind in information literacy?

2017 ◽  
Vol 45 (2) ◽  
pp. 286-297 ◽  
Author(s):  
Min Tong ◽  
Carrie Moran
Keyword(s):  
Sample Size ◽  
Transfer Students ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Skills ◽  
Library Instruction ◽  
Content Type ◽  
Literacy Proficiency ◽  
Information Literacy Skills

Purpose The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction. Design/methodology/approach The Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA). Findings Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set. Research limitations/implications This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size. Originality/value It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

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